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Full-Text Articles in Educational Administration and Supervision

Editorial, Volume 1 - 2005 Jan 2005

Editorial, Volume 1 - 2005

Honors in Practice Online Archive

Editorial Policy

Submission Guidelines

Dedication to Grey Austin

Editor’s Introduction: Ada Long

Keeping Honors Information Current by Joan Digby and Tracey Christy

Tenure and Promotion in Honors by Rosalie Otero

We Know They’re Smart, but Have They Learned Anything?: Strategies for Assessing Learning in Honors by Steffen Pope Wilson and Rose M. Perrine

Funding Needs Through Student Government Resources by Geoffrey Orth

On the Benefits of Teaching Honors by Alexander Werth

Contracting in Honors by Kambra Bolch

Reviving an Honors Program with Specialized Sequence Tracks by Sharon Carrish

Honors Courses: More Difficult or Different? by Jim Lacey

Transferring a Course …

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We Know They Are Smart, But Have They Learned Anything? Strategies For Assessing Learning In Honors, Steffen Pope Wilson, Rose M. Perrine Jan 2005

We Know They Are Smart, But Have They Learned Anything? Strategies For Assessing Learning In Honors, Steffen Pope Wilson, Rose M. Perrine

Honors in Practice Online Archive

The independent assessment of student learning, or outcomes assessment, is a topic of national interest and one that is currently being addressed by many institutions of higher education. Honors programs, like all academic units, are being asked to create outcomes assessment programs. We provide here a brief history of outcomes assessment and an overview of the basic steps required for creating an outcomes assessment program. We then discuss suggestions for implementing outcomes assessment in honors.

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On The Benefits Of Teaching Honors, Alexander Werth Jan 2005

On The Benefits Of Teaching Honors, Alexander Werth

Honors in Practice Online Archive

Honors colleges and programs vary widely by institution, naturally, but the main feature they share is involvement by top students of superior ability and motivation. Typically honors courses also involve top teachers—those who are most skilled, conscientious, and passionate about teaching. This applies whether honors teachers are self-selected, nominated by peers, or chosen by an honors director or coordinator.

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Team Leaders And The Honors Freshman-Year Experience, Alvin Wang, Crystal Espinosa, Cassandra Long, Anik Patel Jan 2005

Team Leaders And The Honors Freshman-Year Experience, Alvin Wang, Crystal Espinosa, Cassandra Long, Anik Patel

Honors in Practice Online Archive

In this article, we report on an effective means to enhance the honors freshman- year experience and thereby reduce the high rates of attrition commonly associated with the first year in college. Research by Tinto (1975; 1987) has shown that academic as well as social integration contributes to student persistence and success in college. Consequently, the successful transition from high school to college requires that freshmen make adjustments both academically and socially. The lack of integration in either of these domains will reduce student persistence and increase the likelihood that students will be college dropouts. The effects of academic and …

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Stockholm Study Abroad: Scientific Breakthroughs And Nobel Laureates, Jana Pressler, Eric Rosenfeld, Marianne Alverbo Larsson Jan 2005

Stockholm Study Abroad: Scientific Breakthroughs And Nobel Laureates, Jana Pressler, Eric Rosenfeld, Marianne Alverbo Larsson

Honors in Practice Online Archive

Undergraduate study abroad experiences and immersive international programs serve as rich learning opportunities and substantive creative endeavors. This is particularly true for honors students. This paper describes an honors course that was developed around the idea of the scientific method, targeted at exploring scientific breakthroughs and Nobel laureates, and conducted at the site where the majority of Nobel Prizes are awarded: the Karolinska Institute in Stockholm, Sweden. For the “Stockholm Study Abroad” course at The Pennsylvania State University, honors students were asked to examine elements of the scientific method as the underlying framework of research studies, discuss traditional and nontraditional …

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Tenure And Promotion In Honors, Rosalie Ortero Jan 2005

