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Journal of the National Collegiate Honors Council Online Archive

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Full-Text Articles in Higher Education Administration

They Graduated, Joan Digby Apr 2006

They Graduated, Joan Digby

Journal of the National Collegiate Honors Council Online Archive

Linda Frost’s essay, “Saving Honors in the Age of Standardization,” has many saving graces of its own. It is direct, honest and about as optimistic as we have any right to be. Even her title acknowledges that there is at least some chance of saving honors from the number crunchers and their lingo. I’d be right there with the woman who rolled her eyes and exclaimed “We’re just sick of it” if I hadn’t managed to steer clear of the measurement folk and their instruments of inquisition all these years.

I can remember the moment that I staged my first …

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Editorial Matter For Volume 7, Number 1, Ada Long, Dail Mullins Apr 2006

Editorial Matter For Volume 7, 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 Susanna Finnell
Editor's Introduction, Ada Long
About the Authors

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Honors As Skunkworks, Paul Strong Apr 2006

Honors As Skunkworks, Paul Strong

Journal of the National Collegiate Honors Council Online Archive

For the Fall/Winter 2005 issue of the JNCHC, Dail W. Mullins, Jr. was asked to address the question, “What is Honors?” He “began by researching several dozen honors program websites from around the country and came to the quick realization that their various program descriptions all seem to be ‘cut from the same cloth’ and might very well have been produced by an ‘Honors Program Description Generator.’” This sentence was the first nudge I needed, and Linda Frost’s essay was the second, to write something I’d long been thinking about but was reluctant to state publicly: I believe the …

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When It’S Bad Cess To Assess!, Jay Freyman Apr 2006

When It’S Bad Cess To Assess!, Jay Freyman

Journal of the National Collegiate Honors Council Online Archive

It seems to me that efforts at outcome assessment in higher education are deficient because of a failure to understand what exactly it is that is being or should be assessed. Certainly, the object of such assessment should not be what, if anything, the student has learned in courses; grades for course work, grade inflation notwithstanding, should suffice to tell that tale.

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Journal Of The National Collegiate Honors Council -- Volume 7, No. 1 -- Complete Issue Apr 2006

Journal Of The National Collegiate Honors Council -- Volume 7, No. 1 -- Complete Issue

Journal of the National Collegiate Honors Council Online Archive

CONTENTS

Call for Papers
Submission Guidelines
Dedication to Susanna Finnell
Letter to the Editor -- Jay Freyman
Editor’s Introduction -- Ada Long

FORUM ON “OUTCOMES ASSESSMENT, ACCOUNTABILITY, AND HONORS”
Saving Honors in the Age of Standardization -- Linda Frost
Using Learning Outcomes Assessment in Honors as a Defense Against Proposed Standardized Testing -- Steffen Wilson
Documenting the Achievements of Our Students without Compromising Excellence -- Jean Sorensen
Honors Assessment and Evaluation -- Cheryl Achterberg
When It’s Bad Cess to Assess! -- Jay Freyman
Accountable to Whom? Assessment for What? -- George Mariz
Business and Educational Values -- Jeffrey A. Portnoy …

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Accountable To Whom? Assessment For What?, George Mariz Apr 2006

Accountable To Whom? Assessment For What?, George Mariz

Journal of the National Collegiate Honors Council Online Archive

Can there be anyone in the honors community or higher education who has not been assaulted by campus assessment initiatives in the recent past or the present? The current agitation surrounding this topic is equaled only by the absence of clear ideas about the purpose or utility of assessment. While assessment’s proponents believe that its aims and virtues are obvious, most of the academic community is either vexed or bemused by the whole thing. How has higher education arrived at this juncture, and where are we going in regard to assessment? I will try to give some answers to these …

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Building A City Of Ladies With Christine De Pizan And Arkansas State University Honors Students, Frances Malpezzi Apr 2006

Building A City Of Ladies With Christine De Pizan And Arkansas State University Honors Students, Frances Malpezzi

Journal of the National Collegiate Honors Council Online Archive

In “When We Dead Awaken: Writing as Re-Vision,” Adrienne Rich—American poet, feminist, and social critic—expressed exhilaration and confusion in being alive “in a time of awakening consciousness” (18). Self-knowledge, Rich emphasized, eludes us until we recognize and question the basic assumptions that shape our perspectives. Re-visioning is an important part of this process. For Rich, re-visioning is not the meticulous correcting of our comma splices and dangling modifiers but “the act of looking back, of seeing with fresh eyes, of entering an old text from a new critical direction” (18). The task Rich set before herself is not just the …

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Business And Educational Values, Jeffrey Portnoy Apr 2006

