Gifted Education Commons^™

Creating Knowledge: The Literary Dictionary Assignment, Rebecca Cepek

Honors in Practice Online Archive

A literary dictionary assignment provides honors students with an understanding of the ways knowledge shifts and changes over time as well as an opportunity to create knowledge rather than just recall correct answers.

For honors students, reciting the correct definitions of key terms—regardless of discipline—is generally simple. Where they struggle is understanding the ways such definitions may shift over time, shedding or accruing meanings with changes in usage, context, and critical perspective. To allow students to engage with such changes and to continue a tradition of “teaching the conflicts,” I have students create a dictionary of literary terms over the …

Honors In Practice, Volume 18 (2022)

Honors in Practice Online Archive

Editorial Policy, Deadline, and Submission Guidelines

Dedication to P. Brent Register

Editor’s Introduction • Ada Long

2021 Conference Remarks

A Sense of Belonging (Presidential Address) • Suketu Bhavsar

The 2021 NCHC Founders Award: Samuel Schuman (Introductory Remarks) • Bernice Braid

Essays

Counterstories of Honors Students of Color • Michael Carlos Gutiérrez

Inclusive and Effective Holistic Admission Frameworks for Honors Programs: A Case Study Continued • Andrea Radasanu and Gregory Barker

Constitution Day: An Opportunity for Honors Colleges to Promote Civic Engagement • Richard J. Hardy, Paul A. Schlag, and Keith Boeckelman

Serving through Transcribing: Preserving History while …

The 2021 Nchc Founders Award: Samuel Schuman, Bernice Braid

Honors in Practice Online Archive

Samuel Schuman (Beginning in Honors) is the 2021 recipient of the National Collegiate Honors Council’s Founders Award, recognized for his outstanding contributions to both the NCHC and to the professional and scholarly practices of honors education.

A Sense Of Belonging, Suketu P. Bhavsar

Honors in Practice Online Archive

National Collegiate Honors Council President delivers his address at the NCHC’s 2021 conference, describing that, despite the privileges he has chosen and enjoyed, expressions of otherness have led to feelings of estrangement. Considering the question of how to face this challenge in honors, the author emphasizes the imperative of creating a sense of belonging for every student.

About The Authors, Etc., National Collegiate Honors Council

Honors in Practice Online Archive

About the authors

About the NCHC Monograph Series

NCHC Monographs & Journals

NCHC Publications Order Form

In This Issue

Constitution Day: An Opportunity For Honors Colleges To Promote Civic Engagement, Richard J. Hardy, Paul A. Schlag, Keith Boeckelman

Honors in Practice Online Archive

The United States Constitution is the bedrock upon which government and society rest, yet its precepts remain generally unfamiliar to contemporary college students. Considering the extent of its impact and the misinformation regarding its purpose, content, efficacy, and limits, the authors provide suggestions for civic learning based on this seminal document. While all American educational institutions receiving federal funding must celebrate the U.S. Constitution each year on or near September 17th, research suggests that comprehensive and integrative instruction is scarce. Citing a lack of formal Constitution Day programming among honors colleges, the authors present a multi-modal framework for honors students …

Counterstories Of Honors Students Of Color, Michael Carlos Gutiérrez

Honors in Practice Online Archive

This study explores the experience of high-achieving students of color in an honors program at a large research university. Qualitative methods involve surveying students (n = 39) and interviewing a select group (n = 5) in attempts to measure both the frequency and severity of racial microaggression as well as subjective experience relating to diversity and representation in honors. Using critical race theory, a discourse analysis of four broad questions pertaining to pre-entry, entry, continuation, and exit of honors programs suggests that more is needed to foster an honors community that better understands and meets the needs of students’ racial, …

The Critically Reflective Practicum, Aaron Stoller

Honors in Practice Online Archive

A defining feature of honors education is meaningful engagement within and across disciplines, yet significant challenges for creating and sustaining meaningful transdisciplinary research remain. One such challenge involves a nuanced understanding of a discipline, or what educational researchers call “disciplinary literacy.” This article introduces critically reflective practicum (CRP) as a pedagogy for developing disciplinary literacy among honors students. CRP acknowledges forms of inquiry as design situations and seeks to simulate instructional scaffolding so that students both experience and reflect on their questioning. Through the practicum, students begin to understand, engage with, and critique the methods and sociocultural standards of one …

Inclusive And Effective Holistic Admission Frameworks For Honors Programs: A Case Study Continued, Andrea Radasanu, Gregory Barker

Honors in Practice Online Archive

This study continues an earlier (2021) examination of a program’s move from an admissions framework that used standardized test score thresholds to a test-blind holistic review. While the initial study evinced holistic review as a more equitable gateway to honors education for students from underserved backgrounds (as compared to admission frameworks that rely heavily on SAT/ACT thresholds), the current study further substantiates this finding as the program fully transitions to its subsequent admission cycle. In addition to affirming holistic admissions practice as effective for diversifying honors populations, the study considers two additional results. First, the holistic review rubric is assessed …