Tenure And Promotion In Honors, Rosalie Ortero

Honors in Practice Online Archive

The Chronicle of Higher Education Review (2/11/05) published an article on “Collaborative Efforts: Promoting Interdisciplinary Scholars” by Stephanie L. Pfirman, James P. Collins, Susan Lowes, and Anthony F. Michaels. They wrote, “Creative research and teaching increasingly occur at the junction between traditional disciplines. As a result, many colleges and universities have committed themselves to fostering interdisciplinary scholarship. But the scholars who work at that junction are confronted with conventional departmental hiring, review, and tenure procedures that are not suited to interdisciplinary work and can slow or block the progress of their careers.”

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Transferring A Course Developed For Honors Students To Non-Major Biology Students: Lessons Learned, Mark A. Mcginley Jan 2005

Transferring A Course Developed For Honors Students To Non-Major Biology Students: Lessons Learned, Mark A. Mcginley

Honors in Practice Online Archive

Honors colleges offer the opportunity for faculty to teach small classes to motivated, academically gifted students. One possible benefit offered by teaching honors courses is the opportunity to experiment with new teaching approaches. Thus, one goal of honors colleges is to act as a “lab” for developing novel educational approaches that can be applied across the university. Here I report on the lessons learned from my experience transferring a course developed for honors students to the general student population.

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Honors Courses: More Difficult Or Different?, Jim Lacey Jan 2005

Honors Courses: More Difficult Or Different?, Jim Lacey

Honors in Practice Online Archive

At a well-attended “Developing in Honors” (DIH) session at the 2004 NCHC conference in New Orleans, the question of whether honors courses should be more difficult than or different from standard courses turned out to be unusually lively. The panelists insisted that honors courses should be different in a number of ways, all advocating smaller, interactive classes. My position went further in this direction, arguing that honors courses should replace General Education Requirements, courses often crowded with unwilling students, taught by instructors who would rather be doing something else, and dumbed down. Honors courses, I suggested, should not be specialized. …

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Keeping Honors Information Current, Joan Digby, Tracey Christy Jan 2005

Keeping Honors Information Current, Joan Digby, Tracey Christy

Honors in Practice Online Archive

In the process of composing the fourth edition of Peterson’s Smart Choices: Honors Programs & Colleges, we spent a great deal of time verifying current information about our member institutions. This turned out to be far more difficult than we had anticipated, and so we would like to share with you some of the problems we encountered that may have practical implications for you when it comes to keeping in touch with NCHC, providing information about your program, and recruiting new students.

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Reviving An Honors Program With Specialized Sequence Tracks, Sharon Carrish Jan 2005

Reviving An Honors Program With Specialized Sequence Tracks, Sharon Carrish

Honors in Practice Online Archive

When I assumed the position of Honors Program Director along with my other responsibilities, I was handed the Honors Program Review from the previous five years. Nestled among the goals and objectives—alongside of recruiting, marketing and identifying faculty to teach honors courses—was the most pressing problem: serious declining enrollment. Students were being recruited for the honors program by the department of admissions, but only a very small number were continuing into their junior and senior years. With this problem of disappearing numbers came the possibility of a disappearing honors program. Apparently most of these students were dropping out of the …

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Contracting In Honors, Kambra Bolch Jan 2005

Contracting In Honors, Kambra Bolch

Honors in Practice Online Archive

A survey of the second edition of Peterson’s Honors Programs reveals that a variety of honors programs and colleges around the country employ the honors contract as one mechanism whereby students may earn honors course credit. Although there is no uniform definition of what a contract entails, one common approach is the completion of a paper, project, or other assignment in addition to a non-honors course’s requirements. Of the 360 listings in the Peterson’s guide, at least 43 public, private, two-year, and four-year programs and colleges choose to mention contracting in their listings. Contracting, therefore, appears to provide a prominent …

