Higher Education Administration Commons^™

We The Students: Surveying Spaces And Envisioning The Future, Tatiana Cody, Rachael Poe

National Collegiate Honors Council Monographs: Chapters

To apprehend the panoply of spaces that house honors on a national scale requires input from administrators and faculty. Nevertheless, one of the most important and often overlooked perspectives is that of honors students themselves. Admittedly, students are transient. After four or five years, most complete their undergraduate degrees, leaving their campuses, clubs, and honors programs behind after graduation. Despite their relatively brief time on campus, however, no one has more firsthand experience concerning housing honors students than honors students themselves, and some current honors students will certainly become honors administrators and faculty in the future. In the fall of …

What We Talk About When We Talk About Housing Honors, Linda Frost

National Collegiate Honors Council Monographs: Chapters

When I went to college in the early 1980s at Bowling Green State University in Ohio, I entered as a freshman in the honors program. I have very specific memories of those first classes I took as an honors student—a section of honors sociology in which I wrote a case study of my German immigrant grandfather; an honors seminar in 1930s avant garde theatre in which the students wrote and performed plays based on the dreams they recorded nightly in their dream journals; an honors marine biology lab that ended at the professor’s house with a dinner where the group …

Building Honors Community Through Honors Housing, Barry Falk

National Collegiate Honors Council Monographs: Chapters

A strong sense of honors community is a fundamentally important characteristic of a vibrant honors program or college. In fact, I am fond of saying that “community, community, community” are the three most important characteristics of a strong honors program. The idea of community does not appear, however, in the National Collegiate Honors Council’s “Basic Characteristics of a Fully Developed Honors College” or the “Basic Characteristics of a Fully Developed Honors Program.” Perhaps that absence is because this characteristic, regardless of how it is expressed, would be difficult to verify.

Living In Hogwarts: The Experience Of A Dean Of Honors And His Wife While Living In An Honors Residence Hall, Keith Garbutt, Christine Garbutt

National Collegiate Honors Council Monographs: Chapters

On Friday, May 17, 2013, we watched the class of 2013 Honors Scholars at West Virginia University (WVU) enter the Honors Convocation to the sound of Non Nobis Domine. While certainly not our first Honors Scholars graduation since Keith had been running honors at WVU, it was nonetheless special. This cohort of graduates was the first freshman class to live in the specially built residence hall that houses the honors college administrative offices, each new freshman class of the honors college, and an apartment for faculty living in-residence.

The Genesis Of Barrett, The Honors College At Arizona State University, Mark Jacobs

National Collegiate Honors Council Monographs: Chapters

The honors college at Arizona State University (ASU) had its roots in the distributed honors programs in departments and schools that began in 1958 as ASU became a university by a statewide popular vote. It started as an honors college when it was created in 1988 by order of the Arizona Board of Regents (ABOR), the only honors college in the state established in this way. The founding dean of what was at first called the ASU University Honors College was Ted Humphrey, who had earlier directed the university honors program. Professor Humphrey had very specific ideas about what the …

The Colliding Cultures Of Honors And Housing, Melissa L. Johnson, Elizabeth Mcneil, Cory Lee, Kathy Keeter

National Collegiate Honors Council Monographs: Chapters

The University of Florida’s honors residential college was completed in 2002. It remains the newest and most expensive residence hall on campus to this day, housing more than 600 honors students, a faculty-in-residence, a classroom, and a multiroom study lounge. On paper, the residential college is a beautiful partnership between Florida’s University Honors Program and the Department of Housing and Residential Education. In practice, however, two distinct cultures have emerged between the two offices.

Honors Students’ Perceptions Of The Value And Importance Of Honors Housing, Angela D. Mead, Samantha Rieger, Leslie Sargent Jones

National Collegiate Honors Council Monographs: Chapters

In 2011, we participated in a panel presentation, entitled “Where Honors Lives,” about the new honors college complex then under construction at Appalachian State University (ASU). This complex was to consist of two new buildings: a ten-story residence hall for the honors college students and a three-story building with honors offices and classrooms on the top two floors. Unfortunately, between initial planning in the mid-2000s and building five years later, University Housing changed its mind and decided freshmen would not be allowed to live there because suite-style housing was deemed inappropriate for that population. Current honors students could live there, …

It’S All In The Family: The (Honors) Ties That Bind Us, Jamaica Afiya Pouncy

National Collegiate Honors Council Monographs: Chapters

For many years, the Texas A&M Honors Program functioned in an extremely fluid manner. Students were deemed “honors eligible” according to their grade point average; if that average dropped below the set requirement, they became “honors ineligible.” If the GPA rose, they were eligible again. Under this policy, students continuously floated in and out of the honors community. The recent shift to an application-based process has created an official cohort of honors students as well as the challenge of building a community in a program that has had little sense of continuity.

