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The Ages Of Imitation, Authenticity And Originality, Cheryl Achterberg

Journal of the National Collegiate Honors Council Online Archive

Joan Digby has offered us a wonderful opportunity to think about our students and ourselves in constructing an education for them. Her essay took me back to my own freshman year when I read Nathaniel Hawthorne’s story “The Birthmark.” I think it might have been the first formal paper that I wrote in college, and it left an indelible imprint on my mind: The only truth is paradox. It seems to fit this case. Our students are and are not different than those in the past, and we, their instructors, are neither more nor less than our predecessors. If the …

Athena, Telemachus, And The Honors Student Odyssey: The Academic Librarian As An Agent In Mentored Learning, Emily Walshe

Journal of the National Collegiate Honors Council Online Archive

This study considers how librarians can develop mentoring schemes that enhance intellectual discourse among honors students. The author defines mentored learning; identifies the need for integrated information support in honors curricula; outlines a project that has employed a mentored learning model; and examines how a mentored learning program may assist in promoting high achievement and low attrition in honors programs. This paper was presented at the 39th annual NCHC conference in November 2004.

Imitation, Economic Insecurity, And Risk Aversion, Jay Mandt

Journal of the National Collegiate Honors Council Online Archive

There is an ingrained notion in American culture that individuals are responsible for their circumstances. In the Great Depression, people blamed themselves for unemployment, as if somehow their personal character flaws, rather than a breakdown of the national economy, had caused them to be laid off. At a visceral level, Americans reject the idea that they are in the grip of vast forces beyond their control.

What Is An Honors Student?, Cheryl Achterberg

Journal of the National Collegiate Honors Council Online Archive

Honors programs and colleges are commonplace in U.S. higher education today with programs in 60% of all four-year institutions and over 40% of all two-year institutions (Baker, Reardon, and Riordan, 2000). The research literature about honors education and/or honors students, however, is sparse (Achterberg, 2004; Long and Lange, 2002; Reihman, Varhus and Whipple, 1995; Roemer, 1984). Hypothetically, experience of nearly a century should generate recognizable patterns (Cohen, 1966a). The purpose of this paper is to review what literature exists to describe honors students, and it ends with a normative definition of an honors student. It necessarily focuses on traditionally-aged students …

The Hopes And Fears Of Post-9/11 Years, Mel Piehl

Journal of the National Collegiate Honors Council Online Archive

In 1998 Arthur Levine and Jeannette Cureton wrote in When Hope and Fear Collide: A Portrait of Today’s College Student that the current college generation they had studied was “wearied by the enormous pressure they face economically, politically, socially, and psychologically. At the same time, they are energized by a desire to enjoy the good life and make their corner of the world a better place. This is a generation in which hope and fear are colliding” (17).

Allocation Of Resources: Should Honors Programs Take Priority?, K. Celeste Campbell

Journal of the National Collegiate Honors Council Online Archive

Two of the major challenges facing higher education in the 21st century are the determination of priorities and the allocation of shrinking resources to reflect these priorities. Many colleges and universities, when blessed with sufficient funds during the last half of the 20th century, dedicated resources to develop honors programs (or similar honors colleges) to attract and nurture academically talented undergraduate students.1 Substantial funds are required for honors programs to offer benefits such as small classes, special honors advising, and honors housing. In addition to annual funding, other resources are needed to operate a successful honors program, such as faculty …

Editorial Matter For Volume 6, Number 1, Ada Long, Dail Mullins

Journal of the National Collegiate Honors Council Online Archive

Editorial Policy
Contents
Call for Papers
Submission Guidelines
Dedication to Faith Gabelnick
Editor's Introduction, Ada Long
About the Authors

What Honors Students Are Like Now, Rosalie Otero

Journal of the National Collegiate Honors Council Online Archive

I recently received a letter from one of our Honors alumnae. Zoë wrote: “I’m doing it again! I’ve decided to run another marathon in support of the Leukemia Society of America in Anchorage, Alaska. Five years ago, I undertook a great challenge when I successfully completed the marathon in San Diego, running 26.2 miles in just over 4 1/2 hours. Although training in Alaska has proved challenging–getting up in the dark to confront freezing temperatures, snow and ice, while trying to avoid running into moose (which, believe it or not, happens often), the challenges that I’m encountering are nothing compared …

Responsibility And Imitation, Michael K. Cundall Jr.

