ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Something He Could Do without Being Taught&quot;: Honors, Play, and &quot;Harry Potter&quot;
Author: Yager, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Play,Novels,Fiction,Popular Culture,Higher Education,Trend Analysis,Educational Trends,Literature Appreciation,Educational Benefits,Critical Reading,Reader Text Relationship,Seminars,Learning Processes

Years after the publication of its seventh and final volume in 2007 and the completion of the film series in 2011, the &quot;Harry Potter&quot; series is still studied and cited by professionals in fields ranging from science and economics to law and theology (for recent examples see Gierzynski and Eddy; Reagin; Bassham). Its continuing popularity in the United States is evident in the multitude of courses, seminars, and extracurricular events offered in colleges and universities nationwide. This ongoing popularity is congruent with a general trend in the consumption, as well as teaching, of contemporary popular culture at the college level; series from J. R. R. Tolkien's &quot;Lord of the Rings&quot; to Suzanne Collins' &quot;The Hunger Games&quot; have proved to be attractive to the same student population. Susan Yager makes the case for this trend, defending her view saying that her her view, by saying the greatest benefit of using the &quot;Harry Potter&quot; series as a medium for learning is the way it rewards, and almost requires, not just reading but careful re-reading. As students spend time reveling in the world of wizards and magic, they can find both personal and academic connections in the text, and as her experience in several years of teaching honors seminars on &quot;Harry Potter&quot; can attest, these connections provide low-risk and creative pathways for students to learn from the Potterverse in a spirit of play. She draws on the thinking of Conrad Hyers in claiming that knowledge is not just a matter of creating structures of understanding, but of playing in a way that makes learning an ongoing process.
Using &quot;The Happiness Advantage&quot; in a College Honors Program
Author: Rockey, Christine
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Programs,Psychological Patterns,Academically Gifted,Life Satisfaction,Success,College Freshmen,First Year Seminars,Student Surveys,Pretests Posttests

In the field of college success and retention, researchers have examined school facilities, grade point averages, SAT scores, high school grades, and student involvement among other variables. One of the additional variables that has been examined is how happiness affects college success. The matter of student happiness is of primary importance to teachers and administrators in honors, who work closely with gifted students who may be at high risk for stress and depression. Few research studies focus on overall life satisfaction and retention, especially among college students in the United States, but in &quot;The Happiness Advantage,&quot; Shawn Achor refers to life satisfaction as a critical tool for examining not only happiness but success. He claims that happiness precedes success, not the other way around as many assume, and his book provides a method for becoming happier. College is a part of this bigger picture. Discovering a method to feel more grateful and to think more positively can influence honors and non-honors students. This article presents a preliminary study of how positive psychological principles influenced self-reported life satisfaction among first-year students in an honors seminar. Findings show that enrolling in a happiness-oriented honors course during the first semester in college can contribute to a change in attitude that results in a more centered student, and can ultimately improve the quality of an honors education. The aim of the study is to initiate a broader longitudinal research study that includes more freshmen honors sections, and would ideally follow the students through their life after graduation to determine how happiness levels determine future success.
Honors Inquiry in Ireland: Developing a Research-Based Study Abroad Experience for Honors Students
Author: Engel, Steven
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Research,Study Abroad,Honors Curriculum,Experiential Learning,Undergraduate Students,Program Development

As universities have made experiential learning opportunities available to more and more of their students, a question arises about what makes honors experiential learning distinctive (Donahue). In the university-wide honors program at Georgia Southern University, authors Steven Engel, and Howard Keeley asked this question about honors study abroad offerings. With a limited staff and budget, they needed a good rationale for the honors program to develop and run a study abroad experience that would be distinctive in a way or ways true of an honors experience. The article recounts their experiences along the way as they concluded that it is possible to create an atmosphere where students demonstrate and grow academic responsibility and project ownership while professors maintain a strong mentorship role. Some important lessons that emerged that will allow the authors to improve the experience in the future and may also help others as they develop research based study abroad are shared. They are: (1) Partnerships played a key role in making the program possible; (2) The most important partnerships were within the university; (3) The research context in this program was critical to its success; (4) The transnational nature of the research project aided in student understanding and development; (5) Student ownership of their research fostered motivation and created a shared sense of excitement regarding the project; and (6) The short-term nature of the project made participation more feasible for the professors and students. The authors conclude the article by saying that in future years, they will continue to build upon these lessons, but this Honors Inquiry in Ireland has already demonstrated that the development of a short-term, research-based study abroad program can fit the goals of an honors program and allow students to have a rich and meaningful international experience.
&quot;. . . And We Are A-Changing, Too&quot;
Author: Ruebel, James S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Change,National Organizations,Higher Education,Institutional Mission

