General Sessions Friday, November 8, 2013: 1:00 PM-1:50 PM
Sheraton New Orleans Hotel (Bayside C)
250-2 The Struggle with Assessment in an Honours Talent Programme
Rose Kempen, Hanze University of Applied Sciences
Our Communication students will take part in our Honours Talent Programme to develop outstanding characteristics as a future communication professional.
Assessment is based on a student's portfolio based on his own choice of personal development reflection thereon. I will discuss our criteria for the portfolio assessment and how it worked out for the students in practice.
Sheraton New Orleans Hotel (Borgne)
151-1 Enriching the First Year Experience: The Role of Peer Facilitation in Building an Honors Community
Alicia Miller, Ramapo College of New Jersey;
Mike Samlall, Ramapo College of New Jersey
A strong honors community begins with a positive first-year experience. In the Ramapo College honors program, peer facilitators begin mentoring freshman students well before the first day of college. From initial interviews to the last day of freshman year, the honors peer facilitators maintain a consistent presence to foster a cohesive honors community.
151-2 You Can Trust Us: The Benefits of a Two-Step Trust-Building Approach to Peer Mentorship
Nicole Bedera, Westminster College;
Courtney Hammond, Westminster College
Trust is a central component to a meaningful relationship between peer mentors and their mentees. By beginning with an institutionally-supported group trust activity, peer mentors can make an early case that their mentees can trust them before attempting to gain trust one-on-one.
Sheraton New Orleans Hotel (Maurepas)
152-1 Effective Collaboration in Honors and Athletic Programs
Hallie Savage, Clarion University;
Wendy Snodgrass, Clarion University
This presentation describes an effective collaborative model for recruitment and retention of honors athletes. This model enriches recruitment methodology and scholarship values. Results will be described for honors program and athletic program outcomes.
152-2 The Impact of an Honors Living-Learning Community on Student Success at Indiana State University
Greg Bierly, Indiana State University;
Laura Froelicher, Indiana State University;
Stephanie Pearcy, Indiana State University
At Indiana State University, Honors and Residential Life collaborate on several measures intended to improve student performance and community. In this presentation, we will discuss the origin and nature of this partnership, and investigate the impact of an honors residence hall and related programming upon student success and engagement.
Sheraton New Orleans Hotel (Napoleon A2)
148-1 On the Road to Discovery
Amaris Ketcham, University of New Mexico;
Ursula Shepherd, University of New Mexico
Two professors will talk about teaching the same course, "On the Road to Discovery," using different approaches and lesson plans. The course
is specifically intended to introduce freshman and sophomore students to understanding what research entails and means, as well as introduce them to researchers and opportunities on campus.
148-2 Teaching Research Methods to First Semester Freshmen
Heather Anderson, George Mason University;
Kristin Samuelian, George Mason University
The Honors College at George Mason University teaches students a multidisciplinary research methods course required of all first-semester freshmen. In this panel we will describe the history of this course, some of the challenges we have encountered during the continued refinement of the course, and best practices that have emerged.
Sheraton New Orleans Hotel (Napoleon A3)
150-1 Increasing Latino Student Participation in Honors Programs
Joseph Holliday, El Camino College
There are various efforts an honors program can do to increase the Latino participation, especially in colleges and universities with large or growing Hispanic populations. These include outreach to Latino-rich programs, increasing the number of Latino faculty in Honors, targeted communication with counselors, and additional outreach to nearby communities and high schools.
150-2 Honors as a Changing Neighborhood: Post-Traditional Students and Other Square Pegs
Betsy Yarrison, University of Baltimore
Nontraditional (newly baptized "post-traditional") students, often the highest achievers when admitted to university honors programs, remain among their most marginalized populations. Given that these students display the characteristics honors programs most prize--intrinsic motivation and perfectionism in the pursuit of academic excellence--why are they seldom recruited for honors or welcomed there?
Sheraton New Orleans Hotel (Napoleon B2)
147 Creating Honors 2+2 Programs for Rising Junior Transfer Students in Arkansas
Robert Gunnels, Southern Arkansas University Tech;
Edward Kardas, Southern Arkansas University;
Pat Simms, College of the Ouachitas;
Berry Trey, Southern Arkansas University;
Tricia Baar, College of the Ouachitas
Describes the creation of "2+2" honors education: fully articulated partnerships between a four-year and 2 two-year honors colleges that benefit all parties. It allows rising juniors a clear and integrated path to continue their honors education. Additionally, all partners benefit by recruiting new honors level students to their programs.
Sheraton New Orleans Hotel (Napoleon C2)
149-1 A Discussion on How three faculty from Three Disciplines Use Dual-CRNs and 1-unit Honors Courses to Combat Low Enrolled Honors Sections
Jessia Kaven, Canada College;
Paul Roscelli, Canada College;
Lezlee Ware, Canada College
With an FTES of 4,600, how do we as a faculty provide sound honors course offerings across disciplines? This presentation will include a discussion on how three faculty from three disciplines use dual-CRNs (linking honors and general sections together) and 1-unit honors courses to combat low enrolled honors sections.
149-2 First Year Lessons Learned
Stacy Amling, Des Moines Area Community College
Bringing together feedback from the Program Director, participating honors faculty, and students in the honors program, this presentation will describe the challenges and successes encountered in our first year of offering an honors program at Des Moines Area Community College.
Sheraton New Orleans Hotel (Napoleon D3)
146 Assessing Intellectual Skill Use in Unscripted, Experiential Learning Programs
Alan Grose, The Washington Center for Internships & Academic Seminars
This session explores a learner-centered model for assessing student learning in short-term experiential learning activities. By situating students as "participant observers" at the 2012 Party Nominating Conventions and the 2013 Presidential Inauguration, The Washington Center assessed the intellectual skills of inquiry and analysis as demonstrated in dynamic political contexts.
Sheraton New Orleans Hotel (Southdown)
293-1 Assessment Design for an Honors Residential Complex: Honors College and Student Affairs Collaboration
Alexander Phillips, University of Massachusets
The presenters discuss the de novo design of an assessment plan for a new seven building, $186 million residential complex as a collaboration between Commonwealth Honors College and the student affairs division of the University of Massachusetts.
