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3One of the factors that differentiate honors from regular teaching at the Faculty of Geosciences at Utrecht University, the Netherlands, is the freedom that honors students enjoy, a freedom that evokes excellence because it is focused and targeted. This targeted freedom takes three different shapes in our honors program and comes with specific challenges for both students and teachers. While the attractions and advantages of such freedom are both theoretically and practically significant, our experience has also demonstrated drawbacks that need to be addressed and resolved in creating effective honors education.
The challenges and struggles as well as the rewards that we have experienced might be familiar to honors educators around the world, but they are also shaped by the particular contexts of our program within the Faculty of Geosciences, within Utrecht University, and within the Netherlands, contexts that we will now introduce.
ARTIKEL
This brochure is one of the results of the research project Honors in Europe at the Research Centre for
Talent Development in Higher Education and Society at Hanze University of Applied Sciences Groningen in
the Netherlands. It is based on the book Talent Development in European Higher Education – Honors programs in the Benelux, Nordic and German-speaking countries by Marca Wolfensberger, published in open
access in 2015 at Springer Open. The book can be downloaded freely through www.honorsineurope.com.
The brochure was prepared in cooperation with the European Honors Council (www.honorscouncil.eu).
RAPPORT
Diese Broschüre ist das Resultat des Forschungsprojektes ‘Honors in Europe’ des Forschungszentrum für
Talententwicklung in der höheren Bildung und Gesellschaft der Hanze Universität angewandter Wissenschaften Groningen. Sie basiert auf dem Buch ‘Talent Development in European Higher Education – Honors programs in the Benelux, Nordic and German-speaking countries’ von Marca Wolfensberger, welches als open access beim Springer Verlag erschienen ist. Das Buch kann gratis heruntergeladen werden unter
www.honorsineurope.com Die Broschüre wurde in Zusammenarbeit mit dem European Honors Council
erstellt (www.honorscouncil.eu)
RAPPORT
Many institutions of higher education offer honors education, but research on teacher behavior in honors classes is scarce. Our aim is to gain deeper understanding of how teachers adapt their teaching practices in the honors classroom as compared with the regular classroom. We conducted semi-structured interviews with 12 Dutch teachers who teach in both types of classroom. Using self-determination theory as an analytical framework, we found that teachers supported the basic psychological needs of autonomy, competence, and relatedness in both settings in order to promote intrinsic motivation. However, there were differences in how and why these behaviors were enacted. Teachers had different ways of expressing basic psychological needs. In the regular classroom, the main focus of the teachers is on preparing students to become autonomous professionals, whereas in the honors classroom, the main focus is on personal development and individual learning.
ARTIKEL
According to the Dutch Ministry of Education ten percent of all students in higher education have to participate in a program that promotes excellence by 2014. This as the utterance of the ambition of the government and business to be part of the top five world knowledge economies. In this explorative survey research fulltime students of the School of Social Studies of the Hanze University of Applied Sciences (N = 1918) are being questioned about their attitudes toward exceeding in education by participating in honors programs. The survey contains a combination of statements based on ‘The Excellence Model’ by Platform Bèta Techniek, Youngworks and Motivaction and the different types of honors education at the School of Social Studies of the Hanze University of Applied Sciences.
POSTER
Teacher classroom behavior is an important factor in student learning and motivation. Past research within higher education has primarily concentrated on identifying teaching behaviors that teachers and students deem important in honors classrooms. Yet, what specific teaching behaviors either support or thwart the needs of students in real-world honors classrooms is currently not clear. This study, which utilizes video observation, sheds light on teaching behaviors that either support or thwart students’ needs, as viewed through the lens of self-determination theory, within the context of Dutch honors education. We developed an observation tool to analyze video recordings of 12 lessons from four different teachers, and identified the types of behaviors making up the various dimensions of need-supportive and need-thwarting behaviors. We found nine types of behaviors that had not previously been identified in observational studies. Structure-providing behaviors were the most common need-supportive behavior, while need-thwarting behaviors always occurred alongside need-supportive behaviors. The observation tool introduced here can be used for further study of teaching behaviors in honors education practice. These results also make an important contribution to teachers’ further professionalization and instructional practices.
