Higher Education Administration Commons^™

Introduction To Internationalizing Honors (2020), Mary Kay Mulvaney, Kim Klein

National Collegiate Honors Council Monographs: Chapters

The world of higher education in the twenty-first century recognizes the necessity, not merely the desirability, of educating our students as global citizens. According to the American Council on Education’s Center for Internationalization and Globalization Engagement (CIGE), campus efforts toward internationalization are increasing: approximately half of all institutions now include a global studies component in their general education requirements, roughly half specify internationalization as one of their top five institutional strategic priorities, and nearly two-thirds have identified an international or global outcome as one of the student learning outcomes applicable to the entire student body (Mapping Internationalization). While including an …

Honoring The Whole Person: Indigenous Wisdom And University Honors Programs, Joseph Gazing Wolf

Journal of the National Collegiate Honors Council Online Archive

As part of the National Collegiate Honors Council’s (2022) collection of essays about the value of honors to its graduates (1967–2019), the author reflects on the personal and professional impacts of the honors experience.

Growing up in “Garbage City” on the outskirts of Cairo left little hope for a better life. Members of indigenous communities of Upper Egypt had been forcibly relocated to this landfill by the Egyptian government decades before my birth. These tribal communities were known in Egyptian culture as “the black savages” and “the trashy ones.” My parents were compassionate people of little means, and although rummaging …

Claiming Debate’S Value For Honors Student Learning, Megan Snider Bailey

Journal of the National Collegiate Honors Council Online Archive

One reason that honors faculty often engage students in seminar discussions is to keep debate’s features of competition, argument, and discord at bay. Intentionally structured academic debate represents a transdisciplinary pedagogy capable of cultivating ethical and empathetic citizenship through critical and creative thinking. The author uses such debate in a seminar curriculum to engage multiple sides of a single, complex sociopolitical issue with students of different disciplinary backgrounds, thereby fostering new understandings of beliefs: what is believed, why it is believed, and how one might live in accord with one’s beliefs as an ethical citizen. Through research, writing, and oral …

Jnchc: Journal Of The National Collegiate Honors Council Vol. 21, No. 2 | Fall/Winter 2020

Journal of the National Collegiate Honors Council Online Archive

Contents

Call for Papers

Editorial Policy, Deadlines, and Submission Guidelines

Dedication to William “Rusty” Rushton

Editor’s Introduction • Ada Long

Forum essays on “big hearts, big minds”

Teaching from the Heart • Suketu P. Bhavsar

Teaching as a Whole • Mollie Hartup

On the Value of Being in the Moment in Honors Education • Lisa L. Coleman and Anne Dotter

Putting the “Human” into the Humanities • Annmarie Guzy

Infusing Critically Reflexive Service Learning into Honors • Lauren Collins and Michaela Niva

Into the Storm • Robert Gill

The Danger Room • Laura Dickinson

Research essays

Claiming Debate’s Value for …

Infusing Critically Reflexive Service Learning Into Honors, Lauren Collins, Michaela Niva

Journal of the National Collegiate Honors Council Online Archive

This essay describes a service-learning course designed with heart-centered pedagogy. Authors examine the relationship between individual and society in service learning and discuss the rationale and processes involved in curricular design to suggest an alternative approach to community engagement. Understanding service learning as going beyond merely the attainment of hours requisite for course completion, students are asked to develop critical reflexivity by first considering the focus, identity, and needs of community partners. Authors suggest that this curriculum provides practical opportunities for engaging students intellectually and emotionally in order to strengthen self-concept and cultural awareness of a vulnerable population.

Dedication: A Love Song For W. Rusty Rushton

Journal of the National Collegiate Honors Council Online Archive

On the model of T.S. Eliot's "Prufrock"

The Danger Room, Laura Dickinson

Journal of the National Collegiate Honors Council Online Archive

is essay describes how an honors classroom introduces public speaking and active listening to encourage heroism and social justice among students. Asserting that people often look for a hero in times of crises, the author suggests that honors programs can become safe places where students learn the skills necessary to advocate for those in need and demonstrably help their communities. By cultivating essential skills in rhetoric and oral presentation, honors students identify with heroic, altruistic aspects of themselves and others.

About The Authors; About The Nchc Monograph Series; Nchc Monographs & Journals; Nchc Publications Order Form

Journal of the National Collegiate Honors Council Online Archive

No abstract provided.

