Social and Philosophical Foundations of Education Commons^™

Integral Education, Institutional Solidarity: A Response To Arturo Sosa’S 2025 Iaju Address, Paul L. Lynch

Jesuit Higher Education: A Journal

During the 2025 meeting of the International Association of Jesuit Universities (IAJU) at the Pontifica Universidad Javeriana in Bogotá, Colombia, Jesuit Superior General Arturo Sosa offered the keynote address, “The Jesuit University: Witness to Hope, Creative and Dialogical Presence.” He urged the global university apostolate to respond to our common challenges: the climate crisis, political reactionism, institutional mistrust, and economic inequality. The Jesuit university, he insisted, must reimagine itself in order to respond to these threats. But the precise manner in which Jesuit universities should respond must still be articulated. This essay begins that project. It opens with an analysis …

Rollins Oral History Interview With Eltavious Johnson ’26 And Joseph Pool ’26, Eltavious Johnson, Joseph Pool, Wenxian Zhang

Oral Histories

Eltavious Johnson '26 ’28 MHR is a Bahamian-born higher education professional, musician, and community leader dedicated to building relationships that inspire growth and opportunity. A graduate of Rollins College with degrees in Communication Studies and Music, and beginning Graduate Studies in the Master of Human Resources program Fall '26, he currently serves in Institutional Advancement as a frontline fundraiser for athletics, connecting alumni, parents, and friends of the College to its mission and future. During his time at Rollins, Johnson served as Student Government Association President, represented students on the Presidential Search Committee, Managed the Rollins Men's Tennis team to …

Partnering With Students To Create A Positive Image Of Mathematics, Manmohan Kaur

Journal of Humanistic Mathematics

In a 1989 paper, Barbeau states, “Probably no area of human activity is as afflicted as mathematics with a gap between the public perception of its nature and what its practitioners believe it to be.” Decades later, the situation is much the same. With the technical advances in the contemporary world, mathematics affects our day-to-day activities in essential ways such as e-commerce and credit card security. Mathematical problem solving intrinsically requires creative and critical thinking. However, mathematics is often perceived as uninventive, sterile, static, and removed from human needs and culture. This paper describes how mathematicians can own the image …

Should The Illiberal Arts Be Servile In A Classical Christian Education, Nadine B. Kong Mrs.

Master of Arts in Classical Studies

The purpose of this thesis is to research the role and position of the illiberal arts in a classical Christian education (CCE).  The current climate of growth for CCE makes it a fitting moment to consider what bearing the illiberal arts should have on paideia formation.  To answer this question, the historical context of CCE and the illiberal arts is presented.  This leads to a complex issue around the various imprecise terms and historical attitudes surrounding the illiberal arts.  Some synonymous terms have demeaning connotations: ‘servile arts’ or ‘illiberal arts,’ and others less negative, such as ‘common arts’ or ‘mechanical …

Atmospheres Create Interest: Experiencing And Utilizing Shared Situations, Andreas Rauh

Duquesne Studies in Phenomenology

Even though atmospheres are usually only subtly perceived in the manner of a felt body in everyday life, they possess a specific efficacy. They hold the potential to address people in their felt-bodily constitution and to arouse interest in the shared situation. In the following, the phenomenon of atmosphere is explored through case analyses from an art education project and defined as a shared situation in contrast to affect and mood. This is followed by an examination of the fundamental importance of atmosphere for learning environments. With a focus on pedagogical relationships, the role of atmospheres in educational contexts and …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Impact Of Afterschool Programs On Students; Social Development And Emotional Learning, Natalie B. Harper

Capstone Projects and Master's Theses

Afterschool programs are described as activities that are organized and structured outside of the regular school day where there is a time where there is no academic pressure and, therefore, is a time with the potential to enhance social-emotional skills development and learning. The capacity to genuinely implement social emotional learning (SEL) programs that are hindered by difficulties in staff training and turnover, in addition to funding. This senior capstone project explores the impact of afterschool programs on students' social and emotional learning at a Monterey Bay charter school, especially in their ability to impact peer and teacher relationships, ultimately …

Navigating Climate Action: The River As Teacher For Eco-Literacy, Educational Regeneration And Creative Participation, Bibi (Silvina) Calderaro

Dissertations, Theses, and Capstone Projects

Cultures' engagements with land and its more-than-human elements reveal their attitudes toward these dimensions, spanning a spectrum from reciprocal to transactional practices. In time, these engagements form a body of knowledges that nurtures the culture and its land, or arrests their vital and diverse qualities. This research project aims to bring to light how the different ways of engaging with and relating to land are embedded in knowledge production, distribution and communication—in short, in general educational endeavors and their philosophies—to promote a better understanding of the principles of eco-literacy. Additionally, a purpose of this project is to provide insights into …

