HONORS STUDENTS IN

UNITED STATES HIGHER

EDUCATION

Cohen (1966) defined honors as “organized attempts to provide all superior students with a special and different learning experience” (p. 1).

1890s introducti

on of Rhodes

Scholarship

1920s

1950s

In 1905, Frank Aydelotte wins the Rhodes Scholarship. Honors

programs began in America in 1922 when Frank Aydelotte instituted the

pass/honors approach at Swarthmore College (Owens & Travis, 2013).

Frank Aydelotte(1921-1940)Frank Aydelotte's nearly 20-year tenure as president is best remembered for the Honors Program he introduced in 1922. At its inception, it provided an experience that was otherwise unknown in American undergraduate education: a rigorous intellectual experience in which qualified upperclassmen studied subjects in small groups, without grades, for two years until evaluated by outside scholars in a series of written and oral examinations. 

Aydelotte (1880-1956) had benefited from similar training as one of the first Rhodes Scholars. Believing that the Oxford University honors system could be applied to a small college in the U.S., he saw Swarthmore as the perfect place to do so. The program's success was due in large part to his emphasis on raising the intellectual level of the College as a whole - hiring faculty who were experts in their field, reducing the student/faculty ratio, and making admission to the College more competitive. His cooperative administrative style and the mutual respect he shared with the faculty were also critical to his success in implementing such sweeping curricular changes

http://www.swarthmore.edu/news/time/

Honors Courses in American Colleges and Universities, published in 1924, helped launch honors programs at colleges and universities across the United States.

 

“The academic system as ordinarily administered is

for better and more ambitious students a kind of lock-step;

it holds them back, wastes their time, and blunts their

interest by subjecting them to a slow-moving routine

which they do not need”

- Frank Aydelotte (1944, p.14)

1890s introducti

on of Rhodes

Scholarship

1920saftermath of WWI

1950saftermath of WWII

After each of the world wars, “American higher education experienced a tremendous

increase in enrollment, providing educators with direct evidence of individual intellectual

differences…forcing educators to wonder how best to meet the needs of the brightest

students on campus” (Rinn, 2003, p. 29).

The launching of Sputnik in

1957, called attention to the need to foster talent and the development of honors programs was revived.

(Owens & Travis, 2013)

Now close to 900 honors programs nationwide

BENEFITS TO THE INSTITUTIONHonors students tend to have:

higher GPAs,

higher retention rates,

higher graduation rates,

and tend to be more satisfied and successful in college

(Shushok, 2006; Brimeyer, Schueths, & Smith, 2014).

Honors programs in general tend to:

attract donors and outside funding,

increase institutional prestige,

and attract and retain the most talented students and faculty

(Owens & Travis, 2013; Brimeyer, Schueths, & Smith, 2014; Hayes, Clancy, Cherney, Martin, Bowie, & Miller, 2011).

“Many of our best and most dynamic students, the ones who are our leaders in classes and on campus, chose our school because of our great honors program” Jen Wunder,

Director of the Honors Program

at Georgia Gwinnett College

BENEFITS TO NON-HONORS STUDENTS Honors students raise the intellectual stakes for all students model greater intellectual engagement in a class by• asking probing and challenging questions, • enlivening discussion, • critiquing and exposing gaps in understanding, and • provoking or inspiring non-honors students to further considerations of the content at hand

(Owens & Travis, 2013; Brimeyer, Schueths, & Smith, 2014; Clauss, 2011; Shushok, 2006).

BENEFITS FOR HONORS STUDENTS Positive effects on students’ academic achievement and success

allow superior students to become more involved in their educational development.

major contributor to the student’s adjustment, growth, and development greater gains in general education; liberal arts; science and technology; greater persistence to second year; higher GPA. more likely to persist to graduation, more likely to enroll in graduate school opportunities to develop social bonds while also satisfying intellectual interests

(Achterberg, 2005; Kaczvinsky, 2007)

“HONORS PROGRAMS ARE OF VITAL IMPORTANCE IN OUR UNIVERSITIES, FOR WITHOUT THE ENCOURAGEMENT AND SUPPORT WHICH THEY OFFER, MANY HONORS STUDENTS WOULD ABANDON THE STRUGGLE FOR EXCELLENCE” (OWENS & TRAVIS, 2013, P.3)