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Using Students Mentors In An “Introduction To Honors” Course, Betsy Bach, Rachel Kinkie, Sam Schabacker Jan 2005

Using Students Mentors In An “Introduction To Honors” Course, Betsy Bach, Rachel Kinkie, Sam Schabacker

Honors in Practice Online Archive

The Davidson Honors College at the University of Montana requires “Introduction to Honors” of all matriculating students. The course is offered for one credit and is designed to develop a sense of organizational identification among the first-year students enrolled in each of the ten sections that we teach every fall semester. Specifically, the goals of the course for students are to a) develop community, b) learn the essentials of a liberal arts education, and c) participate in activities they might not typically experience (e.g., community service or cultural events). Faculty members teaching each section volunteer their time and are provided …

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Gender Differences In Leadership Style: A Literature Analysis, Mary Clisbee Jan 2005

Gender Differences In Leadership Style: A Literature Analysis, Mary Clisbee

Journal of Women in Educational Leadership

This analysis of literature explores gender differences in leadership style. As greater numbers of women enter the ranks of leadership and more research is conducted, contradictory findings emerged. Using the qualitative software program NVivo version 1.2, 36 pieces of qualitative, quantitative, and popular culture literature were summarized, coded, and the coded information analyzed. The analysis revealed that (a) the characteristics of the rater have significant impact on the findings, (b) the research instrument and methodology used effect the findings, and (c) there are many varying and often contradictory explanations for gender differences in leadership.

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Career Paths And The Superintendency: Women Speak Out, Nancy Hergenrother Seyfried, Thomas Diamantes Jan 2005

Career Paths And The Superintendency: Women Speak Out, Nancy Hergenrother Seyfried, Thomas Diamantes

Journal of Women in Educational Leadership

According to the 2000 census, women comprise nearly 51 % of the American population. Women constitute two thirds of the work force in education. Seventy-five percent of teachers are women; 41 % of principals are women, and women fill 60% of central office administration positions, yet, at the superintendent level, only 10% are women (Vail, 1999). Guthrie (1999) found that the shortage of women in top education positions mirrors other fields. Women make up 50% of the work force, yet they represent fewer than 11 % of the corporate officers of companies and 3% of the heads of companies. Women …

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Journal Of Women In Educational Leadership, Vol. 3, No. 1-January 2005 Jan 2005

Journal Of Women In Educational Leadership, Vol. 3, No. 1-January 2005

Journal of Women in Educational Leadership

©2003 Pro>Active Publications

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Women In History--Mary Mcleod Bethune, Mark Giesler Jan 2005

Women In History--Mary Mcleod Bethune, Mark Giesler

Journal of Women in Educational Leadership

Unlike many of her contemporaries, Mary McLeod Bethune is not a household name. This is perhaps fitting. Despite the fact that she made major contributions in politics and education, she epitomized the quiet, passionate African-American woman of the mid-20th century, "the mothers of the race, the homemakers and spiritual guides" (Hanson, 2003, p. 2).

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Shirley Chisholm Had Guts, Marilyn L. Grady, Barbara Lacost Jan 2005

Shirley Chisholm Had Guts, Marilyn L. Grady, Barbara Lacost

Journal of Women in Educational Leadership

We note the passing of Shirley Chisholm (1924-2005), a 1993 inductee to the National Women's Hall of Fame.

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Observations Of Chat Room Conversations On The Internet: Implications For Educators Addressing The Needs Of Female Adolescents, Dixie Sanger, Mitzi Ritzaman, Barbara Lacost, Keri Stofer, Amie Long, Marilyn L. Grady Jan 2005

Observations Of Chat Room Conversations On The Internet: Implications For Educators Addressing The Needs Of Female Adolescents, Dixie Sanger, Mitzi Ritzaman, Barbara Lacost, Keri Stofer, Amie Long, Marilyn L. Grady

Journal of Women in Educational Leadership

This qualitative study explored the meanings of chat room conversations through observations of teenagers using the Internet. Adolescent girls were a focus because of their shaky sense of self. Participants in ten chat rooms included 534 individuals. Six themes, emerging from analyzing 2526 utterances [descriptive statements], included (a) communicating with abbreviations and acronyms, (b) requesting/providing personal information, (c) requesting/providing pictures, (d) requesting/accepting private chats, (e) using profanity/vulgarity or sexual comments, and (f) using figurative language or sarcasm. Implications were outlined to assist educators addressing the needs of female adolescents.

