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Journal of the National Collegiate Honors Council Online Archive

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Full-Text Articles in Higher Education Administration

Athena, Telemachus, And The Honors Student Odyssey: The Academic Librarian As An Agent In Mentored Learning, Emily Walshe Apr 2005

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.

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Imitation, Economic Insecurity, And Risk Aversion, Jay Mandt Apr 2005

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.

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What Is An Honors Student?, Cheryl Achterberg Apr 2005

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 …

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The Hopes And Fears Of Post-9/11 Years, Mel Piehl Apr 2005

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).

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Allocation Of Resources: Should Honors Programs Take Priority?, K. Celeste Campbell Apr 2005

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 …

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Editorial Matter For Volume 6, Number 1, Ada Long, Dail Mullins Apr 2005

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

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What Honors Students Are Like Now, Rosalie Otero Apr 2005

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 …

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Responsibility And Imitation, Michael K. Cundall Jr. Apr 2005

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.

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The Age Of False Positives, Bernice Braid Apr 2005

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 …

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Journal Of The National Collegiate Honors Council -- Volume 6, No. 1 -- Complete Issue Apr 2005

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 …

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Originality Is A Risk, Annmarie Guzy Apr 2005

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.

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The Art Of The Mash-Up: Students In The Age Of Digital Reproduction, Amy Bass Apr 2005

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 …

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What Honors Can Do, Vince Brewton Apr 2005

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 …

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Assessing Learning Style Differences Between Honors And Non-Honors Students, Scott Carnicom, Michael Clump Oct 2004

Assessing Learning Style Differences Between Honors And Non-Honors Students, Scott Carnicom, Michael Clump

Journal of the National Collegiate Honors Council Online Archive

What defines an “honors” student and what key differences, if any, exist between honors and non-honors students? One obvious difference exists in measures of academic achievement; college honors students, by virtue of typical admission criteria, have higher GPA’s and standardized test scores (Long & Lange, 2002). Consistent with these higher academic credentials, honors students have often been described as more autonomous, more responsible, and more motivated (Grangaard, 2003; Orban & Chalifoux, 2002; Palmer & Wohl, 1972). Additionally, honors students tend to demonstrate to a greater degree many behaviors that positively correlate with academic performance, such as skipping class less often, …

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Qualities Honours Students Look For In Faculty And Courses, Marca V.C. Wolfensberger Oct 2004

Qualities Honours Students Look For In Faculty And Courses, Marca V.C. Wolfensberger

Journal of the National Collegiate Honors Council Online Archive

The main research questions that we answer in this article are: What are characteristics of honors students and how do they value teachers and courses? Does our theory-based learning context, which is supportive of autonomy, competence, and relatedness, actually correspond to the preferences of our honors students?

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Creating A Culture Of Conducive Communication In Honors Seminars, Anne Marie Merline Oct 2004

Creating A Culture Of Conducive Communication In Honors Seminars, Anne Marie Merline

Journal of the National Collegiate Honors Council Online Archive

In his book “The Courage to Teach,” Parker Palmer discusses the various roles of the teacher in the college classroom. One facet he speaks about is the power that teachers possess: “teachers possess the power to create conditions that can help students learn a great deal.” I believe teachers who are student-centered know this and carry this out to the best of their ability. One issue that I agree with, but other instructors reject, is another point that Parker Palmer embraces. He also contends that “we must talk to each other about our inner lives. The lives of the students …

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Journal Of The National Collegiate Honors Council -- Volume 5, No. 2 -- Complete Issue Oct 2004

Journal Of The National Collegiate Honors Council -- Volume 5, No. 2 -- Complete Issue

Journal of the National Collegiate Honors Council Online Archive

CONTENTS

Call for Papers
Submission Guidelines
Dedication to Bernice Braid
Editor’s Introduction -- Dail Mullins

THE PSYCHOLOGY AND SOCIOLOGY OF HONORS
Emotional Intelligence and the Honors Student -- Laird R. O. Edman and Sally Oakes Edman
Ethics on an Honors College Campus: An Analysis of Attitudes and Behaviors of Honors versus Non-Honors Students -- Heather L. Blythe
Assessing Learning Style Differences Between Honors and Non-Honors Students -- Scott Carnicom and Michael Clump
The Impact of Honors Programs on Undergraduate Academic Performance, Retention and Graduation -- John R. Cosgrove
Qualities Honours Students are Looking for in Faculty and Courses -- Marca …

