toward a science of honors education
TRANSCRIPT
Toward a Science of Honors Education
Honors in the Age of Accountability
Beata Jones,
Honors Faculty Fellow, Texas Christian University
October 14, 2016, Seattle, WA, U.S.A.
National Collegiate Honors Council Conference
Based on JNCHC article by Beata Jones with the same title: 17(1), 307-333.
Why Research Honors?
Long-standing, recognized need for research in Honors
NCHC executive board recognizes research as a key priority
U.S. vs. European honors research
Why this Research?
A manifesto to all honors practitioners in the U.S. and around the world to
join forces and develop an honors research agenda
Yield more holistic understanding of our
dynamic field.
Transform our practice based on a rich, evidence-
based set of guidelines.
Showcase how we make a difference, potentially increasing institutional
support.
Archive and promote the agenda as well as the associated research
findings.
Research Framework – Analysis Levels
External Environment
Honors Programs/Colleges
Honors Courses
Honors Stakeholders
Research Framework - Stakeholders
Primary Stakeholders Secondary Stakeholders
• Honors Students
• Honors Faculty
• Honors Staff
• Honors Administrators
• Honors Alumni
• Honors Board Members
• Friends of Honors
• University Faculty and Staff Outside of
Honors
• University Administrators
• Society
Research Framework -Stakeholders
Characteristics
Expectations
Recruitment
Orientation
Motivation
Retention
Development
Achievements
Feedback & Rewards
Honors Effects
Stakeholder Attributes of Interest Using Lifecycle Perspective
Research Framework – Honors Courses
Fink, 2003
Research Framework- Honors Courses
NCHC Desired Learning Outcomes
•written and oral communication skills,
• ability to analyze and synthesize a broad range of material,
• critical thinking skills,
• creative process, and
• analytical problem solving.
21st Century Meta-Skills
• FEELING: including empathy, intuition, and social intelligence.
• SEEING: the ability to think whole thoughts, also known as systems thinking.
• DREAMING: the metaskill of applied imagination.
• MAKING: mastering the design process, including skills for devising prototypes.
• LEARNING: the autodidactic ability to learn new skills at will.
Neumeier, Marty (2013)
Research Framework- Honors CoursesRelevant Honors
Pedagogies
Characteristics of Honors
Learning Activities
(Wolfensberger, 2012)
Modes of Honors Learning
in NCHC’s “Definition of
Honors Education”
• Active Learning
• Inquiry Learning
• Project-Based Learning
• Collaborative Learning
• Service-Learning
• City As Text
• PRISM
• Offering Bounded Freedom
• Community-Building
• Enhancing Academic
Competence
• Research & Creative
Scholarship
• Interdisciplinary Learning
• Service Learning &
Leadership
• Experiential Learning
• Learning Communities
Relevant Dimensions of Honors Teaching and Learning Activities
Research Framework- Honors Courses
Assessment Type Assessment
Structure
Assessors
• Formative
• Summative
• Informal
Comments
• Rubrics
• Tests
• Faculty
• Peers
• Industry/
AlumniRelevant Dimensions of Feedback and Assessment in Honors
Research Framework- Honors Courses
Relevant Situational Factors in Honors Course Design
• (Inter)Disciplinary Setting
• Class Size
• Characteristics of Students
• Budget
• Support Staff
• Physical Space
• Support Facilities
• Technology
Sample Situational Factors in Honors Course Design
Research Framework- Honors OrganizationsGuiding
Principles
Governance Culture Curriculum Processes Resources Contextual
FactorsMission
Vision
Values
Desired
Outcomes
Leadership
Structure
Community Setting
Coursework
Required
Co-Curricular
Activities
Capstone
Experiences
Technology
Outcome
Assessment
Admission
Hiring
Advising
Enrollment
Growth
Incentives
Communication
Strategic Planning
Fundraising
Events
Participation in
Honors Community
Outcome
Assessment
Budget
Scholarships
Staff & Faculty
Facilities
Housing
Technology
Program Size
& Capacity
Reasons for
Program
Existence
Key Attributes of Honors Organizations
Research Framework – External Environment
Honors Organization Key Environmental Factors
• University Setting
• Historical Context
• Country & Local Settings
• Professional Honors Organizations
• Government Programs & Non-profits
• For-profit Support Programs
• Society
Implications
An attempt at a comprehensive framework to guide honors research
• Identify Key Questions
• Annual Surveys
• Meta-analyses
• Targeted Studies
The Goal:
• Develop a comprehensive Field Guide to Honors Education in the next five years
Reflection
Collaboration?
