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Journal of the National Collegiate Honors Council Online Archive

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Full-Text Articles in Higher Education Administration

The Effects On Outcomes Of Financing Undergraduate Thesis Research At Butler University, Anne Wilson, Robert Holm Apr 2007

The Effects On Outcomes Of Financing Undergraduate Thesis Research At Butler University, Anne Wilson, Robert Holm

Journal of the National Collegiate Honors Council Online Archive

Financial support of undergraduate thesis work is assumed, both by the administrators who provide it and the faculty members who oversee it, to provide an incentive for undergraduates to complete their theses. At Butler University two different academic units supervise this process: the Honors Program for thesis oversight and the Butler Institute for Research and Scholarship for funding oversight. We have seen that the effect of financial support for undergraduate thesis work can become obscured when two separate programs are involved in the process. Thesis support at our University was examined by and from the perspective of both programs over …

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I Love Numbers, Bruce Fox Apr 2007

I Love Numbers, Bruce Fox

Journal of the National Collegiate Honors Council Online Archive

I love numbers. Five and two thirds: the number of years it took for me to finish my bachelor of science degree. 05/05: my wedding anniversary. 15826: the address of the house where I grew up (well, perhaps “got older”— many folks believe that I have never grown up). Twenty-nine and 1290: the minimum ACT and SAT scores, respectively, needed for admittance to an honors program. Forty-two: for you Hitchhiker’s Guide to the Galaxy fans, the “…Ultimate Answer to the Great Question of Life, the Universe, and Everything.” As a forester, I work with numbers on a regular and continuing …

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To Speak Or Not To Speak: That Is The Question, Joyce Fields Apr 2007

To Speak Or Not To Speak: That Is The Question, Joyce Fields

Journal of the National Collegiate Honors Council Online Archive

In the best of all academic worlds, the phrase “grading in honors” is an oxymoron. According to many and various sources, the gifted college student is more of a perfectionist with higher educational aspirations than non-honors students. She tends to be more autonomous, self-aware, and willing to engage in discourse than non-honors students. We know that she comes to us with higher academic credentials than non-honors students and that she is, therefore, more poised for success. How, then, do we assess the creative, energetic, enthusiastic, impassioned work we expect from such students? Should we be required to do so?
In …

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Using Characteristics Of K–12 Gifted Programs To Evaluate Honors Programs, Mary Tallent-Runnels, Shana Shaw, Julie A. Thomas Apr 2007

Using Characteristics Of K–12 Gifted Programs To Evaluate Honors Programs, Mary Tallent-Runnels, Shana Shaw, Julie A. Thomas

Journal of the National Collegiate Honors Council Online Archive

The objective of this study was to conduct an exploratory evaluation of honors programs in institutions of higher education. Nine characteristics of exemplary K–12 gifted programs were used for this analysis of honors programs in the Big 12 schools. One school was eliminated from the process because it was the only one without an honors college. Instead, this school had departmental honors programs, and all programs there were somewhat different. Overall results showed that the eleven honors programs we examined complied with the same criteria recommended for K–12 programs. However, compliance with the characteristics varied. Most notably, only one program …

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Honoring Virginia Tech: Letter From Charles (Jack) Dudley, Charles (Jack) Dudley Apr 2007

Honoring Virginia Tech: Letter From Charles (Jack) Dudley, Charles (Jack) Dudley

Journal of the National Collegiate Honors Council Online Archive

Your cards, letters, emails, and phone calls helped sustain us in the most terrible moments of our lives and for that we are forever in your debt. For the period Monday through today (April 16–25th), we have lived through periods of uncertainty, grief, intense emotions, and a profound sense of loss. We lost thirty-three students, our sense of security, and sense of direction. Your concern, as evidenced by more than two hundred communications, provided islands of comfort in a sea of horror. For your thoughtfulness we say a humble thank you.