BENEFITS FOR HONORS STUDENTS Positive effect on academic success skillsmore likely than non-honors students to prepare for class, ask questions in class, rewrite a paper, or discuss academic ideas with a professor outside of class. spend significantly more in-depth and out of class experiences with faculty

(Achterberg, 2005)

BENEFITS FOR HONORS STUDENTS

Small, Intensive, Interdisciplinary Honors Classes

Continuous Contact with Honors Faculty

Research and Internship Opportunities

Honors Early Fall Start Courses Honors Freshman Seminars Honors Living and Learning Communities

Personalized and Comprehensive Honors Advising

Honors Study Abroad Opportunities

Honors Scholarships and Fellowships

Opportunities to Meet with Distinguished Visiting Professors

Honors Lounges Honors Peer Mentoring The Honors Computer Labs Residence Hall floors or buildings dedicated to Honors students

National Collegiate Honors Council. (2014). NCHC Institutional Database and 2012 Member Institution Survey Summary. Retrieved from http://nchchonors.org/research/2012-Survey-Summary-Table-June-27-2014.pdf

Participate in HIP learning experiences & opportunities

CHARACTERISTICS OF HONORS STUDENTS

highly motivated enthusiastic task-oriented self-directed determined shy or introverted fearful risk-adverse persistent impatient curious

greater range of intellectual interests more positive attitude toward educators and education

increased willingness to make sacrifices needed to achieve academic success

value education and learning as more than means to an end

more intellectually interested, more open to new ideas more academically confident better prepared for college level work rate higher in critical and creative thinking more deeply engaged in learning process

(Achterberg, 2005; Kaczvinsky, 2007; Long & Lange, 2002; Neihart, Reis, Robinson, & Moon, 2002; & Scager, Akkerman, Keesen, Mainhard, Pilot, & Wubbels, 2012),

CHARACTERISTICS OF HONORS STUDENTS Honors students rated higher in four of six characteristics that predict future success in education and at work:

creative thinking, openness to experience, the desire to learn, drive to excel,

But not in intelligence or persistence

(Scager, Akkerman, Keesen, Mainhard, Pilot, & Wubbels, 2012)

CHALLENGES, ISSUES, & CONCERNS

Socio-Emotional Challenges less socially inclined than their classmates

also face similar emotional and transitional problems as their counterparts

more likely to be introverted, shy, or otherwise “loners”, can lead to feelings ostracism

intense pressure (both internal and external) can lead to a sense that “failure is fatal” – psychological repercussions

face anti-intellectual stigma – can be particularly challenging for female and minority students

social alimentation, rejection, withdrawal and underachievement

(Rice, Leever, & Porter, 2006)

Academic Challenges lacking in some of the essential habits and study skills needed for success in college

less likely to ask for help or to seek assistance when needed

tend to procrastinate, especially as reaction to perfectionism

lack of perseverance in face of difficulty, tendency to dismiss and/or be paralyzed by set-backs

little or no previous experience with failure

can be unprepared for rigor of college work

can have adverse effects on confidence, joy of learning, and persistence

(Neumeister, 2004)

In their own words

In their own words

“I feel like I’m just gaming the system”“I’m way too overcommitted “

“Before I always felt like the smartest person in the room,

now I’m worried that I’m not smart enough”

“my family has so many expectations for me,

I’m afraid to let everybody down”“people overestimate how much

we can handle”I’m not sure it’s worth all the time

and effort

BEST PRACTICES IN HONORS EDUCATION

Small, Intensive, Interdisciplinary Honors Classes

Continuous Contact with Honors Faculty

Research and Internship Opportunities

Honors Early Fall Start Courses Honors Freshman Seminars Honors Living and Learning Communities

Personalized and Comprehensive Honors Advising

Honors Study Abroad Opportunities

Honors Scholarships and Fellowships

Opportunities to Meet with Distinguished Visiting Professors

Honors Lounges Honors Peer Mentoring The Honors Computer Labs Residence Hall floors or buildings dedicated to Honors students

