HONORS in Higher Education (HHE) https://journals.psu.edu/hhe Honors in Higher Education is the journal of HERU: Honors Education at Research Universities, which exists to support honors education in research universities, through its biennial conference and this journal. Contributions are written by and for professionals involved in honors education across many disciplines. Articles address a range of topics (e.g., curriculum, undergraduate research, community service) that are relevant to the basic goals of honors education: identifying and supporting the most motivated and talented students as they prepare not only for successful careers, but also for life-long learning and meaningful civic engagement. Ultimately, the goal of both HERU and Honors in Higher Education is to foster creative thought about how to use research to achieve a more sophisticated level of self-examination of honors practice and policy. As such, future contributions will be research focused. Honors Education at Research Universities en-US HONORS in Higher Education (HHE) 2379-481X Authors who publish with this journal agree to the following terms:<br /> <ol type="a"><br /><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><br /><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><br /><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol> Full Issue https://journals.psu.edu/hhe/article/view/60076 - - - Copyright (c) 1 Preface https://journals.psu.edu/hhe/article/view/60063 Welcome to Honors in Higher Education Christian M.M. Brady Copyright (c) 1 Introduction https://journals.psu.edu/hhe/article/view/60064 This paper introduces the inaugural issue of Honors in Higher Education, which includes an impressive array of authors from many disciplinary backgrounds, writing for a broad audience of honors educators and administrators, about issues such as curriculum, research, and community service. Several fundamental themes weave throughout all the articles: What are current practices in honors, how do these accommodate – or fail to accommodate – the needs of honors students? How can current practices be informed and improved through assessment and innovation? How could novel practices in one honors program or college inform those at other institutions? Readers should find Honors in Higher Education to be a useful resource, with many examples of programs and ideas that can be replicated across institutions. Bette L. Bottoms Nichola D. Gutgold Copyright (c) 1 Leveraging Insights from Psychology for Pedagogical Innovation https://journals.psu.edu/hhe/article/view/60066 <p>This article details the pedagogical value of psychological insights from Drs. Carol Dweck, Oliver James, and Edwin Friedman. While authored for lay readership, three of their books provided a conceptual basis for the redevelopment of a university-based introductory honors course. By incorporating Dweck's, James's, and Friedman's insights, the course now exhorts students to focus on growing in scholarly competence and often-neglected "emotional" abilities (e.g., decisiveness) important for scholarly leaders. Although anecdotal, evidence suggests that the pedagogical innovation has helped students understand their "scholarly identity" more in terms of their interests, instincts, and skills, and less in terms of their performance.</p> Justin Kastner Alyson Lister Antoinette Cutler McNeil Dolliver Copyright (c) 1 Supporting Peer Educators in First-Year Honors Seminars at Virginia Tech https://journals.psu.edu/hhe/article/view/60067 <p>First-year seminars help students transition to and get involved in college faster, which can result in higher academic achievement, stronger peer relationships, and deeper self-knowledge: elements of a more successful and satisfying college experience. University Honors at Virginia Tech began offering first-year seminars in the mid-1990s but experienced difficulty maintaining them as our student population grew. This difficulty led us to reform the structure, content, and leadership of the seminars. Now they are co-led by student teaching assistants (STAs) and faculty members. The new seminars emphasize active, collaborative learning and self-reflection. We educate our STAs through pre-semester training and a fall-semester student teaching practicum. This new course model better supports our STAs and encourages students to form good habits early. Although we still have many opportunities for improvement, the new first-year honors seminar and student teaching practicum are fostering reflection, faculty and peer relationships, and campus integration.</p> Amber Zoe Smith Copyright (c) 1 Promoting Diversity in an Honors Curriculum https://journals.psu.edu/hhe/article/view/60068 <p>This paper explores curriculum diversity at UIC Honors College from four perspectives: (1) range and types of courses that integrate multiple manifestations of diversity themes; (2) process of course solicitation that allows assembly of the best talents of diverse faculty scholarly expertise; (3) course instruction that benefits from and is tailored to the needs of diverse topics and student populations; and (4) additional efforts that sustain vibrant energy in maintaining a diverse environment for the Honors curriculum and beyond. Both qualitative and quantitative data are presented, together with explanations of how each is enriched by Chicago's unique environment.