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Journal Of The National Collegiate Honors Council -- Volume 8, No. 1 -- Complete Issue Apr 2007

Journal Of The National Collegiate Honors Council -- Volume 8, No. 1 -- Complete Issue

Journal of the National Collegiate Honors Council Online Archive

CONTENTS

Call for Papers
Submission Guidelines
Dedication to Jeffrey A. Portnoy
Editor’s Introduction -- Ada Long

HONORING VIRGINIA TECH
“To Honors People Everywhere” and “All Have Seen the Treasure of the University: Its People” -- Charles (Jack) Dudley, Virginia Tech University

FORUM ON “GRADES, SCORES, AND HONORS”
“Grades, Scores, and Honors: A Numbers Game?” -- Larry Andrews
Evaluation vs. Grading in Honors Composition, Or How I Learned to Stop Worrying about Grades and Love Teaching -- Annmarie Guzy
To Speak or Not to Speak: That is the Question -- Joyce W. Fields
Grades, Scores, and Honors Education -- Ryan Brown …

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The Virgin Mary: A Paradoxical Model For Roman Catholic Immigrant Women Of The Nineteenth Century, Darris Catherine Saylors Apr 2007

The Virgin Mary: A Paradoxical Model For Roman Catholic Immigrant Women Of The Nineteenth Century, Darris Catherine Saylors

Journal of the National Collegiate Honors Council Online Archive

This paper identifies and discusses several examples of Marian paradoxes to better understand how constructions of Mary as the primary model of feminine religiosity affected Roman Catholic immigrant women. Such paradoxes include Mary’s perpetual virginity juxtaposed with earthly women’s commitment to family (and the sexual relationship implicit in marriage) and the classist elements inherent in the True Womanhood model related to Mary. The four cardinal virtues of the nineteenth-century American model of True Womanhood—piety, purity, submission, and domesticity—parallel nicely those emphasized in the figure of Mary. For this paper, I shall focus on the virtue of purity particularly as related …

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Editorial Matter For Volume 8, Number 2, Ada Long, Dail Mullins Apr 2007

Editorial Matter For Volume 8, Number 2, Ada Long, Dail Mullins

Journal of the National Collegiate Honors Council Online Archive

Editorial Policy
Contents
Call for Papers
Submission Guidelines
Dedication to Larry R. Andrews
Editor's Introduction, Ada Long
About the Authors

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Experiential Learning And City As Text©: Reflections On Kolb And Kolb, Robert Strikwerda Apr 2007

Experiential Learning And City As Text©: Reflections On Kolb And Kolb, Robert Strikwerda

Journal of the National Collegiate Honors Council Online Archive

The ancient Greek followers of Aristotle were called the Peripatetics, apparently because their teacher taught philosophy as they walked under the peripatos (“covered walk”) of the Lyceum, an area just outside of Athens. As a graduate student I thought this had to be a rather inefficient way of teaching, conjuring as it did an image of students jostling to get close to the teacher, some rushing to keep pace while asking questions or taking notes and others distracted by a bird flying overhead. City as Text© (CAT) has made me rethink the facile assumptions behind that image. Maybe walking around …

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Evaluation Vs. Grading In Honors Composition Or How I Learned To Stop Worrying About Grades And Love Teaching, Annmarie Guzy Apr 2007

Evaluation Vs. Grading In Honors Composition Or How I Learned To Stop Worrying About Grades And Love Teaching, Annmarie Guzy

Journal of the National Collegiate Honors Council Online Archive

As a professor of composition and technical communication, I have had extensive training for and experience with evaluating student writing. The intellectual work of composition as an academic discipline manifests itself in three areas: rhetorically-based composition theory, empirical research of both qualitative and quantitative natures, and—unlike other disciplines aside from education—the applications of that theory and research to build sound teaching practices. In the pedagogical third of our scholarship, compositionists learn not only to design syllabi and assignments that will meet educational goals for students who will need to argue, research, and write at the postsecondary level, but also to …

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Important Issues For Growing An Honors Program, Nick Flynn Apr 2007

Important Issues For Growing An Honors Program, Nick Flynn

Journal of the National Collegiate Honors Council Online Archive

A common challenge in honors is gauging how much our respective programs should grow over a certain time period. Before that challenge can be fully addressed, however, several issues of a more rudimentary sort must be considered—issues concerning budget, scholarships, advising load, and development of community within the honors program. Essentially, directors must be able to financially support expansion (budget and scholarships) while not altering the environment of their programs (advising load and community development).