Seeing Through Solid Words: Using Gebser’S Concept Of Transparency To Understand A Gnostic Poem Expressing Integral Consciousness, Lisa Maroski

Journal of Conscious Evolution

It is difficult to express integral consciousness using ordinary language because of the inherent tendency of language to separate and distinguish. Jean Gebser, in The Ever-Present Origin, suggested concepts such as transparency and diaphaneity as ways to access integral consciousness, and the Gnostic text The Thunder, Perfect Mind (TPM) is written from the perspective of a being with integral consciousness. I use Jean Gebser’s concepts of transparency and diaphaneity to explicate TPM, an enigmatic, paradoxical poem in the Nag Hammadi Library. Because TPM is written from the perspective of an integral being, one who is All-of-It (i.e., paradoxical completeness rather …

Team Teaching As Honors Faculty Professional Development, Richard Badenhausen

National Collegiate Honors Council Monographs: Chapters

Discusses how team teaching may serve as professional learning and development for honors faculty in higher education and why it is valuable to frame it as such.

A Critical Role For An Honors Community Of Practice, Rebecca C. Bott-Knutson, Scott O'Leary, Scott Breuninger, Karen D. Youmans, Jeff Chamberlain, Sheila Nowinski

National Collegiate Honors Council Monographs: Chapters

The Honors Community of Practice is a promising form of professional development in honors, where the wide variety of institutions, professional roles, and structures can present challenges to inclusive and relevant programming. The HCoP’s flexible and responsive format allows individuals in different contexts to connect, share resources, and learn from one another. The fluid nature of HCoP discussions, in which participants shift between mentor and mentee roles, highlights expertise in the community and encourages new voices to emerge. Of course, the advantages of Communities of Practice are not confined to honors. Their adaptability and simplicity make it effective programming in …

An Edifying Honors Collaboration, Rebecca C. Bott-Knutson, Jonathan D. Kotinek, Hedi M. Appel, Joy L. Hart, Paul Knox, Andrea Radasanu, Daniel M. Roberts, Timothy J. Nichols, Leigh E. Fine, William L. Ziegler, Mary Bryk, Susan Sumner, Rachael Budowle, Kaetlyn Cordingly, Graham E. Bastian, Noah Roerig, Adam Stroud, Keith Garbutt

National Collegiate Honors Council Monographs: Chapters

In this chapter, we describe how one honors collaborative was formed, how it functions, and how it continues to evolve. For members of this collaborative, it has been an extraordinary professional journey with edifying impacts as we have been instructed, improved, and enlightened by our involvement.

Our collaborative emerged as a space to engage with colleagues across the nation with the common goal of better preparing honors students to tackle the grand challenges we face as a society (Appel et al., 2023). It comprises a network of honors leaders from 14 universities representing a variety of land-grant, Historically Black Colleges …

Hacking Through The Silos: Honors Faculty Development, Joy L. Hart, Rebecca C. Bott-Knutson, Hedi M. Appel, Jonathan D. Kotinek, Paul Knox, Susan Sumner, Noah Roerig, William L. Ziegler, Leigh E. Fine

National Collegiate Honors Council Monographs: Chapters

Based on our work with a multi-institutional honors hackathon, we examine the faculty benefits of planning and leading hackathons, focusing especially on enhanced understanding across disciplines—or hacking through academic silos.

Where Honors Education And Faculty Development Meet: Front And Back Matter, John Zubizarreta, Victoria M. Bryan

National Collegiate Honors Council Monographs: Chapters

Front and back matter

Where Honors Education and Faculty Development Meet [NCHC Monograph Series], John Zubizarreta and Victoria M. Bryan, editors

Lincoln, Nebraska, United States: National Collegiate Honors Council, 2025

Includes:

Front and back covers

Table of contents

Acknowledgments

Foreword, Victoria Mundy Bhavsar and Suketu P. Bhavsar

Introduction, John Zubizarreta and Victoria M. Bryan

About the authorsAbout the NCHC Monograph Series

List of NCHC monographs and journals

NCHC publications order form

From the back cover:

This volume contains an assorted collection of theoretical and practical essays that demonstrate the value of collaborations between honors programs or colleges and faculty development, …

Leadership Academy: Fostering Honors Faculty Growth Through Peer-To-Peer Learning, Chelsea Redger-Marquardt, Doug Stucky, Cindi Mason, Bobby Berry, Samantha Gregus, Kimberly Engber

National Collegiate Honors Council Monographs: Chapters

Discusses the Lead for Tomorrow program at the Cohen Honors Leadership Academy at Wichita State University, fostering honors faculty growth through peer-to-peer learning.

