In This Issue...
9 Ways to Connect with Your Honors Community
'Tis the season for reflections and resolutions, as we look toward a new year and a fresh start in 2021. Many people, including your NCHC Staff, like to take the blank slate of a new year to plan, strategize, and build some positive habits that will set us up for success in the year ahead. If you are also the type to use your break as a reset button, consider using some of the resources below to get 2021 off to a great start!
1. Share on the SocialLink newsfeed
The SocialLink feed in your member profile is a great place to connect and share news about your program and your students!
2. Ask/answer questions on the NCHC Discussion Forum
The NCHC Discussion Board is a great place to pose questions and gather feedback - and also to contribute your expertise for others that are looking for answers! Find a thread or start your own, and enjoy watching the resources build.
3. Join NCHC Social Media
Connect your program to NCHC's social media on Facebook, Instagram, Twitter, and personally on LinkedIn, to share news and achievements! You can also share NCHC posts to get the word out to your faculty and students about projects and resources they might be interested in.
4. Check your Mailing Preferences
NCHC shares the most current content directly to your inbox, so be sure to add firstname.lastname@example.org to your safe address list. University email filters are notorious for blocking messages, and you might be missing important info! If you aren't receiving messages from email@example.com but would like to, please reach out and we'll be sure you're opted-in!
5. Set Up an Information Flow
Forward on information from NCHC to your staff and students, or encourage them to sign up for a Contact account under your institutional membership. Emails will still go to you as the director, but they will have full access to SocialLink, forums, and resources!
6. Career Center
Use the NCHC Career Center to search or list honors job openings nationwide. It's a great way to post open positions and recruit experienced honors faculty and staff!
7. Brush Up on NCHC Publications
As a member, you have access to the full library of NCHC Publications online! Watch your inbox for publication calls if you are interested in publishing your honors research – and your students can publish with UReCA as well!
8. Browse the NCHC Online Resource Center
NCHC is building a library of online resources and toolkits, both developed by NCHC committees and submitted by members as examples and templates. Browse or submit your own materials!
9. Watch for Faculty Awards & Grants in January
Several faculty recognition awards and grants open up at the end of January 2021; browse through the options and consider submitting an outstanding colleague or excellent project for recognition in 2021!
NCHC20 by the Numbers
NCHC Holiday Hours
The NCHC Office will be closing Tuesday, December 22 for the holiday season, and reopening on Monday, January 4. We wish you all a safe and happy holiday season, and we'll see you in the new year!
Membership Renewal Reminder
New Monograph: Honors Contracts
Inside Look: Building Honors Contracts: Insights and Oversights
Holding honors contracts to the same high standards as outstanding undergraduate coursework, this book offers a blueprint for building mentoring agreements that transcend the transactional. Richard Badenhausen's opening chapter challenges contributors to make the case for contracts by raising five specific arguments against them. Shirley Shultz Myers and Geoffrey Whitebread launch this defense by presenting contemporary evidence of contract success alongside a historical grounding of contracts in the British tutorial system. Ten subsequent chapters build the case for contracts as inclusive pedagogical tools (Anne Dotter and Jon Hageman), rewarding work for both students and faculty (Antonina Bambina, Cindy Ticknor and Shamim Khan, and James Snyder and Melinda Weisberg), and enhancements of well-designed honors curricula (Julia Haseleu and Laurie Taylor, Gary Wyatt, and Erin Edgington). The book's final chapter, by editor Kristine Miller, expands on these possibilities by both questioning the conventional definition of contracts as course-based learning and emphasizing the flexibility and community-building potential of imaginative honors contracts. The contributors agree that when students put honors into practice, whether within or without the bounds of established coursework, they become lifelong learners equipped to shape their own personal and professional futures. Identifying some best practices for honors contracts that structure such work, this book empowers students, faculty, staff, and administrators to follow curiosity and embrace discovery in their various communities and curricula.