The Place To Be: Designing A City-Connected Honors Residence In Rotterdam, Remko Remijnse

National Collegiate Honors Council Monographs: Chapters

Traditionally, university students in the Netherlands, even honors students, find accommodations on their own; they will rent a room in a house and live together with other students who have independently rented a room in that same building. The typical Dutch student residence is an old, centrally located house that will accommodate five to eight students. While these students would be complete strangers when they begin their time living together, they quickly become a cohesive community, deciding for themselves how their life in the space will be organized by setting up cooking schedules and other agreed-upon formats for using the …

“In An Old Nave’S Grime”: The Spencer Honors House, Rusty Rushton

National Collegiate Honors Council Monographs: Chapters

The University Honors Program (UHP) at the University of Alabama at Birmingham (UAB), its 200 or so students, and its four full-time staff members (Director, Associate Director, Program Coordinator, and Program Manager), all have the good fortune to call home a beautiful old church on the south side of UAB and Birmingham. The Spencer Honors House is where the UHP holds its classes and conducts its business and where the program’s students convene for the myriad reasons honors students convene: committee meetings, late-night study sessions, general recreation especially of the pool and ping pong sort, hanging out, or spending private …

Where Honors Lives: Old Central At Oklahoma State University, Robert Spurrier, Jessica Roark

National Collegiate Honors Council Monographs: Chapters

The story of where honors lives at Oklahoma State University is one of a series of twists and turns over the years and in many ways actually reenacts the proverbial rags to riches story.

Until 1988, honors space at Oklahoma State University (OSU) was limited to the office of the faculty member who had the title of Honors Director in the College of Arts and Sciences (A&S) and received 0.25 FTE reassigned time for his honors duties. When one of the co-authors of this chapter was asked to become A&S Honors Director in 1988, he already had an administrative office …

Living-Learning Communities: As Natural As Cats And Dogs Living Together, John R. Purdie Ii

National Collegiate Honors Council Monographs: Chapters

Fully achieving all the potential benefits of a living-learning community requires effective collaboration between academic affairs and student affairs. Unfortunately, because of differences in organizational structures, priorities, cultural norms, and even the types of people drawn to work in academic affairs and student affairs, collaboration between faculty and staff is as unnatural as cats and dogs living together. Understanding these differences and recognizing the two subcultures that operate within most college housing departments can mitigate the challenges that honors faculty and staff can face when collaborating with staff in housing.

Winging It: Why Offering Honors Wings Works At Oral Roberts University, Ashley Sweeney, Hannah Covington, John Korstad

National Collegiate Honors Council Monographs: Chapters

Perhaps the first feature visitors notice about the campus of Oral Roberts University (ORU) is the drama and bravado of its futuristic architecture. With symbolic, gold-plated buildings and a Prayer Tower positioned at the campus’ center, ORU’s structural design certainly stands as a testament to the Jetsons-esque flavor of its 1960s and 1970s origin. ORU is a private Christian university located in Tulsa, Oklahoma. For many parents, one of the main draws of the school remains its strict policy against co-ed housing. Unlike some of its peer institutions, ORU only offers unisex dorms, which are divided into floors or wings. …

Lessons Learned From Nevada’S Honors Residential Scholars Community, Tamara Valentine

National Collegiate Honors Council Monographs: Chapters

For the past 30 years, intentionally structured living-learning communities (LLCs) have sprung up across residential college campuses in the United States. Recent research has suggested that LLC participation facilitates faculty and peer interaction (Blimling, 1993; Schoem, 2004), influences student learning and the development of critical-thinking skills (Terenzini, Springer, Pascarella, & Nora, 1995; Whitt, Edison, Pascarella, Nora, & Terenzini, 1999), improves retention (Campbell & Fuqua, 2008; Daffron & Holland, 2009), reflects a commitment to civic engagement, and promotes smooth academic and social transitions to college life (Inkelas, Daver, Vogt, & Leonard, 2007; Stassen 2003). In fall 2005, in response to growing …

About The Authors

National Collegiate Honors Council Monographs: Chapters

No abstract provided.