National Collegiate Honors Council. (2014). NCHC Institutional Database and 2012 Member Institution Survey Summary. Retrieved from http://nchchonors.org/research/2012-Survey-Summary-Table-June-27-2014.pdf

Honors Programs should include High Impact Practices

BEST PRACTICES IN HONORS EDUCATIONOffer Challenge and Support

Distinct classes (or converted standard courses) requiring more

ReadingWritingDiscussionProblem-based learningIndependent studyOriginal undergraduate researchCapstones and ThesesReflective & Integrative Learning

Multidisciplinary Special Guest Lecturers Colloquia/Seminars Field Trips Team Taught Classes Study Abroad Service LearningSmall Classes Personal Relationships with Faculty

(Owens & Travis, 2013; Kuh, Kinzie, Schuh, & Whitt, 2011; Upcraft, Gardner, & Barefoot, 2004; & Greenfield, Kuep, & Gardner, 2013)

BEST PRACTICES IN HONORS EDUCATION

Student Learning Goals & Outcomes Strive for mastery, curiosity, and achievement in challenging, novel, and difficult tasks

Actively search for cognitive stimulation and insights Cultivate the capacity to concentrate, to resist distractions, and to engage in explorations involving intense curiosity, as these are more indicative of future success than intelligence quotient, GPA, or standardized test scores

Offer students opportunities to evaluate and integrate knowledge and diverse ways of understanding the world

Provide four years of purposeful and meaningful education

(Hayes, et al, 2011)

RESOURCES FOR HONORS STUDENTS & HONORS PROGRAMS/EDUCATORS National Collegiate Honors Council

“The National Collegiate Honors Council (NCHC) is the professional association of undergraduate honors programs and colleges; honors directors and deans; and honors faculty, staff, and students. NCHC provides support for institutions and individuals developing, implementing, and expanding Honors education through curriculum development, program assessment, teaching innovation, national and international study opportunities, internships, service and leadership development, and mentored research.”

Annual Conference - At its annual fall conference and throughout the year, NCHC provides access to a network of honors expertise, including consultants with extensive experience in all elements of Honors teaching, learning, and administration.

Journal of the National Collegiate Honors Council is a refereed periodical publishing scholarly articles on honors education.  The journal uses a double-blind peer review process. Articles may include analyses of trends in teaching methodology, articles on interdisciplinary efforts, discussions of problems common to honors programs, items on the national higher education agenda, and presentations of emergent issues relevant to honors education.  

Honors in Practice  publishes articles about innovative practices in individual honors programs and nuts-and-bolts issues of concern to the members of the National Collegiate Honors Council.  HIP employs a double-blind review system.  Essays should present ideas and/or practices that will be useful to other honors administrators and faculty, not just descriptions of “what we do at our institution.”  Essays should advance a thesis located within a larger context such as theoretical perspectives, trends in higher education, or historical background. 

From the National Collegiate Honors Society website http://nchchonors.org/

DISCIPLINE SPECIFIC HONORS SOCIETIES @ GGCAlpha Phi Sigma National

Criminal Justice Honor Society

Beta Beta Beta National Biological Honor

SocietyGolden Key International

Honour Society

Kappa Delta Pi International Honor Society in

EducationKappa Omicron Nu Huma

n Sciences Honor Society

The National Society of Leadership and Success

Phi Alpha Theta National History Honor Society

Pi Sigma Alpha National Political Science Society

Psi Chi International Honor Society in

PsychologySigma Beta Delta Intern

ational Honor Society for Business, Management and

AdministrationSigma Iota Rho Honor S

ociety for International Studies

Sigma Tau Delta International English Honor

SocietyUpsilon Pi Epsilon Inter

national Honor Society for Computing and Information Disciplines

FOR MORE INFORMATION ABOUT THE HONORS PROGRAM AT GGC Visit the Honors Program WebsiteOverview of the Honors Pr

ogram 

Honors Program Student Learning Outcomes

GGC Honors Program Admission Policy 

Honors Program Expectations and Requirements

Contact Honors Program Location: Building I, Room 2121

Address:Jennifer E. N. WunderHonors Program Director

Phone: 678-480-2146 Email: honorsprogram@ggc.edu

REFERENCES Achterberg, C. (2005). "What is an honors student?”. Journal of the National Collegiate Honors Council --Online

Archive. Paper 170. 75-84 http://digitalcommons.unl.edu/nchcjournal/170

Aydelotte, F. (1944). Breaking the academic lock step: The development of honors work in American colleges and universities. New York: Harper & Brothers.

