scholarly journals Interdisciplinary Learning: A Strategy of Chinese Honors Education for providing depth and scale of learning

2017 ◽  
Vol 1 (2) ◽  
pp. 1-4
Author(s):  
Jing-Jia Ye ◽  
Li-Min Qiu ◽  
Xiao-Wu Tang
Keyword(s):  
General Education ◽  
Honors Students ◽  
Academic Disciplines ◽  
Honors Programs ◽  
Interdisciplinary Training ◽  
Honors College ◽  
Interdisciplinary Learning ◽  
Honors Education ◽  
Creative Problem ◽  
Problem Solvers

Chu Kochen Honors College (CKC) offers a series of honors programs for talented and motivated students from all academic disciplines of Zhejiang University (ZJU). The Honors Programs offer both general education and interdisciplinary learning. Through the customized curriculum and interdisciplinary training, honors students will be required to push themselves academically and strive for excellence. Students enrolled in honors programs are encouraged to become independent thinkers and creative problem solvers.

scholarly journals Advising in Undergraduate Honors Programs: A Learner-Centered Approach

2004 ◽  
Vol 24 (1-2) ◽  
pp. 75-87 ◽  
Author(s):  
Kathryn Dey Huggett
Keyword(s):  
Student Learning ◽  
Academic Advising ◽  
Learning Experiences ◽  
Honors Students ◽  
Honors Programs ◽  
Effective Practice ◽  
High Quality ◽  
Honors Education ◽  
Learner Centered ◽  
New Perspective

Findings from a study of undergraduate honors education introduce a new perspective into the debate over approaches to academic advising. Learner-centered advising emerged as a key attribute of high-quality honors programs. The learner-centered approach is consistent with a range of advising approaches and styles because through it advisors retain emphasis on student-learning experiences and development. Insights on existing advising perspectives and recommendations for advising honors students are discussed. Advisors and administrators are encouraged to examine both practice and underlying philosophy while conducting further research to develop advising theory that will inform effective practice.

scholarly journals A Model for Interdisciplinary Clinical Education: Medical and Legal Professionals Learning and Working Together to Promote Public Health

2014 ◽  
Vol 18 ◽  
pp. 149 ◽  
Author(s):  
Lisa Bliss ◽  
Sylvia Caley ◽  
Robert Pettignano
Keyword(s):  
Problem Solving ◽  
Clinical Education ◽  
Law School ◽  
Interdisciplinary Training ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
College Of Law ◽  
Georgia State University ◽  
The Law ◽  
Problem Solvers

<p>Interdisciplinary training for professionals is becoming more common in higher education. Educators are beginning to understand the benefit of jointly training students in complex and interrelated skills that improve and complement the primary skills needed to succeed in a particular profession. Legal educators have recognized the value of encouraging flexible, collaborative thinkers who become better problem-solvers through interdisciplinary learning. Many of these are also coming to realize the importance of interdisciplinary training as a component of readiness for professional practice. For many law students, law school clinics are the first opportunity they have to learn legal skills and to engage in problem-solving for real clients. This experiential learning opportunity is often powerful and transformative, and can imprint skills, values, and practice habits that stay with students throughout their professional careers. Incorporating interdisciplinary learning opportunities into the law school clinic experience affords opportunities for co-learning, holistic problem-solving, and community building during young professionals’ formative years. Learning to be a lawyer in the context of an interdisciplinary law school clinic combines the experience of working with real clients and academic inquiry into the nature of the lawyering process itself and the ethical and fundamental practices of other professionals. Clinics serve as incubators for professional development. They provide opportunities for reflection on the practice of law, professionalism, social justice, and countless skills that help ready students for the profession of law. The HeLP Legal Services Clinic at Georgia State University College of Law aims to create an interdisciplinary dimension to such practice and inquiry, and thus influence the way in which the professional students from the law and medicine disciplines work together as learners and future professionals.</p>

scholarly journals Highlights of the 2019 honors session at the International Students’ Conference in Siberian Federal University, Russia

2020 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Maria Tarasova
Keyword(s):  
International Students ◽  
Interdisciplinary Research ◽  
Honors Students ◽  
Christian University ◽  
Honors College ◽  
Honors Education ◽  
University Of New Mexico ◽  
Western Michigan University ◽  
Research Activities ◽  
Learner Agency

In honors education, creating a community of talented and ambitious students is a goal of primary importance. Honors sessions at international conferences contribute to globalization of the honors community and offer opportunities for starting the dialogue between honors students of different universities and diverse academic fields. The current note provides insight into the discussion at the honors session organized by SibFU Honors College at the international students’ conference “Prospect Svobodny 2019” at the premises of Siberian Federal University in Krasnoyarsk, Russia. The author describes the results of the interdisciplinary research activities presented at the session by honors students from Texas Christian University, Western Michigan University, University of New Mexico, Lamar University, and Siberian Federal University. The note reveals how the honors students’ sessions become forums for reflecting on the value of learner agency and also for exploring the areas of prospective collaboration in interdisciplinary research for honors students worldwide.