Empowering Honors Education: A Joint Initiative For Teaching Excellence And Curriculum Enhancement, Alexandra Bitton-Bailey, Ryan Z. Good, Gabriela Hamerlinck, Melissa L. Johnson

National Collegiate Honors Council Monographs: Chapters

Honors leaders should consider faculty development partnerships as outlets for not only communicating instructional opportunities to a wider audience but also broadening teaching opportunities for faculty in departments that are not always represented and for faculty in non-tenure-track as well as tenure-track lines. An ongoing partnership with a faculty development group can also help honors leaders stay aware of teaching with new technologies, manage emergent trends in the classroom such as the use of artificial intelligence, contribute to the Scholarship of Teaching and Learning, and provide an outlet for reflection about honors instruction. The CTE-Honors partnership at the University of …

Leadership And Change From Within: An Honors College And Ctl Partnership, Connie M. Schroeder, Hilary K. Snow

National Collegiate Honors Council Monographs: Chapters

Scaling sustainable change in teaching and learning is an institutional priority in higher education, yet often it is elusive, given the decentralized and siloed academic landscape. Most colleges and departments lack the necessary expertise to design and implement scaled change or the critical organizational structures to sustain change. Centers for Teaching and Learning (CTLs) seek to advance improvement in teaching and learning and highlight improving institutional culture as part of their mission. Reliance on traditional programming and consultations, however, primarily targets individual change versus scaled or sustainable change.

The successful process of change at the University of Wisconsin-Milwaukee Honors College …

Reimagining An Honors Education: Building A Community Of 21st-Century Learners, Robyn M. Brighton, Rebecca J. Toole

National Collegiate Honors Council Monographs: Chapters

Throughout the spring 2021 academic term and in response to a multiyear redesign of the long-established Seneff Honors College, faculty and staff from both the honors college and the Center for Teaching and Learning Innovation at Valencia College set out to develop a professional development certification that would provide faculty with the information and tools needed to develop an honors curriculum aligning with the newly designed honors college.

The Brief Life Of A Students-As-Partners Model For Improving General Education, Rick Fisher, Janel Seeley

National Collegiate Honors Council Monographs: Chapters

A Students-as-Partners (SaP) model has significant potential for meaningful relationships between centers for teaching and learning (CTLs) and honors programs or colleges. Honors programs and colleges are excellent partners in that they often have flexibility in course offerings and students interested in non-traditional learning opportunities. Too often, education planning and assessment are done to students rather than with them. Having students conduct scholarship of teaching and learning (SoTL) on university-wide initiatives not only provides the institution with valuable information about its teaching and learning efforts but also offers applicable research experience for students that can meaningfully impact future programming.

A Comprhensive Honors College Faculty Certification Model, Magda J. Castineyra, Virginia Fuillerat, Marianne Maduro

National Collegiate Honors Council Monographs: Chapters

Provides an overview of the Honors College (HC) at Miami Dade College (MDC) which uses a faculty certification process to introduce the honors college model and present classroom expectations.

Honors Civic Foundations Faculty Fellows Program, Lauren E. Davis, Kevin D. Egan

National Collegiate Honors Council Monographs: Chapters

In 2022–2023, Drexel University’s Pennoni Honors College implemented the Honors Civic Foundations Faculty Fellows Program, a new initiative for faculty development and enrichment grounded in principles of civic education.

A Faculty Inquiry Group For The Scholarship Of Teaching And Learning In Honors, Kevin Sackreiter, Rebecca C. Bott-Knutson, Christine Larson, Evren Celik-Wiltse

National Collegiate Honors Council Monographs: Chapters

This chapter details a collaboration between the Van D. and Barbara B. Fishback Honors College and the Center for Professional Enrichment and Teaching Excellence (CPETE), formerly known as the Center for Excellence in Teaching and Learning (CETL), at South Dakota State University (SDSU). This collaboration launched an Honors Faculty Inquiry Group (FIG) on the Scholarship of Teaching and Learning (SoTL). Greater philosophical themes, such as the desire to normalize scholarly emphasis on teaching and learning and how honors faculty can serve as teaching leaders on campus, will be explored in addition to the practical details and outcomes of the collaboration.

