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Author: National Collegiate Honors Council
Publisher:
ISBN: 9780979665974
Category :
Languages : en
Pages : 232
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Book Description
Author: National Collegiate Honors Council
Publisher:
ISBN: 9780979665974
Category :
Languages : en
Pages : 232
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 264
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Book Description
Author: Ada Long
Publisher:
ISBN: 9780977362370
Category :
Languages : en
Pages :
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Book Description
Author: Annmarie Guzy
Publisher:
ISBN:
Category :
Languages : en
Pages : 184
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Book Description
Annmarie Guzy realized she had some concerns about teaching honors courses as she prepared to teach at the same University where she had been an honors student herself. She enrolled in a summer seminar on teaching basic writing in order to expand her teaching horizons beyond the honors student mentality, and to address some of her concerns and possible prejudices developed during her own honors experience. Reading about students who cared a great deal about their academic performance but who were truly struggling to build their writing skills not only made her more appreciative of her own abilities with writing, but also caused her to think about composition pedagogy in different ways. How had the educational system failed these students? How had common pedagogical practice failed these students? How early in their academic careers had these students been written off by faculty, by administrators, and eventually by themselves? She found that the actual grouping and labeling of basic writers and basic writing particularly interested her. For example, concepts such as diagnosing writing problems, offering remedial course work, and curing writers' difficulties revolve around medical terminology. At one level, these terms suggest that writing problems are a symbolic type of illness for which students come to the composition course and/or to the writing lab to be "cured," but at a deeper level, these terms imply that something is fundamentally wrong with the student if he or she cannot write in the manner that the institution (another medical reference) deems acceptable. While focusing on the grouping and labeling of basic writers, Guzy began to make connections between basic writing and honors education. Students at the upper end of the academic spectrum are also grouped and labeled, and these labels change over the course of a student's education: elementary school children are "gifted," "talented," or "exceptional," and as they progress through high school and college, they become "honors students." These labels and the programs that they represent carry with them certain advantages (e.g., specialized curriculum, extracurricular opportunities, and increased funding), but these students are still removed from the educational norm, just as remedial students are--they go to different classrooms, they read different textbooks, and they complete different exercises. Although these consequences are preferable to those that students labeled "remedial" must endure, they still affect students negatively, and the negative effect of labeling is an important similarity between basic writers and honors students. To further explore this similarity, Guzy began researching the labeling and grouping of composition students at both ends of the education spectrum at the university level, and was surprised and disappointed by the dearth of material about honors composition at the university level. She discovered that, for whatever reason, research on university-level honors composition is quite limited. This project begins to address this dearth in research by answering basic questions about composition courses and other types of written communication projects commonly found within contemporary honors programs. This monograph contains the following chapters: Chapter 1: Why Should We Research Honor Composition?; Chapter 2: Twentieth-Century Developments in Honors Education and Composition Instruction; Chapter 3: A Survey of Writing Courses and Projects in the Contemporary Honors Program; Chapter 4: Guidelines and Suggestions for Honors Composition Courses and Projects; and Chapter 5: Conclusion. Appended are the following: (1) The Sixteen Major Features of a Full Honors Program; (2) Cover Letter to Questionnaire for NCHC Member Programs; (3) Questionnaire for NCHC Member Programs; (4) Question Bank for Follow-Up Interviews; (5) Honors Thesis Rationale and Support for Azusa Pacific University; (6) List of Follow-Up Interview Participants.
Author: Ada Long
Publisher:
ISBN: 9780977362301
Category :
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 204
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Book Description
Author: Robert Grover
Publisher: Rowman & Littlefield
ISBN: 1475829949
Category : Education
Languages : en
Pages : 121
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Book Description
Continuity and Innovation in Honors College Curricula is the second volume in the edited series Honors Education in Transition, which examines the proliferation of honors programs and colleges in American higher education. While honors education has become ubiquitous in American higher education, this transformation has happened without systematic attempts to align what honors means across institutions, and absent a universally agreed upon definitions of what honors is and what it might aspire to be in the future. This generates possibility and flexibility, while also creating rather serious challenges. This book examines dynamic attempts to think creatively about curriculum, a hallmark of honors in higher education. The authors document and discuss innovative attempts ranging from service-learning to international education to innovative ways to blend disciplinary models of pedagogy with honors teaching. Throughout, their investigations are grounded in the present while turning a keen and perceptive eye to the future.
Author: Graeme Harper
Publisher: Cambridge Scholars Publishing
ISBN: 1527525503
Category : Education
Languages : en
Pages : 180
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Book Description
In education, sorting students according to attainment is common. Such sorting clearly sets up the potential for exclusion, based on the attainment ideals and on the modes of selection. Ideals of inclusion suggest diversity, and those of equity, by reference to impartiality, suggest freedom from bias. Honors education, which celebrates excellence, and references “honor” and all that word and concept infers, heightens and promotes the principled recognition of attainment, giving rise to questions of diversity, equity and inclusion. The Organization for Economic Co-Operation and Development (OECD), in its Ten Steps to Equity in Education, notes that inclusion is intertwined with fairness. How can honors education—and in the case of the discussions in this book, largely honors in US higher education—promote fairness, be diverse, and support equity? If it does not do so, how can it at all claim to be offering a principled version of what the National Collegiate Honors Council (USA) says are “opportunities for measurably broader, deeper, and more complex learning-centered and learner-directed experiences for its students”? In 2015, the National Society for Minorities in Honors (www.nsfmih.org) was launched in the USA to specifically explore, support and promote diversity, equity and inclusion in and across honors colleges and programs. The first annual NSFMIH conference was held at Oakland University, Michigan. This book began at that inaugural conference, and has been enhanced by enthusiastic contributions beyond that event as well.
Author: Dan Fullerton
Publisher: Silly Beagle Productions
ISBN: 0983563330
Category : Science
Languages : en
Pages : 598
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Book Description
Author: George D. Kuh
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 50
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Book Description
This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