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Ethics On An Honors College Campus: An Analysis Of Attitudes And Behaviors Of Honors Versus Non-Honors Students, Heather Blythe Oct 2004

Ethics On An Honors College Campus: An Analysis Of Attitudes And Behaviors Of Honors Versus Non-Honors Students, Heather Blythe

Journal of the National Collegiate Honors Council Online Archive

Since cheating, or academic dishonesty, has appeared to increase over the years, it is important to observe the “new” forms of cheating present within higher learning institutions. Earlier studies have shown conflicting evidence regarding the deterrence rate of an honor code system in higher learning institutions. This study looked at the Honors and non-Honors students’ beliefs and actions regarding the honor code, the internet, and suspect cheating behaviors. Surprisingly 81 (75%) students, both Honors and non- Honors, did not believe that the honor code prevents cheating, contrary to most literature. One other area of interest dealt with the internet and …

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The Impact Of Honors Programs On Undergraduate Academic Performance, Retention, And Graduation, John Cosgrove Oct 2004

The Impact Of Honors Programs On Undergraduate Academic Performance, Retention, And Graduation, John Cosgrove

Journal of the National Collegiate Honors Council Online Archive

This study examines the academic performance, retention, and degree-completion rates of two groups of honors students, those who completed all their honors program requirements (honors completers; n = 30) versus those students who started off in honors programs but did not complete these program requirements (partial honors students; n = 82). These two sets of honors students are then compared to a third group of similar students, those who had comparable pre-college academic credentials as the honors students, but who did not participate in an honors program (called high-ability students; n = 108). These three student groups entered three Pennsylvania …

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Editorial Matter For Volume 5, Number 2, Ada Long, Dail Mullins Oct 2004

Editorial Matter For Volume 5, 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 Bernice Braid
Editor's Introduction, Ada Long
About the Authors

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Academic And Social Effects Of Living In Honors Residence Halls, Anne Rinn Oct 2004

Academic And Social Effects Of Living In Honors Residence Halls, Anne Rinn

Journal of the National Collegiate Honors Council Online Archive

The impact of the residential environment in theories of college student development is often emphasized. Many researchers have studied the effects of on-campus living versus off-campus living, generally finding that living in residence halls is positively associated with both academic and social development. However, the study of gifted college students living in an honors residence hall is rarely addressed. This article examines the possible academic and social effects of living in an honors residence hall. Implications are discussed.

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Women In Honors Education: The Case Of Western Washington University, George Mariz Oct 2004

Women In Honors Education: The Case Of Western Washington University, George Mariz

Journal of the National Collegiate Honors Council Online Archive

This essay is concerned with women and their educational experience in an Honors Program, and with their educational choices. It deals briefly with the history of women in higher education in the Western world and in the light of this history compares WWU Honors women with historical trends, with men and women students in the institution, and with students nationally in terms of major choices and career aspirations. It is not an attempt to view Honors women’s education comprehensively nor to look at WWU women along side Honors women more generally. In fact, it is not possible to do so, …

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Emotional Intelligence And The Honors Student, Laird Edman Oct 2004

Emotional Intelligence And The Honors Student, Laird Edman

Journal of the National Collegiate Honors Council Online Archive

Over the past decade the construct of emotional intelligence has captured the public imagination and become a hot topic in the popular media. While the extravagant claims for the importance of emotional intelligence have little empirical support, evidence has been growing for the existence of the construct. This study is an attempt to relate emotional intelligence to the decision of first-year college students to enroll in an honors program.

A measure of emotional intelligence was devised made up of four different Likert-type scales measuring different components of the construct. These scales were administered to 72 freshman students at a selective, …

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Simple, Pure, And True: An Emergent Vision Of Liberal Learning At The Research University, Peter Sederberg Apr 2004

Simple, Pure, And True: An Emergent Vision Of Liberal Learning At The Research University, Peter Sederberg

Journal of the National Collegiate Honors Council Online Archive

Epiphanies, presumably, strike suddenly. This vision, however, was not like Saul’s on the road to Damascus; rather, it emerged over 25 years of incremental involvement in creating one of the stronger Honors Colleges in the country at the University of South Carolina. Over the past five years, in particular, my evolutionary experience has been shaped by a growing recognition of an underlying problem confronting the contemporary research university.