Journal of the National Collegiate Honors Council Online Archive

In my discipline there are typically two kinds of reviews. The first is sharply critical of the author’s conclusions, argumentative techniques, and overall style. The second usually involves a brief summary of the author’s points and then goes on to engage the project in a variety of ways: some critical, some conciliatory. I choose to adopt the latter form as it seems that Digby brings to the fore issues that should concern educators in Honors.

The Age Of False Positives, Bernice Braid

Journal of the National Collegiate Honors Council Online Archive

Years ago, when I was beginning to develop field-based learning methods and experimenting with City as Text© as an integrative seminar, I learned a lot from the insights of Parker Palmer. His presentation at AAHE, a talk he called “Community, Conflict and Ways of Knowing” (published later, in l988, in CHANGE Magazine) was a catalyst for those of us in NCHC who were refining the structure of “explorations,” linking them to extended seminar discussions and applying them to research projects, especially in Honors Semesters. Two passages in particular resonate with Joan Digby’s article on students today and remind me just …

Journal Of The National Collegiate Honors Council -- Volume 6, No. 1 -- Complete Issue

Journal of the National Collegiate Honors Council Online Archive

CONTENTS

Call for Papers
Submission Guidelines
Dedication to Faith Gabelnick David Mowry
Editor’s Introduction -- Ada Long

FORUM ON HONORS STUDENTS
The Age of Imitation -- Joan Digby
The Age of False Positives -- Bernice Braid
Originality is a Risk -- Annmarie Guzy
Intimations of Imitation: Honors Students and Their Alps -- Jeffrey A. Portnoy
The Art of the Mash-Up: Students in the Age of Digital Reproduction -- Amy Bass
Responsibility and Imitation -- Michael K. Cundall, Jr.
The Ages of Imitation, Authenticity, and Originality -- Cheryl Achterberg
Imitation, Economic Insecurity, and Risk Aversion -- Jay Mandt
The Hopes and …

Originality Is A Risk, Annmarie Guzy

Journal of the National Collegiate Honors Council Online Archive

I am a teacher of composition and technical communication by vocation, but one avocation of mine is horror, and I occasionally teach a class on horror literature and film. If one is taking films to task for endless, derivative sequels and remakes, as Joan does, then horror is certainly no exception. Many people view the genre with another kind of distaste, decrying its graphic representations of violence and sexuality. Horror is messy and dangerous, and it sends the message that risky behavior is punished with death or worse.

The Art Of The Mash-Up: Students In The Age Of Digital Reproduction, Amy Bass

Journal of the National Collegiate Honors Council Online Archive

History has never had a convenient mechanism of organization. The measurement of time we call the decade, unfortunately, does not work. The sixties, for example, in many ways began in 1955 with the Montgomery Bus Boycotts, and in other ways began in 1963 with the assassination of President John F. Kennedy. They did not end on December 31, 1969, as we would have liked them to, because the Black Panthers and the Radical Feminists, as well as many others with sixties sensibilities, would have much to say going into the 1970s. Further, few could question the fact that the greed …

What Honors Can Do, Vince Brewton

Journal of the National Collegiate Honors Council Online Archive

Since becoming honors director at a small regional institution in March, I have had more than a few opportunities to reflect on what honors might be and what it is not, or should not, be. When Dail W. Mullins, Jr. writes of “balancing tensions” between meritocratic and egalitarian tendencies, it is a reminder that honors education is not a single linear pursuit as outsiders often conceive it, “working with the best and the brightest” (what could be easier or more straightforward!), but involves a reconciliation of opposites that is fundamental to paradox. Most of us arrive in our profession with …

Pod Network News, Spring/Summer 2005

Professional and Organizational Development Network in Higher Education: POD Network News

No abstract provided.

Nefdc Exchange, Volume 16, Number 1, Spring 2005, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

From the NEFDC President: The Heart of the Matter - Thomas S. Edwards, Thomas College

Transforming Your Good Idea into a Compelling Conference Proposal - Judith E. Miller, Clark University

Learning the Infield Fly Rule: Limits of the “Silver Platter” Method - Rob Schadt, Boston University School of Public Health

Discovering New Ways to Teach: Our Experience in an Instructional Skills Workshop Facilitators Training Program - Patricia Cook and James M. Gentile, Manchester Community College

The Bad and the Good About Improving Student Retention in Online Learning - Elaine Garofoli

Connecting with others

Learning Disabilities in Higher Education: An …

2005-06 Unopa Annual Report

UNOPA: Annual Reports

Inside This Report Elected Officer’s Reports 2-4 Financial Statement 4 Standing Committee Reports 5-23

2005-06 Unopa Program Flyers

UNOPA: Documents and Publications

No abstract provided.