This paper is a revised version of the presidential address delivered by James Ruebel on November 8, 2014, at the annual National Collegiate Honors Council (NCHC) conference in Denver, Colorado. James Ruebel speaks of the problem of permanence and change, of continuing heritage and progress, as NCHC's problem in a new millennium. The author uses the process of Rome's restoration and preservation as an example of how the confluence of present and past is the product not of accident but of centuries of argumentation and planning. Examining this process is useful because it emblemizes the process of valuing both tradition and progress, of keeping NCHC's vision focused on the future while maintaining its center. In order for progress to make sense, the value of specific changes must be questioned, a shared vision of the end goal must be achieved, and an understanding of what the &quot;center&quot; is must be reached. Precisely this process has been dominating discussion, argumentation, and planning for the NCHC. Confronting these disparate issues in their totality indicates the maturation of the organization's identity: trying to sustain and continue its strengths, its center, while adapting to a new era, new challenges, new responsibilities, and new expectations both in the United States and abroad.
Honors Composition: Humanity beyond the Humanities
Author: Guzy, Annmarie
Date: 2015-00-00
Type: Journal Articles
Subjects: Humanities,English Teachers,English Instruction,College English,Teaching Experience,Educational Practices,Teaching Methods,Interdisciplinary Approach

Annmarie Guzy opens this article by saying that, as a professor of composition and technical communication, she has found &quot;dipping into other fields&quot; an integral part of her job. In a traditional English department, what she does is considered service teaching, providing a service to other departments and colleges rather than teaching English majors. Although she occasionally sees an English major on her roster, she spends the majority of her time working with students from pre-professional programs such as engineering, computer science, biomedical sciences, health care management and informatics, graphic design, and secondary education. Her work with so many students, honors and non-honors alike, from a range of professional disciplines, provides a unique perspective on the interdisciplinarity of college studies. Guzy requires her students to make the transition from academic writing for a grade to workplace writing in which they need to convey field specific information effectively so that a real audience can make a decision or take a course of action. Similarly, her honors freshmen are building writing skills necessary to navigate writing and research projects in any discipline. When Guzy's students can successfully explain their discipline- specific work to classmates from different majors, when they have learned enough to have thoughtful discussions about topics from everyone's majors, then Guzy has achieved one of her major pedagogical objectives. Honors administrators and faculty consider students to be the leaders of the future in their disciplines of choice and strive to give them the tools to be responsible, ethical citizens. Guzy argues that fast-tracking students past their humanities courses deprives students of opportunities to develop their critical thinking and writing skills beyond those of an eighteen-year-old high school senior before they have to complete advanced projects in their majors. It also limits them to trade-school coursework in increasingly narrow disciplinary specializations without giving them valuable chances to discover the interdisciplinary connection--the human connection--among all majors.
City as Text™: To Blog or Not to Blog
Author: Konkel, Margaret T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Seminars,College Freshmen,Interdisciplinary Approach,Essays,Correlation,Student Experience,Interaction,Computer Mediated Communication,Electronic Publishing,Reflection,Technology Uses in Education,Content Analysis,Student Surveys,Self Esteem,Likert Scales

In any honors program, the freshman seminar is designed to introduce incoming students to the rigors of collegiate honors study. The Marymount University Honors Program's freshman seminar (Honors 101) is no exception; its objectives follow many of the concepts outlined by the National Collegiate Honors Council (NCHC) alongside an interdisciplinary approach that supports the variety of majors represented in the incoming class. This paper presents a research study which examines the writing process and format centered on the Turning Point, or Critical Incident, Essay. As outlined by the NCHC, the Turning Point essay asks students to explore the relationship between meaning and context as informed not only by their personal observations and experiences in the excursion walkabouts but also through reading, discussion, and seminar interactions. The study described in this paper examined the use of personal blogging as a tool in completing Turning Point Essays in two consecutive Honors 101 City as Text™ (CAT) seminars. Researchers aimed to determine if more successful reflection and integration could be expected within the writing forum of a personal blog than in a word-limited essay submitted at the start of class.
Opportunities in Honors for Underserved Students
Author: Pattillo, Baker
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Disadvantaged,Educational Opportunities,First Generation College Students,Student Centered Curriculum,Student Needs,Student Development,Program Effectiveness,Program Descriptions