ARTIKEL
How can undergraduate students be prepared for global citizenship? This question was investigated in a mixed-methods case study of an international, blended one-semester course. Undergraduate honors students (N = 22) from the USA and the Netherlands collaborated to explore what it means to be a member of the global community. Curriculum guidelines from the social justice oriented education for global citizenship were used to analyze the course’s program and focus the case study. The research questions were as follows: 1. How did the course relate to the curriculum guidelines? 2. What and how did students learn from the course? Analyses of the program showed that the course partly reflects the social justice oriented global citizenship education, in particular by addressing intercultural sensitivity and experiential learning. Quantitative measures in a pre-post design with control groups (N = 40) showed some growth in ethical sensitivity and social awareness. Qualitative measures indicated that participants developed a broader view on society and demonstrated a more open and active attitude towards others after the course. Experiential learning was considered a powerful aspect of the pedagogical approach. The results are discussed in relation to a developmental process whereby students gain awareness of global justice issues. © 2018 by the authors. Licensee MDPI, Basel, Switzerland.
ARTIKEL
The Spring of 2020 brought many disruptions to our professional and personal lives due to the COVID-19 pandemic that forced worldwide mid-semester campus closures; pivoting of traditional, face-to-face classes to remote teaching and learning; and postponements or cancellations of conferences, workshops, and other professional development events. One example of the breakdown of scheduled opportunities for us as honors colleagues to gather in-person to enhance our practices and strengthen our community was the cancellation of the 2020 International Conference on Talent Development and Honors Education in Groningen, the Netherlands, originally slated for June 10-12 but moved to June 16-18, 2021. Immediately following the 2020 conference, we (the authors) had planned to offer the fifth Honors International Faculty Institute (HIFI), an international and highly interactive occasion for honors and talent development teachers, researchers, and leaders to engage in presentations, experiential activities, place-as-text explorations, collaborative group work, reflective exercises, and showcases designed to improve teaching, learning, and programming in honors. Suddenly, the coronavirus upended our world, and we had to reimagine the institute that we had previously organized four times alternately at Hanze University of Applied Sciences (Netherlands) and Texas Christian University (USA). Putting aside the disappointment of the moment and recognizing the value of coming up with an alternative to HIFI that would ensure the safety and health of our honors colleagues, we decided to create a fully online version with free registration to encourage participation and create resources accessible to all members of our international community. We wanted to highlight the challenges of how all of us unexpectedly had to pivot to remote teaching and learning as the global pandemic intensified, but we also wanted to share information, experiences, and models that could open new avenues for operationalizing online honors education more generally beyond the COVID-19 crisis. We wanted, in other words, to explore how honors pedagogy could (and maybe should) be adapted to the increasingly online world of primary, secondary, and higher education. Thus, HIFLO 2020 was born! HIFLO stands for Honours International Faculty Learning Online.
ARTIKEL
Abstract: Face-to-face contact in higher education was greatly reduced during the
global health pandemic. This study examines how honors educators experienced
community building with both students and colleagues during the period of emergency remote teaching. A questionnaire was developed to assess both the quality and importance of contact with students and colleagues as experienced by teachers, as well as changes therein due to the pandemic. Thirty-seven honors educators from various disciplines at a single institution participated in the study. Quantitative analysis indicates that teachers found the contact with both their students and colleagues to be of good quality overall and that they did not experience much change in the quality of communication as a result of the pandemic despite the lack of inperson interaction. Authors consider the large variation underlying their results, observing that while some teachers experienced a great deal of improvement, others perceived a significant decrease in the quality of contact. Results indicate that honors educators feel that too little attention was paid to their needs during the pandemic, especially regarding their need for community building with colleagues. Authors argue that educational leaders must ensure that teachers’ contact with both students and colleagues is sufficiently supported, emphasizing that both are important for fostering a sense of community. Authors conclude that honors educators might especially benefit from a strong sense of community in the upcoming transition to more blended educational models, as it can stimulate their professional development and promote adaptive ways of effectively dealing with change.
ARTIKEL
This study considers the value of honors programs by investigating alumni perspectives of learning goals relative to personal and professional development. Using a longitudinal cross-sectional survey instrument, authors track participants (n = 79) for four consecutive years (2017–2021). Qualitative measures indicate the importance of freedom to develop within the curricula, stimulus to experiment and shape one’s own path, and insights and inspirations resultant of rigorous study. Respondents identify certain learning goals (i.e., ability to look beyond boundaries and show initiative and guts) to be critical in their personal and professional development but question the role of the honors certificate in job applications. While data indicate post-graduate employment (
ARTIKEL
