Higher Education Administration Commons^™

External Funding Bulletin, July - December 2018, Uno Office Of Research And Creative Activity

Sponsored Programs Bulletins

This bulletin features recent award recipients.

Nefdc Exchange, Volume 31, Fall 2018, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

President's message: Faculty development in the 21st century, Marc Ebenfield

NEFDC publication schedule change

“I will forever be changed”: Encouraging meaning-making in service-learning, Isabelle Jenkins, MDiv, Virginia Ryan, Ph.D., and Michelle Sterk Barrett, Ph.D. - College of the Holy Cross

Call for proposals for the spring 2019 conference

Lessons from the mat: 17 things being a new yoga student taught me about effective, student-centered teaching, Jen Girgen, J.D., Ph.D. - Salem State University

Connected: Building meaningful relationships for online learning, Sara Donaldson, Ed.D., Karen Caldwell, Ed.D., and Carey Borkoski, Ph.D., Ed.D. - Johns Hopkins University

Defamiliarizing the familiar: Challenging …

Gifted Education To Honors Education: A Curious History, A Vibrant Future, Nicholas Colangelo

Journal of the National Collegiate Honors Council Online Archive

Gifted programs and honors education have evolved along parallel tracks in the past decades with little interconnection or cross-communication. Exploring what these two fields can teach each other should allow us to collaborate in addressing their overlapping goals and potential conflicts in order to better educate bright young students. At both the high school and college levels, teachers often assume that gifted students need no special attention, that we can simply get out of their way and focus our attention on students who struggle academically. Those of us in both gifted and honors education know better. At the University of …

Social Media For Honors Colleges: Swipe Right Or Left?, Corinne R. Green

Journal of the National Collegiate Honors Council Online Archive

In the face of new technologies, honors faculty and staff should begin understanding the way their students interact with these technologies to apply them appropriately within the honors experience. Social media is a prominent and controversial technology that requires more research on how honors students and students with gifts and talents embrace or reject the trending innovations. Honors pedagogues express some controversy over whether the presence of online technology enhances or decreases the sense of community within their college (Alger; English; Johnson, “Meeting”; Salas), but this issue is moot if honors professionals do not seek understanding about how honors students …

Ways We Can Do Better: Bridging The Gap Between Gifted Education And Honors Colleges, Angie L. Miller

Journal of the National Collegiate Honors Council Online Archive

Over the past decade of my academic career, I have increasingly noticed the gap between K–12 gifted education and honors college education as my research has forced me to straddle the two areas. My doctoral education at Ball State University included a specialization in gifted studies, which was a natural fit with my own interests in creative cognitive processes. During this time, I worked with a team that amassed a large data set from the honors college students, with twelve different measures ranging from topics of temperament to perfectionism to social dominance orientation. These measures addressed mostly psychosocial and emotional …

If Not Us, Who? If Not Now, When?, Betsy Greenleaf Yarrison

Journal of the National Collegiate Honors Council Online Archive

Last year’s surprise hit of the television season was The Good Doctor, in which Freddie Highmore plays a gifted surgical resident who is also a high-functioning autistic. Critics speculate that it succeeded because audiences are hungry for good-outcome fantasy, or “warm bath” television. Fantasy is right. As much as we love watching Shaun Murphy show up not only all the other residents but all the attending physicians, we wouldn’t want to work with him in real life. Gifted students who can move through the K–12 curriculum so quickly that they can earn college-ready SAT scores at 11 or 12 are …

Editor’S Introduction, Ada Long

Journal of the National Collegiate Honors Council Online Archive

Honors educators are used to organizing and teaching interdisciplinary courses and so are familiar with the paradox that faculty in different academic departments are typically unaware of what goes on in disciplines other than their own despite quickly recognizing that they have mutual interests, methodologies, and challenges. They inevitably learn about and from the work of colleagues in different fields, discovering opportunities to strengthen their scholarly and pedagogical work. They typically want and ask to teach other interdisciplinary courses and wonder why they haven’t thought to do so before. The same paradox exists in the scholarship on gifted and honors …

Journal Of The National Collegiate Honors Council 19.2 (Fall/Winter 2018) [Editorial Matter]

Journal of the National Collegiate Honors Council Online Archive

indexing statement

production editors

editorial board

contents

Call for Papers .