Hearts and Minds: Honors Programs in North American Christian Institutions

2010 ◽  
Vol 14 (2) ◽  
pp. 7-18
Author(s):  
Kenneth Bratt
Keyword(s):  
North American ◽  
The United States ◽  
Christian Higher Education ◽  
Honors Students ◽  
Host Institution ◽  
Honors Programs ◽  
Honors Education ◽  
Recent Edition ◽  
Hearts And Minds ◽  
Honors Colleges

For readers of this journal outside North America, the very concept of “honors education” may be confusing (since the word honours features in British and Commonwealth degree titles) or obscure (bringing to mind associations with aristocratic privilege or elitist competition). But in the United States the development of honors programs in colleges, and later honors colleges within universities, has been an important and growing trend of the last fifty years. Intended to recruit students of high intellectual aptitude, to serve their special needs, and to raise the academic profile of the host institution, honors programs have proliferated from a handful in the 1940s to more than 600, as catalogued in the most recent edition of Peterson's Guide to Honors Programs and Colleges (Digby, 2005). Even though the phrase “honors education” may have a peculiarly North American ring, the issues raised for those who teach highly talented university students are the same for Christian educators around the world, and very little has been published on the topic. With these essays we aim to identify some of the issues that are particularly relevant to Christian higher education for “honors” students, to explore how different theological traditions offer different pedagogical resources for teaching the gifted, and to describe some successful paradigms for cultivating hearts and minds toward service in the kingdom of God.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses

2021 ◽  
pp. 1932202X2110611
Author(s):  
Anne-Lise Velez ◽  
Stephanie N. Lewis ◽  
Raymond C. Thomas ◽  
Desen S. Ozkan
Keyword(s):  
Student Perceptions ◽  
Research University ◽  
Mission Statement ◽  
Honors Students ◽  
Student Centered ◽  
Honors College ◽  
Global Context ◽  
College Mission ◽  
Faculty Relationships ◽  
Competency Based

The honors college at a large land-grant research university developed transdisciplinary courses to provide undergraduate opportunities for small, student-centered classes and collaborative problem engagement in a global context. In these courses, students engage principles of competency-based education and inquiry-based learning combined with instruction in transdisciplinarity and decision-making tied to the college mission statement and course learning outcomes. As an observational study, we surveyed 91 honors students from 12 transdisciplinary courses over three semesters, asking five-point Likert scale questions and open-ended perspective questions at the beginning and end of each semester. Participants predominantly identified as White (74%), male (57%), senior-level students (67%), and represent 34 majors. Findings emphasize outcomes of lasting faculty relationships and opportunities to explore interests outside students’ majors, which respondents report influencing their academic development. Students also report areas for curricular improvement in developing research skills and engaging problem-focused experiences. We describe new offerings made to address findings.

It's About Time An Undergraduate Honors Course on the Topic of Time

KronoScope ◽  
2008 ◽  
Vol 8 (1) ◽  
pp. 45-54
Author(s):  
◽  
Keyword(s):  
Basic Structure ◽  
Honors Students ◽  
Special Topic ◽  
University Of Central Florida ◽  
Honors College ◽  
Central Florida ◽  
Special Events ◽  
The Arts ◽  
Nature Of Time ◽  
The University

AbstractThis paper presents information concerning a specific undergraduate honors course on the interdisciplinary topic of time. True to the cross-cutting nature of time, the course was both led by and primarily taught by two professors from the distinctly different disciplines of information systems and psychology, respectively. It was offered as a special topic honors course in the Burnett Honors College at the University of Central Florida whose rubric ensured that enrollment was limited to a maximum of twenty undergraduate, honors students only. Additionally, selected auditors were allowed to attend specific, special events. The ceiling on enrollment proved critical since it allowed for a broad, discussion-based exploration of time, led on a number of occasions by specialist guest lecturers drawn from the arts, the sciences, and other speakers from well beyond the traditional confines of academe. There was a high demand for, and an excellent reception of, the course as offered. Due to the external constraints of the two professors involved, it proved to be a unique offering. However, the following description is provided for use by other teachers and professors who might wish to peruse and adopt the basic structure and/or some of the content that was collected and created.

Creative Problem Solving for General Education Intervention Teams

2006 ◽  
Vol 27 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Michael W. Bahr ◽  
Kenneth Walker ◽  
Eric M. Hampton ◽  
Bonita S. Buddle ◽  
Tamyra Freeman ◽  
...  
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Education Intervention ◽  
Creative Problem Solving ◽  
Intervention Teams ◽  
Creative Problem
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