Housing Honors, Linda Frost, Lisa W. Kay, Rachael Poe

National Collegiate Honors Council Monographs: Chapters

Introduction: What We Talk About When We Talk About Housing Honors. . . ix Linda Frost

Part I: Housing Honors Today

CHAPTER 1: Where Honors Lives: Results from a Survey of the Structures and Spaces of U.S. Honors Programs and Colleges . . . 3 Linda Frost and Lisa W. Kay

Part II: Profiles of Spaces and Places in Honors

CHAPTER 2: The Commonwealth Honors College Residential Community at the University of Massachusetts Amherst . . . 47 Melissa Woglom and Meredith Lind

CHAPTER 3: Do Your Homework First, and Then Go Play! . . . 57 Larry Andrews

CHAPTER …

Ms225: 2015 Faculty Meeting Minutes, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Meeting Minutes 010715.docx. Format Details: fmt/412; Microsoft Word for Windows; 2007 onwards. See more at Thomas R. Cole, PhD Papers and its finding aid.

Ms225: Faculty Meeting Project Updates, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Minutes 041207.doc. Format Details: fmt/40; Microsoft Word Document; 97-2003. See more at Thomas R. Cole, PhD Papers and its finding aid.

Planning For Veterans’ Success: The Degree Map As An Advising Solution, Tracey M. Richardson, Jason M. Ruckert, James W. Marion Jr

Publications

Due to the expected influx of veterans attending college, it is critical that higher education not only be cognizant of the projected growth but also take a proactive stand and properly plan for these students’ success. Academic planning begins with advising professionals developing open communications and becoming equipped to guide veteran students through the matriculation process. Veteran students often have difficulty interpreting university scheduling and frequently have access to only a limited advising staff for course selection information, which may prompt some to not persist in an online degree program. This study’s findings suggest the degree map is a powerful …

Systems Alignment For Comprehensive Faculty Development In Liberal Arts Colleges, Vicki L. Baker, Laura G. Lunsford, Meghan J. Pifer

To Improve the Academy: A Journal of Educational Development

Using an alignment framework, the authors explore faculty development initiatives in liberal arts colleges in order to understand the connection between organizational priorities and processes as connected to faculty members’ stated needs. The study draws on mixed methods data from The Initiative for Faculty Development in Liberal Arts Colleges (IFDLAC), including survey andinterview data from the 13 member institutions of the Great Lakes Colleges Association (GLCA).The authors offer future implications for faculty development practice.

Flipping The Mindset: Reframing Fear And Failure To Catalyze Development, Diane E. Boyd, Josie Baudier, Traci Stromie

To Improve the Academy: A Journal of Educational Development

Despite the attempts to target success and predisposition to taking risks to promote innovation, sometimes educational developers encounter moments where they fail to meet expectations set forth—by their institutions, colleagues, or themselves. Attempts to avoid potential failures can stymie the creative process, preventing them from meeting difficult challenges. What can be done to catalyze useful responses to failure when events and interactions do not go according to plan? Most researchers suggest reflecting on the failure in order to grow. To assist, a field tested reflective process (the IDeAS process) that helps flip the approach to failure and move toward the …

Creating A Supportive Teaching Culture In The Research University Context: Strategic Partnering And Interdisciplinary Collaboration Between A Teaching Centerand Academic Units, Marie Kendall Brown, Patricia A. S. Ralston, Kathy B. Baumgartner, Melissa A. Schreck

To Improve the Academy: A Journal of Educational Development

This paper describes 2 “strategic partnering” and “interdisciplinary collaboration” case studies between a Center for Teaching and Learning (CTL) and an academic unit at a mid-sized metropolitan research university in the American Midwest. These faculty development partnerships were developed to meet the unique needs of faculty members who share a discipline area, present current information on specific teaching topics in order to deepen pedagogical knowledge and skills, provide opportunities for faculty to form a collegial group, and advance unit-specific goals relative to faculty development. The work is grounded in literature about the characteristics of a supportive teaching culture, characteristics of …

Encouraging Faculty Attendance At Professional Development Events, Dakin Burdick, Tim Doherty, Naomi Schoenfeld

To Improve the Academy: A Journal of Educational Development

For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small colleges in the United States. The results demonstrate the influence of social relationships upon faculty attendance at teaching and learning events, the difficulties of scheduling such events, and motivational differences between full-time and adjunct faculty. The use of food as a motivator for attendance is also appraised. The …

Mentoring Within A Community Of Practice For Faculty Development: Adding Value To A Ctl Role, Patricia E. Calderwood, Suzanna Klaf