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Residential Housing Population Revitalization: Honors Students, David Taylor Apr 2007

Residential Housing Population Revitalization: Honors Students, David Taylor

Journal of the National Collegiate Honors Council Online Archive

Construction is not an uncommon sight on college and university campuses today. Such importance is placed on facilities that erection, addition, and modernization costs totaled more than 14.5 billion dollars in the United States during the 2005 calendar year (Agron, 2006). Collegiate administrators have come to realize that prospective students and their guardians focus not only on the academic quality of an institution but also on the vehicle through which that product is conveyed (Hanish & Romano, 2003).

The physical environment of a campus plays an important role in the eventual selection of an institution. Students spend a great deal …

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Student Outcomes And Honors Programs: A Longitudinal Study Of 172 Honors Students 2000-2004, Frank Shushok Jr. Oct 2006

Student Outcomes And Honors Programs: A Longitudinal Study Of 172 Honors Students 2000-2004, Frank Shushok Jr.

Journal of the National Collegiate Honors Council Online Archive

Since this edition of the JNCHC is dedicated to honors administration, it seems appropriate to offer a few introductory remarks about the usefulness of this study. College and university administrators participating in the accreditation process are well aware that assessing student learning is not the passing fad that some had suspected it might be. In the Southern Association of Colleges and Schools, for example, administrators are familiar with Core Requirement 2.1—the institution engages in ongoing, integrated, and institution- wide planning and evaluation processes that incorporate systematic review of programs and services (Handbook for reaffirmation of accreditation, 2004). All accreditation bodies …

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Editorial Matter For Volume 7, Number 2, Ada Long, Dail Mullins Oct 2006

Editorial Matter For Volume 7, Number 2, Ada Long, Dail Mullins

Journal of the National Collegiate Honors Council Online Archive

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

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Major Forerunners To Honors Education At The Collegiate Level, Anne Rinn Oct 2006

Major Forerunners To Honors Education At The Collegiate Level, Anne Rinn

Journal of the National Collegiate Honors Council Online Archive

In this paper, the author explores the major forerunners of the modern-day honors program as well as the purposes behind the formation of honors programs in the United States. Although given much attention in the 1920s with the work of Frank Aydelotte and again in the 1950s and 1960s with the work of Joseph Cohen, university honors programs and colleges have grown so rapidly over the past few decades that we sometimes forget our origins. By examining the foundations of honors programs, this history allows researchers and administrators to better understand modern honors programs in light of the past.

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Leadership In Honors: What Is The Right Stuff?, George Mariz Oct 2006

Leadership In Honors: What Is The Right Stuff?, George Mariz

Journal of the National Collegiate Honors Council Online Archive

It may come as disappointing news, but as far as honors administrators go the “right stuff” in many ways resembles sound medical practice: there are seldom cases of heroic intervention; good protocols and practices are better formulas for success than sheer talent or the bold stroke; and so good preparation counts for more than genius. A comprehensive essay on an honors administrator’s role in academic leadership, curriculum design, administrative organization and reportage, and other honors desiderata would make a hefty book, and so these brief remarks will address specific but important aspects of administration, faculty recruitment, and student advising.
Above …

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Honors Program Leadership: The Right Stuff, Rew Godow Jr. Oct 2006

Honors Program Leadership: The Right Stuff, Rew Godow Jr.

Journal of the National Collegiate Honors Council Online Archive

In what follows, I shall discuss six leadership roles that I think generally need to be fulfilled in an honors program. Since the leadership of most honors programs is the responsibility of a single person, the director, this can be thought of as a discussion of the various roles that my ideal honors director would play. Accordingly, the list also can be thought of as a general checklist of things that search committees should look for in candidates for a position as honors director.