Business And Educational Values, Jeffrey Portnoy

Journal of the National Collegiate Honors Council Online Archive

In “Saving Honors in the Age of Standardization,” Linda Frost astutely observes the confluence of two disturbing trends in higher education that are generating a current so deep and swift that one wonders if resistance is possible: the business model for education and the standardization of educational processes, especially through testing. Hardly an issue of The Chronicle of Higher Education appears without an article or discussion featuring business practices or business leaders dominating the landscape of this or that college or university. Rarely does a meeting with or missive from an administrator not include some element directly connected to one …

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Creating An Honors Community: A Virtue Ethics Approach, Nancy Stanlick Apr 2006

Creating An Honors Community: A Virtue Ethics Approach, Nancy Stanlick

Journal of the National Collegiate Honors Council Online Archive

To become an honors student (that is, to be accepted into an honors college or program) requires satisfying specific entrance requirements, most or all of which are directly related to a student’s grade point average and potential for success in a rigorous academic environment. To gain entrance into and be present in an organization or community are not sufficient, however, to characterize a person as a complete member of it. There is more to community membership than simple presence. To be a member of a community is also to perform actions and develop or possess traits of character consistent with …

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Using Learning Outcomes Assessment In Honors As A Defense Against Proposed Standardized Testing, Steffen Wilson Apr 2006

Using Learning Outcomes Assessment In Honors As A Defense Against Proposed Standardized Testing, Steffen Wilson

Journal of the National Collegiate Honors Council Online Archive

Learning outcomes assessment (LOA) is the self-assessment of self-created learning goals for students at the class, department, college, and university level. In higher education, LOA is being imposed upon us by our accrediting bodies (Eaton, Fryshman, Hope, Scanlon, & Crow, 2005; Lingenfelter & Lenth, 2005; Nichols, 1991, 1995; Wergin, 2005). This is difficult for us because LOA is not a part of the university culture, and there are very few people on most campuses skilled in the implementation of LOA. There is also very little in the way of release time and other resources that are being provided to implement …

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What Is Honors?, Dail W. Mullins Jr. Oct 2005

What Is Honors?, Dail W. Mullins Jr.

Journal of the National Collegiate Honors Council Online Archive

For several years I have edited a small, in-house journal for the School of Education’s Technology Advisory Committee at the University of Alabama at Birmingham (UAB), a journal which is distributed to the faculty and posted on the School of Education’s website. Until last issue. The last issue I submitted—while dutifully made available to the faculty and staff—never made it onto the website. No one offered an explanation, and I never inquired about the matter—after all, I was still able to add the activity to my already portly and now largely useless post-retirement vita—but I remained mildly curious about it …

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In Praise Of Silence, Bebe Nickolai Oct 2005

In Praise Of Silence, Bebe Nickolai

Journal of the National Collegiate Honors Council Online Archive

I thought I was ready for her, a sophomore in my honors rhetoric class. I have been teaching the honors rhetoric class for almost twenty years. Yet every semester I revise my syllabus for the class as I realize that honors students can handle even bigger challenges—more difficult readings, more demanding writing assignments.

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Comparison Of The Academic Achievement Of First-Year Female Honors Program And Non-Honors Program Engineering Students, Gayle Hartleroad Oct 2005

Comparison Of The Academic Achievement Of First-Year Female Honors Program And Non-Honors Program Engineering Students, Gayle Hartleroad

Journal of the National Collegiate Honors Council Online Archive

The purpose of this study was to compare the academic achievement of first-year female engineering students based on participation, or lack thereof, in the honors program. A single research question was developed for this study: “Is there a significant difference in academic achievement of first-year female engineering Honors Program students and non-honors program students?” The problem for this study was that many students in the Freshman Engineering program at Purdue University believed that participation in an honors program damaged students’ grade point averages with its challenging curriculum. This was especially true for beginning female students entering a traditionally male-dominated career …

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Journal Of The National Collegiate Honors Council -- Volume 6, No. 2 -- Complete Issue Oct 2005

Journal Of The National Collegiate Honors Council -- Volume 6, No. 2 -- Complete Issue

Journal of the National Collegiate Honors Council Online Archive

CONTENTS

Call for Papers
Submission Guidelines
Dedication to Jocelyn E. Whitehead Jackson
Editor’s Introduction -- Ada Long

FORUM ON “WHAT IS HONORS?”
What is Honors? -- Dail W. Mullins, Jr.
What is an Honors Student? -- Jay Freyman
Teaching Honors -- Sam Schuman
Honors as an Adjective: Response to Jay Freyman -- Len Zane
What Honors Can Do -- Vince Brewton
Is, Ought, and Honors -- Daniel Pinti
A Way of Life -- Sriram Khé
In Praise of Silence -- Bebe Nickolai
A Student like Me -- Bonnie D. Irwin
Honors: When Value-Added is Really Added Value -- Jacqueline P. …