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Review Of Closing The Leadership Gap: Why Women Can And Must Help Run The World By Marie C. Wilson., Linda L. Lyman Jan 2005

Review Of Closing The Leadership Gap: Why Women Can And Must Help Run The World By Marie C. Wilson., Linda L. Lyman

Journal of Women in Educational Leadership

Reading this book helps one place the struggle for gender equity In leadership of schools into its rightful larger context: equal numbers of women in school, district, and university leadership will contribute to transforming not only these organizations, but also American culture, and ultimately the world. Starkly stated, Wilson's premise is ''that our future depends on the leadership of women-not to replace men, but to transform our options alongside them" (p. x). Growing poverty, a broken health care system, looming environmental problems, and other human and organizational crises throughout the fabric of our society reinforce the need for new options.

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Voices Of Women In The Field -- Advice From Women Rural Superintendents, Kaye Lynn Peery Jan 2005

Voices Of Women In The Field -- Advice From Women Rural Superintendents, Kaye Lynn Peery

Journal of Women in Educational Leadership

This summary is based on interviews with women rural superintendents. As more women become superintendents, they will need information about their new roles. Often they do not have access to the network of other rural superintendents. This summary is a "quick" guide for the women who will enter their first rural superintendency.

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Advice From The Field In Educational Leadership For Female Principals, Carole Funk, Barbara Polnick Jan 2005

Advice From The Field In Educational Leadership For Female Principals, Carole Funk, Barbara Polnick

Journal of Women in Educational Leadership

The number of female school principals in the United States continues to grow each year, and many of these women are evolving into outstanding educational leaders. Cultural and gender barriers, however, continue to limit their leadership effectiveness despite their overall achievements. Many of these women have not maximized their leadership effectiveness despite their overall achievements. Many of these women have not maximized their leadership effectiveness because they work in cultures that are not conducive to their transformational leadership styles. In addressing these issues, the authors of this article have provided a research synthesis regarding the female principal-ship in order to …

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Voices Of Women In The Field--External Factors Can Affect Goals, Nancy Fuller Jan 2005

Voices Of Women In The Field--External Factors Can Affect Goals, Nancy Fuller

Journal of Women in Educational Leadership

I prided myself as being one who embraced change. I often became disgusted with my fellow teachers when they dragged their feet and resisted district initiatives. I also believed in setting goals and then managing the tasks that allows one to reach the goals. I thought it was merely a matter of purposeful planning, effort, and time that allowed one to meet goals. However, through a chain of events and life's hard knocks, I discovered that the goal premise did not necessarily work.

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Institutional Costs - Fy 2005, University Of Northern Iowa Jan 2005

Institutional Costs - Fy 2005, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

A report showing the costs associated with the running of the University of Northern Iowa.

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Inclusion: Where We've Been, Where We Are, Where We're Going, Marie S. Farmer Ph.D. Jan 2005

Inclusion: Where We've Been, Where We Are, Where We're Going, Marie S. Farmer Ph.D.

Electronic Journal for Inclusive Education

In 2001 No Child Left Behind (NCLB) was enacted and its pressure to have all students achieve academically has caused many teachers and administrators to reconsider whether mentally retarded children should be included in regular classes. The purpose of this study was to survey experienced professionals in the field of special education to get their insight about the future role of inclusion for students with mild intellectual disabilities. Members of the Georgia Council on Exceptional Children members were surveyed to find out their expectations for the future of the education of mentally retarded children in the next ten years. While …

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Executive Committee Minutes 2005-2006, Indiana State University Jan 2005

Executive Committee Minutes 2005-2006, Indiana State University

Faculty Senate

No abstract provided.