In general, the demands faced by research universities have not changed since World War II, though some have fluctuated in intensity. The essential problem, I believe, arises less from external demands and …

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Differences Between An Honors Program And Honors College: A Case Study, Cheryl Achterberg Apr 2004

Differences Between An Honors Program And Honors College: A Case Study, Cheryl Achterberg

Journal of the National Collegiate Honors Council Online Archive

Honors colleges are springing up across the country. In the last several years public institutions of higher education from Vermont to Cal State Fresno and from Maine to South Florida have started honors colleges. Private universities such as Baylor, Hofstra, and Auburn have honors colleges as well (see Digby, 2002). At least one writer, Murray Sperber (2000) of Indiana University, has speculated that the primary purpose for creating such colleges is to solicit funds from one or more major donors. Others point out that the transition from program to college is primarily symbolic, signifying a stronger central commitment to honors …

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Honors, Inc., Kelly Younger Apr 2004

Honors, Inc., Kelly Younger

Journal of the National Collegiate Honors Council Online Archive

Academics across the country are having an allergic reaction to the corporate model of operation being adopted by many universities. Terms like branding, collateral materials, budget controls, marketing strategies, and outcomes are causing a panic among faculty who believe that a customer satisfaction approach to higher education is anti-intellectual and that it leads to grade inflation, teaching toward evaluations, and learning as product, not process.

Honors programs in particular, often the standard bearers of undergraduate academic standards, are being asked to market themselves not only to the top prospective students, but also to the university administration at large. Honors is …

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Research In Honors And Composition, Annmarie Guzy Apr 2004

Research In Honors And Composition, Annmarie Guzy

Journal of the National Collegiate Honors Council Online Archive

Throughout higher education, hundreds of writing programs at two-year, four-year, and graduate degree-granting institutions offer special honors sections of composition courses, many in conjunction with their institutions’ own honors programs. The wide and varied body of scholarship, however, that comprises composition theory and pedagogy contains very little discussion of honors composition at the college level. At the elementary and secondary levels, journals dedicated to gifted education, such as Roeper Review and Gifted Child Quarterly, regularly feature articles focused on research and pedagogical practices in teaching writing to gifted children. The two-year college level has produced a few pieces that …

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The Forum For Honors: An Expanded View, Robert Roemer Apr 2004

The Forum For Honors: An Expanded View, Robert Roemer

Journal of the National Collegiate Honors Council Online Archive

Even though Schuman and Estess disagree on what is appropriate for publication in the Forum for Honors, they are both correct. Schuman offers an orthodox view, describing marks of good scholarship and suggesting topics on Honors education suitable for scholarly work. Estess, perhaps because he writes in response to Schuman, is more mischievous and proposes that the Forum for Honors should for a while accept no articles on Honors education and in this interim should become a journal of interest to the liberally educated reader. In my opinion, both these opinions should be incorporated in the editorial policy of …

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Honors In Research: Twenty Years Later, Cheryl Achterberg Apr 2004

Honors In Research: Twenty Years Later, Cheryl Achterberg

Journal of the National Collegiate Honors Council Online Archive

Three papers (Estress, 1984; Roemer, 1984; Schuman, 1984) were published twenty years ago on the subject of research in honors. The purpose of this paper is to re-examine those thoughts in today’s context and to build forward on them where possible.

Honors programs have a tremendous, but as yet unrealized, potential to make a difference in the quality of higher education. Of course, honors programs should make a profound difference in the learning experience of all honors students. As Renzulli (1998) noted, we have “a responsibility to develop gifted behavior, not just find and certify it.” Yet, there are few …

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Honors Scholarship And Forum For Honors, Sam Schuman Apr 2004

Honors Scholarship And Forum For Honors, Sam Schuman

Journal of the National Collegiate Honors Council Online Archive

VADIMIR NABOKOV, my favorite twentieth-century author, was the most self-reflexive of novelists: he would have been delighted with our present enterprise, a discussion in the Forum for Honors devoted to the subject of Forum for Honors. The questions we are attempting to address, although they tend toward the self-referential, are important. Our journal has grown, evolved, and developed into something different than the admirable publication begun by Vishnu Bhatia and ably continued under the direction of Scott Vaughn. It is timely to pause, examine what Forum has been and is today, and, most vitally, what it should aim to …

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