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Honors: When Value-Added Is Really Added Value, Jacqueline Kelleher Oct 2005

Honors: When Value-Added Is Really Added Value, Jacqueline Kelleher

Journal of the National Collegiate Honors Council Online Archive

Sometimes I look at the responsibilities and demands placed on me in my current position and cannot believe I haven’t cracked up yet. In this era of accountability and “show me the data,” institutional assessment directors like me are constantly bombarded with challenges that require quick, critical, divergent thinking, analytical reasoning, effective speaking, and, to some extent, creative writing. As both a professor and administrator at a state university, I live and breathe producing evidence that we as an institution are having an impact on student learning. When I was growing up, I never imagined I would end up being …

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Honors As An Adjective: Response To Jay Freyman, Len Zane Oct 2005

Honors As An Adjective: Response To Jay Freyman, Len Zane

Journal of the National Collegiate Honors Council Online Archive

As an ex-honors program/college CEO, the question raised by this Forum— ”What is an Honors (fill in the blank)?”—got me reminiscing about the old days. In some sense the best answers are the obviously circular answers. An honors student is a student participating in an honors program. An honors curriculum is the curriculum required to graduate with honors and is made up, obviously, of honors courses. The people teaching those courses are by necessity honors faculty. But how can an honors course be identified? Well, it is one populated by honors students that meets some curricular requirement of an honors …

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A Way Of Life, Sriram Khe Oct 2005

A Way Of Life, Sriram Khe

Journal of the National Collegiate Honors Council Online Archive

The question “What is Honors?” could not have been posed at a better time for me: earlier this summer, I took up a new responsibility of directing the Western Oregon University (WOU) Honors Program while only in my fourth year at the university. Work has commenced at WOU to prepare for the accreditation process, which is also a wonderful opportunity to think about questions such as “What is Honors?”

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A Student Like Me, Bonnie D. Irwin Oct 2005

A Student Like Me, Bonnie D. Irwin

Journal of the National Collegiate Honors Council Online Archive

Jay Freyman suggests that we often define “honors” (and, I suspect, many other things) based on our own experiences and observations as undergraduates. He then provides us with a valuable means of uncovering those diamonds in the rough and shading our eyes from those sparkling cubic zirconia who may have the resumés but lack the drive to take full advantage of the honors experience. This selection process has become even more complicated by the intrusion of parents who act as brokers for their students and who, despite our best efforts to thwart them, sometimes overshadow the stellar qualifications of their …

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Book Review How To Write A Ba Thesis: A Practical Guide From Your First Ideas To Your Finished Paper (Chicago Guides To Writing, Editing, And Publishing) By Charles Lipson, Hallie Savage Oct 2005

Book Review How To Write A Ba Thesis: A Practical Guide From Your First Ideas To Your Finished Paper (Chicago Guides To Writing, Editing, And Publishing) By Charles Lipson, Hallie Savage

Journal of the National Collegiate Honors Council Online Archive

A hallmark of honors education is high-quality undergraduate research. For honors faculty and administrators, curricular planning that results in excellent thesis research can be a special challenge because honors students represent a wide range of disciplines and vary in competency and preparation for research. How to Write a BA Thesis meets this challenge. It is a well-developed, practical guidebook for accomplishment of honors and/or undergraduate research. The contents are built on a developmental continuum or time table beginning with the conceptual basis for a thesis. As such, it is applicable to one-semester projects as well as theses or other indepth …

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What Honors Students Want (And Expect): The Views Of Top Michigan High School And College Students, James P. Hill Oct 2005

What Honors Students Want (And Expect): The Views Of Top Michigan High School And College Students, James P. Hill

Journal of the National Collegiate Honors Council Online Archive

Often missing in an overall assessment of honors is a broad, comparative analysis of what top academic students want and expect from college and more particularly from an honors experience. Limited case studies or theoretical research articles analyzing how honors students think or perform may overlook or undervalue this important voice in the honors discourse. This article, although in some respects also just a larger-scale case study, has a broader perspective than many similar studies of honors students. The purpose of this paper is to highlight the expectations of prospective and current college honors students. This study also compares the …

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Redemptive Memory: The Christianization Of The Holocaust In America, Laura Bender Herron Oct 2005

Redemptive Memory: The Christianization Of The Holocaust In America, Laura Bender Herron

Journal of the National Collegiate Honors Council Online Archive

There has been a considerable debate among historians concerning the role of the Holocaust in the American collective memory. Since the watershed year 1993, when the United States Holocaust Memorial Museum opened its doors on the Mall in Washington, DC, and the film Schindler’s List debuted, the level of awareness of the Holocaust in the public mind has been at an all-time high in the United States. The question at the heart of this academic discussion is how Americans have come to identify so strongly with an experience that occurred over sixty years ago, on foreign shores, to a group …