Final Call for HIP Submissions
Honors in Practice (HIP) is a refereed journal of applied research publishing articles about innovative honors practices and integrative, interdisciplinary, and pedagogical issues of interest to honors educators. HIP employs a double-blind peer review process. Authors should include discussion of how central ideas and practices may be applied in campus settings other than their own, and the thesis should be located within a larger context such as theoretical perspectives, trends in higher education, or historical background. Essays should demonstrate awareness of previous discussions of the topic in honors publications and other relevant sources; bibliographies of JNCHC, HIP, and the NCHC Monograph Series are available on the NCHC website.
Brief Ideas about What Works in Honors
HIP also publishes short descriptions of a successful course, project, idea, or assignment. Submissions should be 500-750 words long; they should have three keywords; the abstract should be short (preferably one sentence); and references (if any) should be internal.
Special Section on Dealing with the Coronavirus
For the 2021 volume of HIP, we invite contributions to a special section on how honors faculty and administrators have been dealing with the coronavirus. Submissions might focus on the difficulties or delights of online teaching in honors, any challenges you have faced resulting from anxiety (mental, emotional, medical, or technological) among your students and/or you, any unexpected experience you have had, and any advice you have for other honors educators based on your experience. We suggest an essay length of 1000-2000 words but do not plan to be strict about word count.
We accept material by e-mail attachment in Word (not pdf). We do not accept material by fax or hard copy, nor do we receive documents with tracking. If documentation is used, the documentation style can be whatever is appropriate to the author's primary discipline or approach (MLA, APA, etc.), employing internal citation to a list of references (bibliography). All essay submissions to the journals must include an abstract of no more than 250 words and a list of no more than five keywords. For a submission to "Brief Ideas about What Works in Honors," the abstract should be short (preferably one sentence) and include a maximum of three keywords. Only the "Brief Ideas" have minimum or maximum length requirements; the length should be dictated by the topic and its most effective presentation. Accepted essays are edited for grammatical and typographical errors and for infelicities of style or presentation. Authors have ample opportunity to review and approve edited manuscripts before publication. Please send all submissions to Ada Long at firstname.lastname@example.org.
Abstracting and indexing services providing coverage of HIP are Academic OneFile; Cabell's Directory of Publishing Opportunities in Educational Curriculum & Methods and Educational Psychology & Administration; Current Abstracts; Education Abstracts; Education Index; Education Research Complete; Education Source; Educator's Reference Complete; ERIC; InfoTrac; and OmniFile Full Text Mega. Current and back issues of HIP are available in the University of Nebraska-Lincoln's Digital Commons repository and for purchase on the NCHC website.
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Call for JNCHC Submissions
The issue will also include a Forum focused on the theme "The Boundaries of Honors." We invite essays of roughly 1000-2000 words that consider this theme in a practical and/or theoretical context.
In his lead essay for the Forum, Christopher Keller of East Tennessee State University considers whether the boundaries of honors are or should be permeable. While the outside world impinges on honors in obvious ways that include institutional, state, and federal mandates, he questions whether honors can or should break through its traditional boundaries in order to admit and impinge on the world outside of it. In his essay, titled "‛Mad and Educated, Primitive and Loyal'": Comments on the Occupations of Honors," he notes that outside forces like "economic injustice, systemic racism, and anti-democratic movements" inevitably break through boundaries to occupy a space within honors curricula and scholarship. A more compelling question is whether honors should break out of its boundaries in order to become an active participant and interlocutor in these same forces. In an essay that primarily raises questions, Keller asks us to consider whether honors has any power outside itself, whether it has a voice or an audience to hear it, whether it has any business impinging on social movements and issues outside its domain, and whether it brings help or harm outside its own sphere of influence.
Contributors to the Forum on "The Boundaries of Honors" may, but are not obliged to, respond directly to Keller's essay. He has, however, asked a broad range of questions that should suggest approaches to the general topic. Distilled and added questions might include the following:
- If honors has identifiable boundaries, what are they?
- If honors does not have identifiable boundaries, is that a benefit or a deficit?
- Is promoting direct involvement of honors students in activist movements appropriate, effective, moral, wise?
- What does honors have to offer to movements like Black Lives Matter or Occupy Wall Street?
- Given a widespread and powerful contingent of American society that denounces academic outreach into social issues or activism, is moving beyond a purely academic boundary dangerous to the future of honors education?
Please send all submissions to Ada Long at email@example.com.