Into The Storm, Robert Gill

Journal of the National Collegiate Honors Council Online Archive

Many colleges profess a deep commitment to teaching the values of social justice by simply following laws and then using compliance as evidence of building inclusive community. This essay considers practical outcomes for the authentic and compassionate teaching of social justice issues by presenting two (2018 and 2019) seven-week honors offerings that examine minimally stipulated laws and the ways they are enacted by encouraging students to engage in contemporary and historical discourses on the subject. Challenging honors educators to reexamine legal philosophies, historical precedence, and their role in the academy, the author argues for the moral obligation of honors to …

Teaching From The Heart, Suketu P. Bhavsar

Journal of the National Collegiate Honors Council Online Archive

This essay is an invitation to consider a paradigm shift in the academy, one that allows and encourages us to bring our whole selves into our teaching and professional lives. I describe a set of values that permits and encourages the expression of a rigorously examined inner self in harmony with the traditional expression of our scholarly selves in our curricula and classrooms. Drawing from lessons that have defined my aspirations as a teacher, I challenge honors educators to lead the way in courageously examining our pedagogical approaches and to teach from our hearts.

Putting The “Human” Into The Humanities, Annmarie Guzy

Journal of the National Collegiate Honors Council Online Archive

A recent (2020) report by the Modern Language Association addresses the ethical treatment of graduate students in the humanities, and the author considers this in the context of honors students and faculty. Lamenting missed opportunities for in-person group presentations, student-led Socratic circles, and final individual presentations during the coronavirus pandemic, the author reflects on ways of experiencing joy and practicing compassion in teaching. Students and faculty mutually benefit from exploring and honoring each other’s humanity.

On The Value Of Being In The Moment In Honors Education, Lisa L. Coleman, Anne Dotter

Journal of the National Collegiate Honors Council Online Archive

Recent scholarship demonstrates a direct correlation between the body and brain in academic performance and general wellbeing. This essay considers mindfulness practice as an integrative discipline in honors education. While exercise offers many benefits to college students, the authors maintain that the mindfulness practices of yoga, qi gong, and meditation are uniquely suited to mediate stresses on mental health and improve focus, presence, and cognitive ability. Honors practitioners are encouraged to incorporate mindfulness practice into curricula and classrooms. A review of literature in mindful awareness and meditation practice is presented.

Editor’S Introduction, Ada Long

Journal of the National Collegiate Honors Council Online Archive

In 2019, plans were well underway for the 2020 NCHC conference with the theme “Big Hearts, Big Minds.” Then came January of 2020 and the Corona virus with its vocabulary of social distancing, remote learning, the dangers of personal contact, and the importance of isolation. In addition to upending and redirecting all the conference plans that had been so carefully developed under the leadership of Suketu P. Bhavsar, the new language of COVID-19 was an assault on the very intimacy, connectedness, and close personal relationships in honors that were the theme of the conference. The virus has been an obstruction …

Student Perception And Affinity: Establishment Of An Institutional Framework For The Examination Of Underrepresented Programs Such As Agriculture In Honors, Kayla L. Kutzke, Rosemarie A. Nold, Michael G. Gonda, Alecia M. Hansen, Rebecca C. Bott

Journal of the National Collegiate Honors Council Online Archive

This (2019) study assesses student perceptions of an honors college relative to other colleges in an institutional framework. Disproportionately low enrollments in honors from specific majors (particularly those in the College of Agriculture, Food, and Environmental Sciences) prompt researchers to investigate the culture of honors, perceived curricular demands, and the relationship of honors to other colleges and the students they serve. Researchers survey honors and non-honors students (n = 259) across disciplines (n = 59) representing all academic colleges across campus. Data suggest that while a majority of students affirm their abilities to complete the honors curriculum and perceive honors …

Using Possible Selves And Intersectionality Theory To Understand Why Students Of Color Opt Out Of Honors, Cindy S. Ticknor, Andrea Dawn Frazier, Johniqua Williams, Maryah Thompson

Journal of the National Collegiate Honors Council Online Archive

Honors education values diversity, not simply to enrich our classrooms but for equity and social justice. At Columbus State University, students of color were underrepresented in honors education, and we sought to determine if institutional structures hindered them from being able to access educational programming that was commensurate with their ability. We used focus group interviews with students of color who were academically eligible to enroll in honors education yet never participated. We combined focus group interviews with an analysis of our recruiting practices. Using a theoretical framework based on intersectionality and possible selves theory, we found that our participants …

Teaching As A Whole, Mollie Hartup

Journal of the National Collegiate Honors Council Online Archive

Deeply ingrained in honors culture and curricula is the value of connecting with and supporting students as whole persons. This essay offers personal experiences from the perspective of a compassionate educator who invests in the whole student, exploring how authentic teaching leads to rapport and belonging in the honors community and beyond. The author suggests that honors can serve the academy as an example of how investing in the complete person is mutually beneficial.