</p> <p> </p> Hui-Ching Chang Sara Hall Bette L. Bottoms Copyright (c) 1 Integrated Life Sciences (ILS): A New Honors Living-Learning Program at the University of Maryland https://journals.psu.edu/hhe/article/view/60069 <p>Integrated Life Sciences (ILS) is a new living-learning program for life-science students offered at the University of Maryland (UMD). This program consists of four components: 1) a residential community composed of 60-72 students entering each year, 2) an honors track of life-science classes designed according to recent national initiatives in undergraduate biology education, 3) research experiences on the UMD campus and at the federal research and biomedical institutes in the Washington, DC area, and 4) service-learning experiences. Several assessment measures indicate that ILS is successfully meeting major objectives of national biology initiatives, as well as realistic student and program expectations.</p> Todd J. Cooke B. Booth Quimby Nicole F. Horvath Hannah E. Jardine Daniel M. Levin Copyright (c) 1 Leveraging the Research Capacity of the Doctoral University for Honors Education: The "Research Collaborative" Model https://journals.psu.edu/hhe/article/view/60070 <p>The Sustainable Food Systems Research Collaborative (SFSRC), housed in UMaine's Honors College, provides a structure for interdisciplinary, community engaged research. It complements the academic offerings of the College to enhance opportunities for students to begin research projects with community partners. Students from any discipline may participate in helping to frame and solve problems that are posed by community groups such as food banks, institutional dining services, economic development organizations, and farmers markets, or that may arise trying to understand the social forces that drive food choice and consumer behavior. The research collaborative model promotes early exposure to research, interdisciplinary thinking, and sustained engagement with partners over time.</p> François G. Amar Mark Haggerty Melissa Ladenheim Linda Silka Stephanie Welcomer John Jemison Copyright (c) 1 Thesis Support: A Comprehensive, Multi-Support Approach https://journals.psu.edu/hhe/article/view/60071 <p>The completion of an undergraduate thesis may be the single most rewarding and most challenging aspect of graduating with honors. However, simply encouraging students is not enough to ensure that most students will complete the thesis successfully. Research shows that students need more than verbal encouragement. The multi-support approach, which includes face-to-face meetings, peer mentoring, online discipline-specific thesis guides and a dedicated thesis course throughout the curriculum have reduced the number of thesis related withdrawals, and have likely improved the quality of the theses from the Schreyer Honors College at Penn State University. In this article, the supports that have been implemented are described to offer any institution or program requiring a thesis a variety of proven best practices to support students through their thesis process.</p> <p> </p> <p> </p> <p> </p> <p> </p> Nichola D. Gutgold Debra J. Rodgers Copyright (c) 1 The Undergraduate Thesis: Structured For Success https://journals.psu.edu/hhe/article/view/60072 <p>From scientific experiments to the scholarly analysis of literature, the undergraduate thesis is an ideal way to offer the self-directed learning that the honors experience is known for yet it can be difficult for students to complete such an endeavor. The Honors College at Oregon State University offers one way to restructure and support the undergraduate honors thesis using backward design, long-range planning, predictive analytics to track progress, automated reminders for students and thesis mentors, along with supports to connect students to faculty and research projects. In addition, the structure stresses the importance of messaging to prospective students, current students and faculty members communicating the value gained by completing the thesis. The Honors College Thesis Success in Stages (TheSIS) guide removes many of the barriers associated with completion of the undergraduate thesis. These tools support every honors student through the entire thesis process.</p> LeeAnn Baker Tara Williams Copyright (c) 1 Another Kind of Service-Learning: Integrating Social Entrepreneurship in Honors Education https://journals.psu.edu/hhe/article/view/60073 <p><strong> </strong></p> <p>Service-learning has been dubbed a "high-impact practice," and has become a favorite of Honors programs, because it delivers a particularly robust set of learning outcomes for students.</p> <p>However, these outcomes set aside consideration of community impact. Since social entrepreneurship requires its practitioners to conceptualize problems in actionable terms, it offers a framework in which student learning is directly linked to the effectiveness of service activities.</p> <p>This article will outline the implementation of a social entrepreneurship project at The Ohio State University, and will suggest ways in which the assessment of student learning and community.</p> <p>impact can be more intimately connected.</p> Leo Hoar Copyright (c) 1 Book Review: Talent Development in European Higher Education: Honors Programs in the Benelux, Nordic and German-Speaking Countries https://journals.psu.edu/hhe/article/view/60074 <p>Wolfensberger, Marca V.C. Springer International, Open Access at SpringerLink.com, 2015. 335 pages. Print and online. Print ISBN: 978-3-319-12918-1. Online ISBN: 978-3-319-12919-8. Print version is USD $24.99. Online version includes color tables, charts, and maps; print version has black-and-white.</p> Amber Zoe Smith Copyright (c) 1