Editorial Policy, Deadlines, and Submission Guidelines

About the Authors

Front and back covers

Opening Doors: Facilitating Transfer Students’ Participation In Honors, Patrick Bahls

Journal of the National Collegiate Honors Council Online Archive

Those of us who reflect on our work as honors educators and administrators are more certain than ever that honors programs and colleges are critical sites for development of equity, diversity, and inclusion in higher education. Numerous roundtable discussions and research presentations at recent regional and national honors conferences signal this awareness as do equally numerous honors-related publications, including two monographs released through the National Collegiate Honors Council; Setting the Table for Diversity, edited by Coleman and Kotinek, and Occupy Honors Education, edited by Coleman, Kotinek, & Oda. Lisa Coleman opens the former volume with a series of questions that …

Gifted Students, Honors Students, And An Honors Education, Jaclyn M. Chancey, Jennifer Lease Butts

Journal of the National Collegiate Honors Council Online Archive

The seeming lack of connection between honors and gifted education has puzzled us for some time. Both of us incorporated gifted education and higher education into our doctoral studies, and both of our dissertations used gifted education theories as lenses into the honors student experience. Our lives as researchers and higher education administrators have been spent in the shared space between gifted students and honors programs. We know that this combination strengthens our work with the University of Connecticut Honors Program, and we are excited at the possibility of greater collaboration between the two fields. In this essay, we will …

Dedication -- Lisa Lynn Coleman

Journal of the National Collegiate Honors Council Online Archive

Honors director, diversity advocate, book editor, journal reviewer, Virginia Woolf scholar, yoga and Pilates instructor—Lisa Coleman is a modern-day Renaissance woman. Recently retired as English Professor and Honors Director at Southeastern Oklahoma State University, Lisa has been a moving force in the National Collegiate Honors Council for two decades. Most NCHC members know her as the instigator and implementer of the Diversity Forums at the annual conferences for the past fifteen years or so. An active member and often chair of the Diversity Committee during that time, she has also been contributing co-editor to two monographs on diversity in honors …

Honors Is A Good Fit For Gifted Students— Or Maybe Not, Annmarie Guzy

Journal of the National Collegiate Honors Council Online Archive

In the field of composition studies, a core pedagogical objective is to familiarize students with types of argumentation strategies, such as causation, evaluation, narration, rebuttal, and definition. Introducing definition arguments in their textbook Good Reasons: Researching and Writing Effective Arguments, Lester Faigley and Jack Selzer state that “[d]efinition arguments set out criteria and then argue whatever is being defined meets or does not meet those criteria. Rarely do you get far into an argument without having to define something” (97). They identify three categories of definition—formal, operational, and by example—and then apply these to sample documents. For my honors composition …

Are You Gifted-Friendly? Understanding How Honors Contexts (Can) Serve Gifted Young Adults, Jonathan D. Kotinek

Journal of the National Collegiate Honors Council Online Archive

I was tangentially aware of gifted education while I was in elementary and middle school, but my first real awareness of the concept came through my work in the University Honors Program at Texas A&M. In truth, I was not yet working for the University Honors Program; I was a graduate assistant for then-Associate Director, Finnie Coleman, who tasked me with helping host a group of Davidson Young Scholars visiting campus for a lecture from Stephen Hawking to mark the opening of the Mitchell Institute for Fundamental Physics and Astronomy in 2003. I was hired into a full-time role in …

