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Cognard-Black, Andrew J.; Spisak, Art L. – Journal of the National Collegiate Honors Council, 2021
Despite a long tradition of social science research on educational access and barriers to inclusion for underrepresented minorities and the poor, until recently such issues have gotten relatively little attention in quantitative investigations of honors education. Public interest in educational access has grown in recent years, however, energizing…
Descriptors: Honors Curriculum, Disproportionate Representation, Minority Group Students, Case Studies
Smith, Patricia J.; Cognard-Black, Andrew J. – Journal of the National Collegiate Honors Council, 2019
Using survey data collected from 269 participants in the fall of 2016 and the spring of 2017, this study examines whether any changes might have occurred within the last 20 years regarding the disciplinary affiliation of honors administrators. Additionally, we explored current assessment practices of honors administrators and possible associations…
Descriptors: Educational Trends, Educational Change, Intellectual Disciplines, Honors Curriculum
Cognard-Black, Andrew J.; Spisak, Art L. – Journal of the National Collegiate Honors Council, 2019
This study uses data from the 2018 "Student Experience in the Research University" (SERU) Survey of undergraduate degree-seeking students to develop a profile of an honors student. Nineteen research universities participated in the 2018 SERU Survey, with a resulting sample size of almost 119,000 undergraduate students, of whom 15,280…
Descriptors: Undergraduate Students, Student Characteristics, Honors Curriculum, Advanced Students
Cognard-Black, Andrew J. – Journal of the National Collegiate Honors Council, 2019
Most educators today are likely to proclaim a commitment to teaching critical thinking. Willingness to take intellectual risks such as questioning orthodox teachings or proposing unconventional solutions is an important component of critical thinking and the larger project of liberal education, yet the reward structures of educational institutions…
Descriptors: Honors Curriculum, Critical Thinking, Stress Variables, Risk
Cognard-Black, Andrew J.; Smith, Patricia J.; Dove, April L. – Journal of the National Collegiate Honors Council, 2017
In the autumn of 2014, the National Collegiate Honors Council (NCHC) launched the "Admissions, Retention, and Completion Survey" (ARC) in an attempt to collect for the first time honors program benchmarking data on important admissions, persistence, and completion metrics, data that are already widely used throughout higher education…
Descriptors: Honors Curriculum, College Admission, Admission Criteria, College Students
Scott, Richard I.; Smith, Patricia J.; Cognard-Black, Andrew J. – Journal of the National Collegiate Honors Council, 2017
Beginning in 2013 and spanning four research articles, we have implemented an empirical analysis protocol for honors education that is rooted in demography (Scott; Scott and Smith; Smith and Scott "Growth"; Smith and Scott, "Demography"). The goal of this protocol is to describe the structure and distribution of the honors…
Descriptors: Honors Curriculum, College Faculty, College Students, Two Year Colleges
Cognard-Black, Andrew J.; Savage, Hallie – Journal of the National Collegiate Honors Council, 2016
When a well-developed honors curriculum is paired with co-curricular opportunities, it serves to distinguish an institution's honors education. Together, these curricular and co-curricular experiences are described as best practices in the National Collegiate Honors Council's (NCHC's) "Basic Characteristics of a Fully Developed Honors…
Descriptors: Honors Curriculum, Institutional Characteristics, Best Practices, Guidelines