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Editorial Matter For Volume 6, Number 2, Ada Long, Dail Mullins Oct 2005

Editorial Matter For Volume 6, 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 Jocelyn E. Whitehead Jackson
Editor's Introduction, Ada Long
About the Authors

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Characteristics Of The Contemporary Honors College* A Descriptive Analysis Of A Survey Of Nchc Member Colleges, Peter Sederberg Oct 2005

Characteristics Of The Contemporary Honors College* A Descriptive Analysis Of A Survey Of Nchc Member Colleges, Peter Sederberg

Journal of the National Collegiate Honors Council Online Archive

Every year the number of honors colleges across the country increases. Most of these new colleges emerge out of pre-existing honors programs, an origin that suggests that the change reflects an interest in raising the public profile of honors education at a particular institution. Sometimes this transformation entails only a cosmetic name change; other times, institutions take the opportunity to review what they are providing in honors education and how they might enhance it.

The Executive Committee of the National Collegiate Honors Council recognized that the NCHC ought to take a strong interest in this phenomenon. If an institution is …

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“What Is An Honors Student?”, Jay Freyman Oct 2005

“What Is An Honors Student?”, Jay Freyman

Journal of the National Collegiate Honors Council Online Archive

It is first necessary to recognize the distinction between the questions “What is an honors student?” or better “What are the characteristics of an honors student?” and “How do you recognize a student with those characteristics?” The first of these two questions is easier to approach since it is more a matter of prescription than of description, a presentation of an ideal rather than a recognition of an actual state. We can all list characteristics which we would like or expect those special students to have who are worthy in our estimation of the designation “honors.” These expectations, I submit, …

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Is, Ought, And Honors, Daniel Pinti Oct 2005

Is, Ought, And Honors, Daniel Pinti

Journal of the National Collegiate Honors Council Online Archive

Somewhat uncomfortably, I confess that the question “What is Honors?” rings a bit too Platonic to these ears. I hardly feel qualified to describe “Honors” in terms of its timeless, disembodied, ideal Form, although I suppose the shadows on the wall of my own humble cave are recognizable enough. Honors at Niagara University has as its primary purpose to enrich the academic experience of NU’s most talented students, and we try to do so by weaving coursework and individual research opportunities into each student’s curriculum in order to enhance both the general education and the major programs. We put on …

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Teaching Honors, Sam Schuman Oct 2005

Teaching Honors, Sam Schuman

Journal of the National Collegiate Honors Council Online Archive

Jay Freyman’s discussion of “What is an Honors Student?” sent me off on the somewhat quirky tangent of asking, “So What is an Honors Teacher?” Even quirkier, my musings led me to the conclusion that the best answer was provided by John Lennon and the Beatles: “all you need is love.”

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Intimations Of Imitation: Honors Students And Their Alps, Jeffrey Portnoy Apr 2005

Intimations Of Imitation: Honors Students And Their Alps, Jeffrey Portnoy

Journal of the National Collegiate Honors Council Online Archive

Joan Digby’s “The Age of Imitation” reads like Joan herself: shrewd, provocative, and astute in her observations. I found her remarks compelling on both the personal and professional level as I think about the current generation of students and the society in which we move.

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The Age Of Imitation, Joan Digby Apr 2005

The Age Of Imitation, Joan Digby

Journal of the National Collegiate Honors Council Online Archive

In recent years I’ve been somewhat perplexed to discover that my honors freshman literature classes are far more receptive to Pope’s “Essay on Man” than Coleridge’s “Kubla Khan.” Through most of my teaching career, the reverse was the norm, but a number of changes in popular taste have led students away from Romantic originality and led me to these reflections on contemporary culture which may, I hope, have some wider implications with respect to current issues in teaching and learning.

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Seeing Nature: Ansel Adams In The Human And Natural Environments Of Yosemite, Megan Mcwenie Apr 2005

Seeing Nature: Ansel Adams In The Human And Natural Environments Of Yosemite, Megan Mcwenie

Journal of the National Collegiate Honors Council Online Archive

Wallace Stegner once hailed the legacy of Ansel Adams as bringing photography to the world of art as a unique “way of seeing.” What Adams saw through the lens of his camera, and what audiences see when looking at one of his photographs, does indeed constitute a particular way of seeing the world, a vision that is almost always connected to the natural environment. An Ansel Adams photograph evokes more than an aesthetic response to his work—it also stirs reflections about his involvement in the natural world that was so often his subject. Audiences experiencing his work participate in a …

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The Ages Of Imitation, Authenticity And Originality, Cheryl Achterberg Apr 2005

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 …

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