2005-06 Unopa General Meeting Minutes

UNOPA: Minutes

No abstract provided.

2005-06 Unopa Executive Board Minutes

UNOPA: Minutes

No abstract provided.

Unopa Notes 2005

UNOPA: Newsletters

No abstract provided.

Office Of Research -- Annual Report 2004-2005

Office of Research and Economic Development: Publications

Contents

Science & Engineering
UNL heads Antarctic drilling project .2
Virology Center extends its reach .4
Bioengineers developing innovative hemophilia therapy .6
Lasers shine light on diamond film process .8
UNL hosts CMS Tier 2 site .10
Finding the key to plant sterility .11
Drought — Preparing for the inevitable .12
Water Initiative pours best minds into tough issues .13
Hydrogen-energy studies could relieve oil dependency .14
Fellowship funds hydrogen research .15
Working to save lives on the battlefield .16
Mentoring mathematicians to successful careers .17
Biomedical studies explore nutrition-health connection .18
Next generation transportation, surfaces and structures .19
Sloan …

Honors In Practice, Volume 1 (Complete Issue)

Honors in Practice Online Archive

CONTENTS
Editorial Policy
Submission Guidelines
Dedication to Grey Austin
Editor’s Introduction Ada Long

ADMINISTRATIVE MATTERS
Keeping Honors Information Current Joan Digby and Tracey Christy
Tenure and Promotion in Honors Rosalie Otero
We Know They’re Smart, but Have They Learned Anything?: Strategies for Assessing Learning in Honors Steffen Pope Wilson and Rose M. Perrine
Funding Needs Through Student Government Resources Geoffrey Orth

CURRICULUM AND INSTRUCTION
On the Benefits of Teaching Honors Alexander Werth
Contracting in Honors Kambra Bolch
Reviving an Honors Program with Specialized Sequence Tracks Sharon Carrish
Honors Courses: More Difficult or Different? Jim Lacey
Transferring a Course Developed for …

Funding Honors Needs Through Student Government Resources, Geoffrey Orth

Honors in Practice Online Archive

In recent years, issues of funding have been largely absent from Honors literature. This is a curious omission because the availability of funding is the single most likely factor to further or hinder a program’s development. Many of our programs are well endowed, especially in scholarships, but it’s rare to find an honors program with generous resources in operating funds, despite the inclusion of an item relating to an “adequate budget” in the NCHC’s well-known “Basic Characteristics of a Fully-Developed Honors Program.”

Jump-Starting Honors Community With Introductory Biographies, James Swafford

Honors in Practice Online Archive

Last June, as they descended from the peak experience of high school graduation, the forty newly selected members of the Humanities and Sciences (H&S) Honors Program at Ithaca College received a summer-reading book from me, the Honors Director, with a request for information in exchange: enclosed in the packet was a brief questionnaire about their experiences, their likes and dislikes, their hopes for the future. The questionnaires took only a few minutes to complete, but once the replies were translated into a set of introductory biographical sketches and sent back to the students in August, the information provided a great …

Expand The Honors Curriculum: Teach Entrepreneurship, Risk-Taking, And Change Across The Curriculum, James D. Bell

Honors in Practice Online Archive

Having students apply what they study and learn is a principal goal of all educators. This article describes a course, “Entrepreneurship, Leadership, and Team Building: Identifying and Applying Best Practices,” that was developed and taught in each of the last two years for a University Honors Program. Students not only learned but applied this learning as they effected minor and major change on campus. In addition, this article provides background information relevant to professors interested in offering a similar course and shares projects, outcomes, and a full-course structure.

Building Community And Fostering Excellence Through The Writing Process, Ellen Riek

Honors in Practice Online Archive

The purpose of this article is to share a successful model for incorporating community building and academic achievement into an honors program by creating a public forum for honors students to display their work. According to what Roger McCain has described as a fundamental humanistic view of a university honors education, each student possesses a hierarchy of needs, which includes the need for individual value to be “recognized and confirmed, so that the individual [student] develops a sense of his or her own unique identity” (2). I suggest that honors writing courses, in particular, can foster what McCain contends is …

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 …

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.

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.