From Classrooms To Communities: Integrating The United Nations Sustainable Development Goals Into Honors Education, Megan Mcilreavy, Pamela L. Martin

National Collegiate Honors Council Monographs: Chapters

Embracing the United National Education for Sustainable Development (SDG) framework empowers students to reflect on their actions and understand current and future social, cultural, economic, and environmental issues from local and global perspectives. Inherent in the concept of lifelong learning, these values should resonate with our next generation of students (Gen Z) who, studies show, are making career choices that contribute to making real changes on our planet. Leveraging different institutional strengths, honors programs and colleges can tailor their education within the framework that SDG provides to accommodate various needs that will benefit the institution itself.

Transforming Partnerships: Developing A Model For Experiential Learning In Honors, Grace Troupe, Tamy Burnett

National Collegiate Honors Council Monographs: Chapters

Although the collaboration between the University Honors Program (UHP) at the University of Nebraska-Lincoln (UNL) and UNL's Center for Transformative Teaching involves several elements, this essay focuses on one element with significant impact: the development of curricular components and co-curricular programming facilitating students’ engagement with experiential learning. Experience-based education is learning that occurs through direct, hands-on experiences such as internships, research, education abroad, and teaching practicums. When UNL moved toward requiring experiential learning for all undergraduate students, the partnership between UHP and CTT was transformational in facilitating UHP’s building on its existing framework for experiential learning and thus serving as …

Exploding The Silos: How Honors And Cetl Collaboration Can Transform Faculty Development, Christine Larson, Evren Celik-Wiltse, Kevin Sackreiter, Rebecca C. Bott-Knutson

National Collegiate Honors Council Monographs: Chapters

The Center for the Enhancement of Teaching and Learning (CETL) at South Dakota State University (SDSU) developed the Faculty Fellows program in the fall of 2018 to provide faculty in each academic college with a peer mentor who would offer tailored professional development opportunities.

Professional Development Through Teaching In Honors: An Elon University Workshop, Mike Carignan, Lynn R. Huber, Deandra Little, Tom Mould

National Collegiate Honors Council Monographs: Chapters

Describes the Teaching in Honors Workshop, an annual, multiday event held at Elon University.

Incorporating Faculty Development Workshops At James Madison University, Fawn-Amber Montoya, Felix Wang

National Collegiate Honors Council Monographs: Chapters

Since there are no permanent faculty positions, the honors college at James Madison University has created an environment where faculty teaching honors courses can come together to share their vision of an honors education and the strategies and practices to manifest these ideals in their respective classrooms. Accordingly, the honors college began hosting annual faculty workshops in May 2021 to create a community of faculty members. During the past three years, these workshops have created opportunities for faculty to interact with each other to discuss what an honors education is, how to create safe spaces for students, and how to …

2024 Founders Award Remarks, John Zubizarreta

Honors in Practice Online Archive

The NCHC Founders Award recipient emphasizes the transformative power of honors education and the importance of community.

Includes a revised version of remarks delivered at the 2024 National Collegiate Honors Council awards ceremony on November 1, 2024 in Kansas City, Missouri.

Harmony Or Discord? A Study On The Alignment Between National Objectives And Reformed Social Studies Textbooks In Egypt, Lina Yehia

Theses and Dissertations

Education systems, in many parts of the world, have served as a channel for communicating national goals to students, and Egypt has not been an exception. This study examines how public textbooks effectively align with equipping future generations of Egyptians to fulfill the nation’s development policy goals set for 2030. Utilizing a qualitative research design, this study employed textbook and document analyses of the published national policy goals of the current administration, along with the most recently reformed social studies textbooks of Grades 4, 5, and 6, a product of EDU 2.0. Based on an analysis of national documents, the …

21st Century Community Learning Centers: Program Evaluation Evidence From Texas, Rosilyn Jackson

Electronic Theses and Dissertations

Texas afterschool programs strive to enhance academic performance and meet students' needs, yet gaps in program quality persist. This study evaluated 21st Century Community Learning Centers’ performance in reading, math, GPA, attendance, in-school suspension, and engagement, both within these categories and against program goals and demographics. Theoretical frameworks used in this study include the logic model, social justice theory, and cultural relevance theory. This quantitative study utilized a nonexperimental and secondary data research design which utilized five statistical tests: the Pearson Product-Moment Correlation, One-Way repeated ANOVA, Spearman Correlation, the Independent Samples t-Test, and the Mann-Whitney U Test. Results showed that …