Building Honors Contracts: Insights And Oversights, Kristine A. Miller

National Collegiate Honors Council Monographs

Acknowledgments

Building Honors Contracts: Insights and Oversights, Kristine A. Miller

Curriculum Gone Bad: The Case against Honors Contracts, Richard Badenhausen

The Timeliness of Honors Contracts, Shirley Shultz Myers and Geoffrey Whitebread

Honors Contracts: Empowering Students and Fostering Autonomy in Honors Education, Anne Dotter

An Undeserved Reputation: How Contract Courses Can Work for a Small Honors Program , Jon Hageman

One Hand Washes the Other: Designing Mutually Beneficial Honors Contracts, Antonina Bambina

Honors Contracts: A Scaffolding to Independent Inquiry, Cindy S. Ticknor and Shamim Khan

Enhancing the Structure and Impact of Honors by Contract Projects with Templates and …

Internationalizing Honors, Kim Klein, Mary Kay Mulvaney

National Collegiate Honors Council Monographs

This monograph takes a “holistic approach to internationalization. [It] highlights how honors programs and colleges have gone beyond providing often one-time, short-term international experiences for their students and made global issues and experiences central features of their honors curricular and co-curricular programming. It presents case studies that can serve as models for honors programs and colleges seeking to initiate and further their internationalization efforts and highlights the latest research on the impact of internationalization on our students, campuses, and communities.” * * * “Our hope is that this monograph will serve multiple audiences: faculty wishing to develop new globally focused …

Nefdc Exchange, Volume 33, Special Edition 2020, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Notes from the guest editor, Eric Matte (Landmark College)

Rescuing the canary in the coal mine: Addressing mental health on college campuses

Five )not ten) teaching practices inclusive of students with anxiety

Resilience through discomfort: Reframing anxiety and helpful strategies for the mathematics classroom

Learning and wellbeing: A collaborative approach to course design

Simulations offer transformational learning and anxiety reduction

NEFDC Board members

Institutional Responses To Events Challenging Campus Climates: Examining The Power In Language, Crystal Garcia, Benjamin Arnberg, Jessica Weise, Marit Winborn

Department of Educational Administration: Faculty Publications

This qualitative study explored administrative responses to local and sociopolitical events challenging campus climates at public research universities. Using critical discourse analysis, we examined the use of language as a form of power in publicly available documents addressing campus climate for diversity and inclusion at 31 U.S. institutions. Findings center 3 themes: underlying power in determining what to address; the power of language in perpetuating or deconstructing power, privilege, and oppression; and the distinction between espousing and enacting commitments to diversity, equity, and inclusion. Implications for research and practice are discussed.

“A Victim/Survivor Needs Agency”: Sexual Assault Survivors’ Perceptions Of University Mandatory Reporting Policies, Kathryn J. Holland, Allison E. Cipriano, T. Zachary Huit

Department of Psychology: Faculty Publications

In institutions of higher education, mandatory reporting policies require certain employees to report students’ sexual assault disclosures to university officials, even if the student does not want to report. It is commonly assumed that these policies will benefit survivors, but there is a paucity of research to substantiate this assumption. The current study examined college sexual assault survivors’ perceptions of mandatory reporting policies, including three specific policy approaches (Universal, Selective, Student-Directed). Interviews were conducted with 40 college sexual assault survivors and thematic analysis was used to analyze these data. Results found that the mandatory reporting policy approaches that survivors prefer, …

Jnchc Front & Back Matter, Vol. 20, No 2, Fall/Winter 2019

Journal of the National Collegiate Honors Council Online Archive

Cover

Masthead

Contents

Call for Papers, Editorial Policy, & Submission Guidelines

Dedication -- Art L. Spisak

About the Authors

About the NCHC Monograph Series

Order form

Back cover

It’S Everyone’S Job To #Endccstigma, Eric Heiser

Instructional Leadership Abstracts

I have watched with great enthusiasm the past few months as I’ve seen more and more movement behind the #EndCCStigma movement, both on Twitter and in real-life form. Frankly, this has been many years in the making and is long overdue. The fact is, we have allowed society to perpetuate this stigma and it is high time we stop allowing them to do so. Community colleges touch the lives of so many individuals. Even those who never become our students are often touched by their local community college. Whether a parent, brother, sister, cousin, or even friend attended, the touch …