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Journal Of The National Collegiate Honors Council -- Volume 7, No. 2 -- Complete Issue Oct 2006

Journal Of The National Collegiate Honors Council -- Volume 7, No. 2 -- Complete Issue

Journal of the National Collegiate Honors Council Online Archive

CONTENTS

Call for Papers
Submission Guidelines
Dedication to Ira Cohen
Editor’s Introduction -- Ada Long

FORUM ON “HONORS ADMINISTRATION”
Honors Program Leadership: The Right Stuff -- Rew A. Godow, Jr.
Chaucer, Mountain Hiking, and Honors Program Leadership -- Sam Schuman
Riding a Unicycle Across a Bridge While Juggling: The Musings of an Honors Administrator -- Bonnie D. Irwin
At Play on the Fields of Honor(s) -- Larry Andrews
Success as an Honors Program Director: What Does it Take? -- Bruce Fox
Being There for Honors Leadership -- Lisa L. Coleman
“Ah well! I am their leader; I really ought to …

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Riding A Unicycle Across A Bridge While Juggling: The Musings Of An Honors Administrator, Bonnie Irwin Oct 2006

Riding A Unicycle Across A Bridge While Juggling: The Musings Of An Honors Administrator, Bonnie Irwin

Journal of the National Collegiate Honors Council Online Archive

My favorite metaphor for the life of an honors administrator remains that of a plate spinner. Those of us of a certain age remember them from the Ed Sullivan Show: frantically running from pole to pole, these acrobats had to keep the plates spinning so that none would fall crashing to the stage. Meanwhile, in the background, some classical, frenetic piece of music, often Khachaturian’s Sabre Dance, would be playing, faster and faster. Indeed, if a university can be likened to a circus—and many are tempted to do just that— honors administrators are the plate spinners.

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Success As An Honors Program Director: What Does It Take?, Bruce Fox Oct 2006

Success As An Honors Program Director: What Does It Take?, Bruce Fox

Journal of the National Collegiate Honors Council Online Archive

What does it mean to succeed as an honors director? For the purposes of this discussion, I define the successful honors director as someone who builds an honors program, with “build” having a variety of meanings. In this context, “build” can mean starting a program from the get-go, reinvigorating a dormant program, increasing enrollment in an existing program (without decreasing the program’s value to students), increasing the program’s reputation, increasing its budget or other resources, increasing the value a program has to its university, or most importantly (at least to me) increasing the value of the program to its students. …

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Being There For Honors Leadership, Lisa Coleman Oct 2006

Being There For Honors Leadership, Lisa Coleman

Journal of the National Collegiate Honors Council Online Archive

In his 1986 article, “Honors Program Leadership: The Right Stuff,” Rew Godow, Jr., makes a compelling argument for honors program director as Renaissance man or homo universalis, someone who is able to do many things well, undaunted by the fact that his job, like the job of astronauts evoked by Godow’s title, exacts commitment, ability, and sheer guts along with daunting paper work, management and budgeting expertise, the habit of building and maintaining a constituency, and the entrepreneurship required to sell a program.
Looking to my eight-year administrative relationship with the Honors Program of my university, Coordinator for two …

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Reminiscences On The Evolution Of Honors Leadership, Len Zane Oct 2006

Reminiscences On The Evolution Of Honors Leadership, Len Zane

Journal of the National Collegiate Honors Council Online Archive

Las Vegas, Nevada. It was a hot and sultry Friday night in August. Pardon the redundancy—if it is Las Vegas in August, nights are hot and sultry. Though many diversions beckoned, I decided to check my email before heading to bed for the evening. Sitting in front of the computer with a bowl of ice cream and a glass of cognac, I downloaded Rew A. (“Skip”) Godow Jr.’s 1986 article from the Forum for Honors that was attached to an email from our journal’s enterprising editor, Ada Long. The essay was there as part of Ada’s call for journal submissions …

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At Play On The Fields Of Honor(S), Larry Andrews Oct 2006

At Play On The Fields Of Honor(S), Larry Andrews

Journal of the National Collegiate Honors Council Online Archive

Who could argue with Skip Godow’s list of roles and qualities desirable in an ideal honors leader? With appropriate caveats concerning the wide variation in programs and institutional contexts, he envisions well the comprehensive demands of modern-day honors administration, demands that match my experience of over fourteen years as dean of an honors college of 1300 students as I strive imperfectly to embody the qualities he idealizes.
Of course, one might emphasize one of Skip’s points more or less. If an honors administrator is required to perform a number of non-honors university duties, the roles are even more complex. One …

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Chaucer, Mountain Hiking, And Honors Program Leadership, Sam Schuman Oct 2006