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Reflective Dialogue: What’S In It For Teachers? A Pakistan Case, Jane Rarieya Jan 2005

Reflective Dialogue: What’S In It For Teachers? A Pakistan Case, Jane Rarieya

Institute for Educational Development, Karachi

Reflective dialogue is still very much an unexplored area in teacher education in Pakistan. This article presents findings of a study that engaged four teachers in the process of reflective dialogue in a school in Karachi, Pakistan. It explores the teachers’ response to the process and possible reasons. It also examines the role played by those who help teachers to become reflective (reflective coaches). Findings indicate that reflective dialogue is an alternative teacher professional development strategy, and that a teacher’s level of reflection is dependent on the teacher’s commitment to teaching, personal reasons and responsibilities. Teaching experience also influences one’s …

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Schoolwide Safety Manual For Tyee High School, Melissa A. Routh Jan 2005

Schoolwide Safety Manual For Tyee High School, Melissa A. Routh

All Graduate Projects

This project is an analysis of school safety issues and protocols that were designed to ensure the safety, health, and welfare of all school community members. The review of related literature and research proved that it was essential for all schools to create a site-specific manual that was collaboratively created, implemented, and monitored continuously. Included is a safety manual designed for Tyee High School that includes detailed instruction for a wide range of crisis situations. The overall purpose of the manual was to create a resource that students, staff, administrators, and parents could refer to that was comprehensive and all-inclusive.

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Creating A Small Learning Academy At My. Rainier High School, Gerald A. Turner Jan 2005

Creating A Small Learning Academy At My. Rainier High School, Gerald A. Turner

All Graduate Projects

This project examined the essential components of a small learning academy to be established at Mt. Rainier High School. The review of current research found that six components are necessary for a small learning academy to be successful when breaking down large comprehensive high schools into small learning communities. The components that are evaluated include personalization of education, creating studentcentered and authentic curriculum, adaptive teaching strategies, performance-based assessment with high expectations, teacher collaboration and professional development, and strong community connections. The overall purpose of the guide is to focus attention on the components that matter in the establishment of the …

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Career Development Of The Golden Generation: Elite Phds In The Humanities Recruited As Faculty At Comprehensive Universities (1972-1982), Leah Wilkinson Jan 2005

Career Development Of The Golden Generation: Elite Phds In The Humanities Recruited As Faculty At Comprehensive Universities (1972-1982), Leah Wilkinson

Theses and Dissertations

The academic labor market in humanities has suffered from severe imbalances for over 30 years. Consequently, many faculty hopefuls have had to alter their career aspirations to fit the limited employment options available to them (Finnegan, 1993). This qualitative study examined the career socialization of 19 senior humanities faculty, who as newly-minted PhD s at leading research universities sought full-time tenure- track positions during the hiring recession in higher ed u cation from 1972 to 1982. At the same time, public teaching-oriented universities in the Heartland began to capitalize on a buyer’s market for outstanding new faculty. After a highly …

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Safe Proms In High-Risk Times, Nicholas J. Pace Jan 2005

Safe Proms In High-Risk Times, Nicholas J. Pace

Department of Educational Administration: Faculty Publications

In the spring of Pete's senior year, Jeri told me that he was probably going to stop keeping his secret and would likely bring his boyfriend to the prom. I exhaled a heavy combination of a laugh and a scoff. "You've got to talk him out of it," I said, matter-of- factly. My initial response had no relationship to my feelings toward the morality of homosexuality, nor did it result from any deeply held philosophical or religious views on homosexuality. The gut level response came, sadly, from a purely administrative, managerial, "try to keep the lid on" mentality. We talked …

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