Battles Of The Mind: The Reaction Against Progressive Education, 1945-1959, Ben Yturri

Graduate Student Theses, Dissertations, & Professional Papers

This thesis discerns the relationships between three interrelated movements of the post-war period (circa 1945-1959): the overwhelming concern among leading intellectuals regarding the relationship between the individual and society, the post-war debates over education, and rising religious observance. Following WWII, the nation’s leading scholars and social critics addressed the most important problem facing the country and, for that matter, the world: how to avoid totalitarianism. Almost naturally, such anxieties influenced new debates over education. Broadly speaking, these controversies involved two related disputes over the efficacy of progressive education and the proper relationship between church and state. After World War II, …

Message From The President / 12.15.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 12.1.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 11.17.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 11.3.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 10.20.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 10.7.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 10.6.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 9.22.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 9.8.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 9.1.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 8.25.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 8.11.21, Evan M. Glazer

Message from the President

No abstract provided.

Advances In Global Education And Research: Volume 4, Waynne B. James, Cihan Cobanoglu, Muhittin Cavusoglu

University of South Florida (USF) M3 Publishing

This is the fourth volume of the Advances in Global Education and Research Book Series. This volume has the following parts:

• Part 1: Adult Education
• Part 2: Curriculum and Instruction Development
• Part 3: Educational Technology
• Part 4: Education in Other Specialties
• Part 5: English as a Second Language
• Part 6: Global Competence
• Part 7: Higher Education and Educational Leadership
• Part 8: Inclusive Education
• Part 9: International Education
• Part 10: PreK-12
• Part 11: Research Methods in Education

ISBN: 978-1-955833-04-2

Adult Education

• Teaching for knowledge transfer: Best practices from a graduate-level educational psychology distance learning program
  • Bobby Hoffman
• A study on the …

Message From The President / 7.28.21, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 7.14.21, Evan M. Glazer

Message from the President

No abstract provided.

Ua35/7 Preparing Students For Infinite Possibilities 2007-2021, Wku Gatton Academy Of Mathematics & Science In Kentucky

WKU Administration Documents

Report of awards, research projects, study abroad opportunities and alumni achievements.

• Hannah Fugate
• Naomi Kellogg
• Niven Achenjang
• Tyler Jury
• Paul Hudson
• Luke Yap
• Chris Obermeyer
• Vishnu Tirumala
• Hannah Pennington
• Shelby Rader
• Sarah Schrader
• Ryan Gott
• Alex Pena
• Jenna Ellis
• Elaine Flynn

Analyzing Advanced Placement (Ap): Making The Nation's Most Prominent College Preparatory Program More Equitable, David Naff, Mitchell Parry, Tomika Ferguson, Virginia Palencia, Jenna Lenhardt, Elisa Tedona, Antionette Stroter, Theodore Stripling, Zoey Lu, Elizabeth Baber

MERC Publications

This report from the Metropolitan Educational Research Consortium (MERC) explores research related to Advanced Placement (AP) courses through an equity lens. It answers five questions: 1) What are AP classes? 2) Who enrolls and succeeds in AP classes? 3) Why do disparities in AP matter? 4) What factors contribute to disparities in AP participation and performance? 5) What policies and practices help to address disparities in AP access, enrollment, and performance? The report comes from the MERC Equitable Access and Support for Advanced Coursework study.

The Video Essay, Nicholas Vick

Honors in Practice Online Archive

The video essay is an opportunity for students to record their words and combine other visual elements to complete the typical requirements of a standard written paper. Applicable across disciplines and pedagogically aligned with an honors ethos of self-directed learning, video essays allow for individual and collaborative forms of expression while providing unique approaches to compositional assessment on an array of subjects.

The Role Of Admissions Practices In Diversifying Honors Populations: A Case Study, Andrea Radasanu, Gregory Barker

Honors in Practice Online Archive

While there is scant evidence that standardized test results (SAT/ACT) predict college success, these scores can act as barriers to college admissions and honors programs, particularly for students in underserved communities. This study examines the impact of transitioning from an honors admission framework—in which standardized tests are a key variable in the process—to a test-blind environment with holistic admissions protocols that identify students who are academically strong as well as engaged in extracurricular activities. Parallel (test-dependent and test-blind) admissions protocols were used in 2020–2021 applications to determine if a test-blind environment fostered greater inclusivity and diversity in the first-year honors …

Health And Wellness: An Honors First-Year Experience Assignment In Response To The Pandemic, Cathlena Martin

Honors in Practice Online Archive

Responding to pervasive mental and physical stresses of the COVID-19 crisis, the author assigns first-year students various routine wellness practices for one hour each week along with requisite reflective writing exercises. Student expectations, experiences, and outcomes are presented.