Chaucer, Mountain Hiking, And Honors Program Leadership, Sam Schuman

Journal of the National Collegiate Honors Council Online Archive

The narrator of Chaucer’s Troilus and Criseyde laments that he is no lover himself but only the “servant of love’s servants.” I’m in an analogous position in respect to honors program administration: for the past quarter-century, I’ve been in administrative positions as chief academic officer and as chancellor where I’ve worked with honors directors but not really had daily responsibility for a program myself. In a way this disqualifies me from writing on the topic of honors leadership with (to quote Chaucer again) the authority of experience, at least contemporary experience. On the other hand, it may be useful to …

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A View From The Shoulders, Rosalie Otero Oct 2006

A View From The Shoulders, Rosalie Otero

Journal of the National Collegiate Honors Council Online Archive

So, you have been asked to administer the honors program at your institution. You have no idea what it means since, for the past fifteen years, you have been teaching three sections of English composition and literature courses each semester. No one tells you that overnight you will have to become a public relations guru, an expert in planning and organization, a specialist in stretching a meager budget, a top-notch communicator and consensus builder, an effective fundraiser, and an authority on honors education.

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“Ah Well! I Am Their Leader; I Really Ought To Follow Them”: Leading Student Leaders, Keith Garbutt Oct 2006

“Ah Well! I Am Their Leader; I Really Ought To Follow Them”: Leading Student Leaders, Keith Garbutt

Journal of the National Collegiate Honors Council Online Archive

One of the privileges of being the dean of an honors college or the director of an honors program is that you are allowed to work with some of the brightest, most motivated, and most innovative students in your institution. One of our responsibilities when working with these individuals is to provide them with an environment in which they can develop their skills and potential as leaders. This important element of leadership in honors is one item missing from Rew Godow’s essay. When I was thinking on this topic, a line came to mind from Gilbert and Sullivan’s comic opera …

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The Impact Of K-12 Gifted Programs On Postsecondary Honors Programming, Jennifer Lane Apr 2006

The Impact Of K-12 Gifted Programs On Postsecondary Honors Programming, Jennifer Lane

Journal of the National Collegiate Honors Council Online Archive

While not all students entering a post-secondary honors program have previously participated in gifted programming, honors programming in theory begins through gifted services in elementary schools and later culminates in honors colleges and honors programs at post-secondary institutions. However, a review of participants in these programs suggests that the population is not consistent through the various levels of the educational system. Studies indicate that gifted services and the participating population change in middle school and/or high school when programming shifts from gifted to honors. Related to these shifts are misconceptions and mistaken assumptions that often correlate to a lowering of …

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Honors Assessment And Evaluation, Cheryl Achterberg Apr 2006

Honors Assessment And Evaluation, Cheryl Achterberg

Journal of the National Collegiate Honors Council Online Archive

I am currently leading a college where our vision is simply “Expanding Human Potential.” That vision perfectly encapsulates my personal value set for education as well. I believe that expanding human potential is also the business of honors education. And because I believe so firmly in this concept, I shall go on record supporting assessment and evaluation in honors education as well as general education.
As an administrative leader I need to make daily decisions about what will serve my college, my students, and my faculty well. Some of those decisions are internally motivated, internally addressed, and relatively unknown beyond …

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Documenting The Achievements Of Our Students Without Compromising Excellence, Jean Sorensen Apr 2006

Documenting The Achievements Of Our Students Without Compromising Excellence, Jean Sorensen

Journal of the National Collegiate Honors Council Online Archive

When questions arise about the quality and costs of higher education, honors educators, administrators, and students are best positioned to provide answers. When national groups report data questioning the achievement of our graduates, are we willing to be held accountable? Are we even in a position to provide evidence that our students have not only achieved some minimal level of competency but also excelled by exploring challenging issues central in our society, our disciplines, our nation’s workforce, our government, and the international arena?

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Saving Honors In The Age Of Standardization, Linda Frost Apr 2006

Saving Honors In The Age Of Standardization, Linda Frost

Journal of the National Collegiate Honors Council Online Archive

Iwent to my first National Collegiate Honors Council conference just this last year and was sitting in a session on national scholarships when the phrase “learning outcomes” came up. I turned to the woman behind me with whom I’d been briefly chatting before the session began and asked if this kind of evaluative structure was being implemented at her university.

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