First-generation students sometimes lack a support network that values higher education. Stephen F. Austin State University (SFA)--a regional, comprehensive university of approximately 13,000 students, located in East Texas--serves a diverse body of students who are nearly 50% first-generation. These students often face financial constraints and have been underexposed to the cultural diversity of the twenty-first-century economy. At the same time, the students know that a university education is vital to their success, and they have an intense desire to conquer new intellectual landscapes. While some would consider SFA's student body a challenge, SFA sees it as an opportunity. Because of their unique student body, SFA is able to help an underserved population whose success is central to meeting the local, national, and international challenges of the future. To meet these challenges, SFA encourages transformative learning experiences, a culture of engagement, undergraduate research, and a focus on lifelong learning, among other strategies. This article discusses how SFA has customized their honors program to meet the needs of their students, and the impact that the honors program has on its students.
Seeking and Learning
Author: Corcoran, Jerry
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Colleges,Honors Curriculum,Program Descriptions,Institutional Mission,Student Projects,Educational Practices

The Illinois Valley Community College (IVCC) Honors Program's mission is to &quot;promote the identification and achievement of education and/or career goals for its participants by offering a specially designed honors curriculum, by providing stimulating academic and social program events, and by facilitating and recognizing student pursuits in community involvement, campus leadership, and experiential learning.&quot; This paper describes the honors program at IVCC, which provides benefits such as tuition waivers, career guidance, résumé boosters, enriched course work, field trips, recognition at graduation and on transcripts, collegiality with honors peers, personal exploration, and transfer opportunities. As a result of these practical benefits, enrollment in the IVCC Honors Program has doubled over the last few years, a significant statistic when one considers that enrollments across the college (across the state and nation, too), have been in a downward spiral for the last three years. The honors program complements the college's mission statement: IVCC teaches those who seek and is enriched by those who learn.
Song of the Disrupted
Author: McCue, Frances
Date: 2015-00-00
Type: Journal Articles
Subjects: Humanities,Poetry,Didacticism,Literature Appreciation,Fundamental Concepts,Educational Objectives,College Programs,Relevance (Education)

This article is delivered to the reader in 13 stanzas, and is a modest takeoff of Wallace Stevens' poem, &quot;Thirteen Ways of Looking at A Blackbird.&quot; The poem may be better known for the art and arguments created in its wake than for the original. In &quot;Blackbird,&quot; Stevens displays a blackbird in a tree, then cuts language to its core, and uses metaphysics to drive the whole situation. In the first stanza of the current poem, author Frances McCue introduces herself as a poet and explains that with the corporatization of the American university, a trend in which curriculum is crowd-sourced, where budgets are set according to outside demand rather than to a compass of guiding values, where the sciences reign and &quot;assets are monetized,&quot; she sings from a place of vulnerability and rarity; &quot;Sometimes the stronger the cage the more robust the song.&quot; In each stanza that follows McCue mournfully speaks to the death of the humanities in an academic world where students are drawn into the study of science and machinery. The humanities people, the writers, those who document culture, are described as &quot;the disrupted.&quot; The overall theme appears to be &quot;The humanities teach you to think, to argue, to document, and to articulate. These are softer skills that are essential for helping with with the real work of STEM.&quot;
Scholars for Justice
Author: Wildes, Kevin Wm.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Opinions,Relevance (Education),Educational Benefits,Church Related Colleges

At a time when higher education is more expensive than ever and the value of the liberal arts has been called into question, it might seem paradoxical to argue that honors--generally offering its students' large merit scholarships and small classes--is an asset to the university. However, the prestige of a university benefits both from the high test scores and GPAs of honors students at admission and from the national scholarships or professional and graduate school acceptances awarded them upon their graduation. In addition, universities benefit financially from the high retention rate of honors students. For example, at Loyola University, the six-year graduation rate is almost 30% higher for honors students than for the general population. In this article, the author, who is the president of a Catholic, Jesuit institution, a professor in the Loyola University Honors Program (teaching biomedical ethics each year), and a Jesuit priest, shares his opinion on the value of the honors program at Loyola University.
An Investigation of Iranian EFL Learners' Use of Politeness Strategies and Power Relations in Disagreement across Different Proficiency Levels
Author: Behnam, Biook
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Language Proficiency,Power Structure,Speech Acts,Differences,Conflict,Interpersonal Relationship,Pragmatics,Language Tests,College Students,Demography,Measures (Individuals)