Not So Gifted: Academic Identity For Black Women In Honors, A. Musu Davis

Journal of the National Collegiate Honors Council Online Archive

Honors students are often regarded as the best and brightest at their universities, but the standard definitions of high achievement are not always useful for identifying talented undergraduate Black women. In a qualitative study of Black women in honors inside and outside the classroom at two urban predominantly white universities (PWIs), data derived from the students’ experiences provide insights about the standard labels of high achievement in higher education. The voices of these women expand the discourse on student academic identity. Picture one of these honors students: Anissa wipes her finger through the word “gifted,” which is written on the …

Journal Of The National Collegiate Honors Council 19.2 (Fall/Winter 2018)

Journal of the National Collegiate Honors Council Online Archive

Forum Essays on “Gifted Education and Honors”

Gifted Education to Honors Education: A Curious History, a Vibrant Future — Nicholas Colangelo

Honors Is a Good Fit for Gifted Students—Or Maybe Not — Annmarie Guzy

Are You Gifted-Friendly? Understanding How Honors Contexts (Can) Serve Gifted Young Adults — Jonathan D. Kotinek

If Not Us, Who? If Not Now, When? — Betsy Greenleaf Yarrison

Gifted Students, Honors Students, and an Honors Education . Jaclyn M. Chancey and Jennifer Lease Butts

Ways We Can Do Better: Bridging the Gap Between Gifted Education and Honors Colleges . Angie L. Miller

Not So Gifted: Academic …

The Value Of Honors: A Study Of Alumni Perspectives On Skills Gained Through Honors Education, Christopher M. Kotschevar, Surachat Ngorsuraches, Rebecca C. Bott-Knutson

Journal of the National Collegiate Honors Council Online Archive

Honors education is often marketed as a means to offer enhanced value to a collegiate education. This value has the capacity to bolster a student’s academic experience, to add to his or her comprehensive skill set, to enhance a resumé, and to improve professional development. Ernest Pascarella argued that theoretical value without data is often used to justify collegiate programs such as honors and criticized those practices for lacking research and data to validate the claim of enhanced value. The current research was designed to obtain validation by eliciting the perspectives of alumni from South Dakota State University’s (SDSU’s) Honors …

Social Construction Of Power In Policymaking: A Case Of Cybersecurity Articulation Agreements In Virginia, Michael Paul Moore

Educational Leadership & Workforce Development Theses & Dissertations

Existing research into the creation of articulation agreements focused solely on the functional aspects of these documents, such as maximizing transfer credit. However, little is known about the experiences of faculty and administrators at the community colleges and universities who create articulation agreements and how their experiences affect partnerships between institutions. This is especially important for high-stakes articulation agreements in industries that are under-employed, as institutions are expected to enroll large numbers of students to meet the demands of the market. Who takes charge in the creation of such articulation agreements is of interest for leaders of institutions seeking to …

September 28, 2018 Minutes, Swosu Faculty Senate

Faculty Senate Minutes

SWOSU Faculty Senate September 28, 2018 Approved Minutes.

Recruiting Community College Transfer Students, Jody Reding

Contemporary Issues in Educational Leadership

Private faith-based colleges and universities are a strong fit for community college transfer students. However, far too many small private faith-based colleges and universities miss the mark when it comes to their successful recruitment. This paper seeks to address this issue and provide solutions for successfully recruiting community college transfer students. The number one question that leads decisions year in and year out for many small private faith-based colleges and universities is whether or not they can recruit and retain students (M. Brewer, personal communication, 2015). All too often, the focus of most admissions teams’ centers on traditional (new freshman) …

Sr-18-19-01 Acf, Marshall University

Recommendations

No abstract provided.

The Minutes Of The Marshall University Staff Council Meeting, September 2018, Marshall University Staff Council

Staff Council Minutes

No abstract provided.

St. Vincent’S College At Sacred Heart University Faculty Handbook, Sacred Heart University

Handbooks & Factbooks

Approved by the Board of Trustees September 14, 2018.