Brimeyer, T. M., Schueths, A. M., & Smith, W. L. (2014). Who benefits from honors: An empirical analysis of honors and non-honors students' backgrounds, academic attitudes, and behaviors. Journal of the National Collegiate Honors Council, 15(1), 69-78.

Clauss, J. J., (2011). "The benefits of honors education for all college students". Journal of the National Collegiate Honors Council - -Online Archive. Paper 326. 95-100. http://digitalcommons.unl.edu/nchcjournal/326

The National Commission on Excellence in Education. (1983). A nation at risk. Washington, DC: US Department of Education.

Greenfield, G. M., Keup, J. R., & Gardner, J. N. (2013). Developing and Sustaining Successful First-year Programs: A Guide for Practitioners. John Wiley & Sons.

Hayes, E.; Clancy, T.; Cherney, I.; Martin, D.J.; Bowie, T.; & Miller, N. (2011). "Honors programs best practices: Le Moyne College, Gonzaga University, Creighton University, Rockhurst University, Regis University, and Loyola University Maryland," Conversations on Jesuit Higher Education, 39(15), 41-42. Retrieved from http://epublications.marquette.edu/conversations/vol39/iss1/15

Kaczvinsky, D. (2007). What is an honors student? A Noel-Levitz survey. Journal of the National Collegiate Honors Council--Online Archive, Paper 49. 87-96. http://digitalcommons.unl.edu/nchcjournal/49

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2011). Student success in college: Creating conditions that matter. Chicago: John Wiley & Sons.

Kuh, G. D. (2008). Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Association of American Colleges and Universities.

Long, E. C., & Lange, S. (2002). An exploratory study: A comparison of honors and nonhonors students. The National Honors Report, 23(1), 20-30.

REFERENCES National Collegiate Honors Council. (2014). NCHC Institutional Database and 2012 Member Institution Survey

Summary. Retrieved from http://nchchonors.org/research/2012-Survey-Summary-Table-June-27-2014.pdf

National Collegiate Honors Council. (n.d.) Definition of honors education. Retrieved from http://nchchonors.org/faculty-directors/definition-of-honors-education/

Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). Social and emotional development of gifted children: What do we know?. Naperville: Sourcebooks.

Neumeister, K. L. S. (2004). Factors influencing the development of perfectionism in gifted college students. Gifted Child Quarterly, 48(4), 259-274.

Owens, D., & Travis, J. E. (2013). College and university honors programs in the southern United States. FOCUS on Colleges, Universities & Schools, 7(1), 1-7.

Rice, K. G., Leever, B. A., Christopher, J., & Porter, J. D. (2006). Perfectionism, stress, and social (dis) connection: A short-term study of hopelessness, depression, and academic adjustment among honors students. Journal of Counseling Psychology, 53(4), 524-540.

Rinn, A. N. (2003). Rhodes scholarships, Frank Aydelotte, and college honors education. Journal of the National College Honors Council, 4(1), 27-39.

Rinn, A.N. (2006). "Major forerunners to honors education at the collegiate level" Journal of the National Collegiate Honors Council --Online Archive. Paper 17, 63-84.

Scager, K., Akkerman, S. F., Keesen, F., Mainhard, M. T., Pilot, A., & Wubbels, T. (2012). Do honors students have more potential for excellence in their professional lives?. Higher Education, 64(1), 19-39.

Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2009). Exploring the relationship of college freshmen honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 13(1), 27-40.

Shushok Jr, F. (2006). Student outcomes and honors programs: A longitudinal study of 172 honors students 2000-2004. Journal of the National Collegiate Honors Council--Online Archive, Paper 15. 85-96. http://digitalcommons.unl.edu/nchcjournal/15