To Improve the Academy: A Journal of Educational Development

E. R. Smith, P. E. Calderwood, F. Dohm, and P. Gill Lopez’s (2013) model of integrated mentoring within a community of practice framework draws attention to how mentoring as practice, identity, and process gives shape and character to a community of practice for higher education faculty and alerts us to several challenges such a framework makes visible. In this exploratory study, we apply the model, and the consideration of the challenges it highlights, to consider how mentoring might figure in and configure a community of practice for faculty development localized in a university Centers for Teaching and Learning (CTL) for …

A View From The Margins: Situating Ctl Staff In Organizational Development, Emily O. Gravett, Lindsay Bernhagen

To Improve the Academy: A Journal of Educational Development

The authors explore assumptions that underlie work on organizational development in their field, which reveal hierarchical and homogenizing tendencies, despite commitments to inclusivity. Given that the aim of recent literature, such as Schroeder and Associates’ Coming in from the Margins, is to situate educational developers in relation to organizational development, and given the field’s values, then both staff and directors must be considered. The authors examine how the margins can be valuable sites of knowledge production, highlighting the ways staff might contribute to organizational development. The authors hope that readers will gain several ideas for how to incorporate staff into …

A Worthy Asset: The Adjunct Faculty And The Influences On Their Job Satisfaction, Telvis Rich

To Improve the Academy: A Journal of Educational Development

The author explored the intrinsic factors that foster job satisfaction of adjunct faculty members working in the southeastern United States. The literature concerning adjunct work experiences is limited, although adjuncts comprise the great majority of the faculty pool in many community and technical colleges. Twenty-seven adjuncts’ work experiences were examined to identify the key intrinsic workplace factors that impact their job satisfaction. Data were collected concerning the adjuncts’ work environment; professional relationships with administrators, students, and fellow adjuncts; and the overall perceptions on job satisfaction. The findings, implications of the study, limitations of the study, and recommendations for improved adjunct …

Teaching Renewal For Midcareer Faculty: Attending To The Whole Person, Catherine Ross

To Improve the Academy: A Journal of Educational Development

In light of the research on the distinct needs of mid-career faculty and the pressures faced by this group in the academy, we offer here an example of an educational development effort that looks at the renewal of teaching through the lens of renewing the whole person in his/her academic roles.Opportunities for mid-career faculty to focus on renewal in a holistic way are few, so this model, The Graylyn Teaching Renewal Retreat, was designed and developed as an annual opportunity for faculty from diverse institutions and disciplines.

Unpacking And Communicating The Multidimensional Mission Of Educational Development: A Mission Matrix Tool For Centers Of Teaching And Learning, Connie Schroeder

To Improve the Academy: A Journal of Educational Development

In recent decades, the work of educational developers in Centers of Teaching and Learning (CTLs) is complex and diverse. The wide range of services and programs makes it difficult understand the mission and purpose of CTLs and communicate this effectively. The Center Mission Matrix Tool enables analysis and articulation of all facets of the Center’s mission. Juxtaposing the Center mission with three levels of impact—individual, departmental, and institutional—the Matrix adapts to each Center construct and provides a visual snapshot to multiple audiences, including the field of educational development, institutional stakeholders, and to the Center staff for internal purposes.

Negotiating A Seat At The Table: Questions To Guide Institutional Involvement, Gregory J. Siering, Suzanne Tapp, Debra Rudder Lohe, Micah Meixner Logan

To Improve the Academy: A Journal of Educational Development

In addition to traditional roles, educational developers increasingly find themselves considering their involvement in issues of institutional change. However, this evolution leads to new challenges as educational developers attempt to discern whether and how to be involved inparticular organizational change efforts. This chapter provides a framework that can help centers of all types reflect on the broader risks and rewards of institution-level leadership. Through a series of context-based reflective questions, the authors hope to promote strategic thinking among educational developers (particularly center directors) and to spur new questions and research as our field continues to evolve.

A Teaching Conference Of One’S Own: Inviting Faculty Into The Scholarly Work Of Teaching, Julie Sievers

To Improve the Academy: A Journal of Educational Development

This essay examines the value of creating a peer-reviewed conference on teaching at one’s own campus. A conference created by faculty and for faculty is an effective way to address several challenges faced by many teaching centers, especially the challenge of involving a wide range of faculty in scholarly approaches to teaching. I cite experience and data from my center’s work in this area over the past six years and contextualize it amidst the literature on the scholarship of teaching and learning.