Contracts for Honors Credit: Balancing Access, Equity, and Opportunities for Authentic Learning

Autor/in	Bahls, Patrick
Titel	Contracts for Honors Credit: Balancing Access, Equity, and Opportunities for Authentic Learning
Quelle	In: Honors in Practice, 16 (2020), S.171-196 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-0143
Schlagwörter	Honors Curriculum; Authentic Learning; Contracts; College Credits; Student Attitudes; Interdisciplinary Approach; College Faculty; Teacher Attitudes; College Students; Educational Practices; Access to Education; Equal Education; Metacognition; Academic Ability; Academic Standards; Difficulty Level; Program Descriptions; Student Diversity; Faculty Workload; Alumni; Community Leaders; Student Leadership; Experiential Learning; North Carolina + Suchen Sie Ihr Suchwort? Vertrag; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Schülerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fakultät; Lehrerverhalten; Collegestudent; Bildungspraxis; Education; Access; Bildung; Zugang; Bildungszugang; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schwierigkeitsgrad; Community leadership; Gemeindeleitung; Studentenwerk; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Research indicates that a majority of honors students across the country are able to earn honors credit through the fulfillment of honors contracts. These learning contracts grant honors credit to students who perform additional work in non-honors-designated sections of other courses. Despite their popularity, little has been written on the design and delivery of honors contracts. An inaugural annual honors contract system is presented, involving student reflections on contract fulfillment and programmatic assessment of learning outcomes. Students (n = 38) demonstrate an understanding of interdisciplinarity, alternative ways of knowing and being, and intellectual humility while faculty (n = 28) indicate a high level of satisfaction with contracts' design and output. Strengths and weaknesses are discussed. The author concludes that despite legitimate concerns about the effects of contracts on honors curricula and community, these agreements provide flexible ways for offering rich learning opportunities to students. A historical overview of honors contracts is provided. (As Provided).
Anmerkungen	National Collegiate Honors Council. 1100 Neihardt Residence Center, University of Nebraska-Lincoln, 540 North 16th Street, Lincoln, NE 68588. Tel: 402-472-9150; Fax: 402-472-9152; e-mail: nchc@unl.edu; Web site: http://nchchonors.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01