Financial Aid Director: Educator, Leader, Or Manager, Jessica Mohon Flogaites

Department of Educational Administration: Dissertations, Theses, and Student Research

The landscape of higher education is ever-evolving, and the financial aid office, in particular, has experienced drastic changes throughout the years in order to become the massive and complex system that is known today. Considering that financial aid can directly influence major institutional benchmarks such as enrollment and graduation rates, and the fact the position of financial aid director is not standardized across institutions of higher education, a further look into the primary role of a financial aid director is important and necessary. This study will allow for a better understanding of what behavioral characteristics are most closely associated with …

Journal Of The National Collegiate Honors Council 20:2 (Fall/Winter 2019): Complete Issue. Forum On Risk-Taking In Honors

Journal of the National Collegiate Honors Council Online Archive

Contents:

Call for Papers

Editorial Policy, Deadlines, and Submission Guidelines

Dedication to Art L. Spisak

Editor’s Introduction — Ada Long

Forum essays on “Risk-Taking in Honors”

Risky Honors — Andrew J. Cognard-Black

An Honors Student Walks into a Classroom: Inviting the Whole Student into our Classes — Brian Davenport

Risk that Lasts: Prioritizing Propositional Risk in Honors Education — Eric Lee Welch

Risky Triggers — Larry R. Andrews

Embodied Risk-Taking: Embracing Discomfort through Image Theatre — Leah White

Academic Risk and Intellectual Adventure: Evidence from U.S. Honors Students at the University of Oxford — Elizabeth Baigent

Disorienting Experiences: Guiding Faculty …

Inspiring Faculty Innovation: Open Educational Resources And Competency-Based Education As Pedagogical Change Models, Jody Carson, Kim Burns, Sue Tashjian

Instructional Leadership Abstracts

Every college has pockets of innovative faculty who are resourceful and skilled problem solvers. They come to you with solutions instead of complaints and when they leave your office you wish you could clone them. These faculty are your innovators. Academic innovation is currently getting a lot of attention. It is a concept that is trendy, as well as murky. What do we mean when we talk about innovation? In early 2018, a survey of academic administrators framed innovation as a tool for solving problems and driving overall improvement. When asked how to support innovation, Chief Academic Officers (CAOs) reported …

The Perceived Role Of Online Stem Dual Credit In Rural Nebraska High Schools, Trentee Bush

Department of Educational Administration: Dissertations, Theses, and Student Research

This exploratory study was based on interviews with twelve participants, four community college dual credit coordinators and eight high school administrators (principals and guidance counselors). The purpose was to understand the role of dual credit STEM courses in rural Nebraska high schools and the impact these courses had on the institution. The interview process revealed the lack of uniformity in dual credit processes throughout the state.

The concept of dual credit is widely discussed. The potential benefits and challenges of these courses and programs are vast. Without national legislation, each state can make determinations and decisions about state-wide policies related …

Nebraska Transcript (University Of Nebraska College Of Law), Volume 52, Number 2, Fall 2019

Nebraska Transcript

1 Dean's Message

2 Faculty Notes

6 Lenich retirement — Lenich retires after 35 years of service: Professor John Lenich reflects on his 35-year career at the College of Law.

10 Moberly named interim executive vice chancellor

11 Shavers named College's acting dean — Shavers appointed acting dean: Professor Anna Shavers serves as acting dean during Richard Moberly’s time as UNL’s interim executive vice chancellor

12 Jessica Shoemaker spends year as a Fulbright Chair in Canada— Shoemaker reflects on her year as a Fulbright Scholar: Professor Jessica Shoemaker spent the 2018-2019 academic year as the Fulbright Canada Research Chair in …

Risky Triggers, Larry R. Andrews

Journal of the National Collegiate Honors Council Online Archive

Risk-taking in honors education entails not only anxiety about grades and intellectually disturbing ideas but also painful emotional responses to course materials. Rather than censoring such “dangerous” materials, faculty should compassionately encourage vulnerable students to acknowledge their pain safely in an open and accepting classroom atmosphere.

Risky Honors, Andrew J. Cognard-Black

Journal of the National Collegiate Honors Council Online Archive

Most educators today are likely to proclaim a commitment to teaching critical thinking. Willingness to take intellectual risks such as questioning orthodox teachings or proposing unconventional solutions is an important component of critical thinking and the larger project of liberal education, yet the reward structures of educational institutions may actually function to discourage such risk-taking. In light of the extra importance placed on grades and high-stakes entrance exams in an increasingly competitive educational marketplace, this problem might presumably be magnified among honors students. This essay concludes by calling on honors educators and other interested parties to contribute their voices, their …