The speech act of disagreement has been one of the speech acts that receives the least attention in the field of pragmatics. This study investigates the ways power relations influence politeness strategies in disagreement. In order to determine whether and to what extent the realization of the speech act of disagreeing and the of appropriate politeness strategies by Iranian EFL learners, in a university setting, across different proficiency levels (intermediate and upper-intermediate) differ in relation to people with different power status a Discourse Completion Test (DCT) was completed by 40 Iranian EFL learners who were placed at two different levels based on their scores on a proficiency test. The DTC consists of five scenarios in which the subjects are expected to disagree with two higher statuses, two with peers and one with a lower status. The selection of disagreement situations in DCT, borrowed from studies by Takahashi and Beebe (1993) and Liang Guodong and Han Jing (2005), were based on relative power and status of people. The taxonomy from Muntigl and Turnbull (1995) was employed for counting and analyzing the utterances of disagreement from the responses. The findings of this study provide some evidences for the relation between the learners' level of language proficiency and type and frequency of disagreement and choice of politeness strategies associated with people with different power status. In conclusion, it was argued that the results can be closely related to learning contexts and textbook contents. Finally some suggestions such as making learners aware of second language pragmatic rules and socio-cultural constraints on speech acts as well as grammatical rules in order to have a successful communication were put forward regarding the issue.
Male and Female EFL Learners' Self-Perceived Strategy Use across Various Educational Levels: A Case Study
Author: Tahriri, Abdorreza
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Learning Strategies,Gender Differences,Instructional Program Divisions,Academic Achievement,Case Studies,Metacognition,Memorization,Statistical Analysis,Statistical Significance

This study sought to explore the role of language learning strategies (LLSs) in Iran as an EFL context. The major objective was to find out the strategy use of Iranian EFL learners and the possible influence of their educational level and gender on their reported strategy use. Ninety-seven EFL undergraduates studying at Payame Noor University of Guilan participated in the study. A self-reported inventory, Strategy Inventory for Language Learning, was used to determine the participants' perceived strategy use. The findings revealed that the participating EFL learners were medium strategy users irrespective of their gender and educational level. The reported LLSs which had the highest frequency were metacognitive, compensation, social, and cognitive strategies respectively. Memory and affective strategies were found to be the least frequent ones. The results of the ANOVA indicated that the differences between the educational levels were significant for metacognitive strategy use only. Except for the observed difference between sophomores and juniors, the differences between sophomores and seniors and juniors and seniors were statistically significant. Furthermore, gender differences were not found to be statistically significant. The results of the study highlight the significance of LLSs and also confirm that educational level is a determining factor in strategy use.
Assessing Social Justice as a Learning Outcome in Honors
Author: Klos, Naomi Yavneh
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Honors Curriculum,Skill Development,Course Descriptions,Course Evaluation,Program Effectiveness,Program Evaluation,Institutional Characteristics,Context Effect,Meetings,Educational Objectives,Course Objectives,Likert Scales,Student Surveys,College Programs

Whether at public or private, secular or faith-based institutions, questions of social justice and civic engagement are an increasing focus of attention in honors education. The emphasis on modes of learning that are, in the terms of the National Collegiate Honors Council's 2014 &quot;Definition of Honors Education,&quot; &quot;measurably broader, deeper, or more complex&quot; has encouraged the enhancement of experiential opportunities, including the exploration of &quot;enduring questions&quot; through service-learning, immersion experiences, and community-engaged research. Honors programs need to teach high-ability scholars to use their vaunted critical-thinking skills to understand the world and its complexities. A one-credit colloquium at Loyola University New Orleans was designed to teach the skills that are necessary in considerations of social justice. The social pedagogy of the course is embedded in the mission of an honors program at a Jesuit institution, and assessment of the pedagogy took place in this context. The course and its impact on honors programs is evaluated in this article.