“I Didn’T Feel Alone”: A Phenomenological Study Of University Branch Campus Graduates, High Impact Practices, And Student Persistence, Jesse Raymond Neimeyer-Romero

Electronic Theses, Projects, and Dissertations

University branch campuses play a vital role in today’s higher education field. Branch campuses help facilitate the delivery of knowledge, development, and learning opportunities to populations that may not have any other prospect in regard to pursuing their educational goals. Branch campuses have also become a new way for institutions of higher education to collaborate and work together to serve students’ interests. Yet, despite enrollment growth across thousands of higher education branch campuses that exist in the United States, the literature on branch campuses is scant. Furthermore, branch campuses, like their main campus counterparts, have a responsibility to ensure that …

Correlation Effects Of Gender And Entry Qualifications On The Performance Of Undergraduate Engineering Students In Universities, Taofeek Ayotunde Yusuf, C. A. Onifade

Journal of Research Initiatives

Enrollment into engineering disciplines in tertiary institutions has always been identified for gender bias, higher population favoring the masculine. However, reports on the standard ratio of this bias nor the issue of whether it has any significant impact on academic performance of engineering students (POES) scarcely exist. Meanwhile, Nigerian Universities still enjoy autonomy and their admission policies on entry requirements vary. Hence, this study examined the possible influence of gender and entry qualification (EQ) on POES. Data collected from 491 undergraduate engineering students from two universities were statistically analyzed. The study revealed female to male population ratio of 1:9. The …

The Writer's Workbook Intervention: Promoting Writing Achievement, Cassandra O'Sullivan Sachar

Journal of Research Initiatives

Research demonstrates that American high school students are not writing with proficiency, and teachers are not providing adequate writing instruction. This study examined the effectiveness of a writing intervention on achievement using pre- and post-intervention data. The instructional intervention combined self-regulated strategy development, peer and teacher feedback, reflection, and flexible writing practice to strengthen persuasive and argumentative writing in high school students. 95 ninth- and tenth-grade Delaware public school students in higher and lower-level classes participated in the instructional intervention, and twenty-five students’ writings were scored before and after the intervention to assess growth. Pre/post mean ratings of writing quality …

August 31, 2018 Minutes, Swosu Faculty Senate

Faculty Senate Minutes

SWOSU Faculty Senate Augu 31, 2018 Approved Minutes.

The Minutes Of The Marshall University Staff Council Meeting, August 2018, Marshall University Staff Council

Staff Council Minutes

No abstract provided.

20180803: Special Collections Curator Files, 1974-2013, Libraries And Online Learning

Guides to University Archives

These items include materials from the office of Special Collections at Marshall University from 1974-2013. Items were received in 2018 and include notable materials from Warner Brothers “We Are Marshall” forms and papers, Marshall early years donor recognition, and Old Main notes and layout. This is not an exhaustive list. Please download the finding aid for a full list of contents.

20180803: Special Collections Curator Files, 1974-2013, Libraries And Online Learning

Guides to University Archives

These items include materials from the office of Special Collections at Marshall University from 1974-2013. Items were received in 2018 and include notable materials from Marshall University catalogues, Newsletters, and Morrow Stacks blueprints and information. This is not an exhaustive list. Please download the finding aid for a full list of contents.

Examining The Meaning Of Course Evaluation, Tyesha Stewart

Electronic Theses and Dissertations

Teaching evaluations significantly influence faculty members’ annual evaluations and progress toward tenure and promotion within academic programs in higher education. Those with consistently strong, positive, teaching evaluations have been deemed effective instructors and often validated with increases in salary, teaching awards, and promotion and tenure. This is especially the case when strong course evaluations are received in addition to documented scholarship and research activities and positively evaluated professional service. However, questions are being raised about the meaningfulness of students' ratings of course instruction. Do these measures effectively assess competence as instructors or do they measure other unknown processes in the …