The authors stress that assessment is important as an integral building block of all learning, when assessment stimulates learning and is based on intrinsic motivation. This book focusses on twenty examples in higher education of teachers who in an innovative way assess competences of their students, like integration of disciplines, cooperation, reflection and critical thinking. Many examples are from honors programs in European higher education.
{"title":"Book review of: Meaningful Assessment in Interdisciplinary Education: A Practical Handbook for University Teachers","authors":"Albert Pilot","doi":"10.31378/jehc.211","DOIUrl":"https://doi.org/10.31378/jehc.211","url":null,"abstract":"The authors stress that assessment is important as an integral building block of all learning, when assessment stimulates learning and is based on intrinsic motivation. This book focusses on twenty examples in higher education of teachers who in an innovative way assess competences of their students, like integration of disciplines, cooperation, reflection and critical thinking. Many examples are from honors programs in European higher education.","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rebecca Bott-Knutson, Joy Hart, Heidi Appel, Jonathan Kotinek, Paul Knox, William Ziegler, Dan Roberts, Andrea Radasanu, Timothy Nichols, Leigh Fine
A dedicated group of honors professionals from 14 institutions across the United States of America (USA) recently emerged to strategize how honors education can prepare students to address the world’s most wicked problems--grand challenges--systematically and holistically. These professionals found a shared passion for their work and quickly began functioning as a team to prepare a federal grant on higher education. Over time, the team identified additional intellectual endeavors to shape the future of honors education. Each professional shares unique skills in service of the larger goals. Leadership for various initiatives transitions to those with relevant expertise and passion and is often shared among multiple people. Sustained collaborations are now recognized as a Collaborative. Members of the Collaborative trust that they are simul fortior--better together--in this high-functioning and reciprocally beneficial working relationship and outline the benefits others may realize in forming similar honors collaboratives.
{"title":"Simul Fortior: The Rise of an Honors Collaborative to Address Grand Challenges","authors":"Rebecca Bott-Knutson, Joy Hart, Heidi Appel, Jonathan Kotinek, Paul Knox, William Ziegler, Dan Roberts, Andrea Radasanu, Timothy Nichols, Leigh Fine","doi":"10.31378/jehc.187","DOIUrl":"https://doi.org/10.31378/jehc.187","url":null,"abstract":"A dedicated group of honors professionals from 14 institutions across the United States of America (USA) recently emerged to strategize how honors education can prepare students to address the world’s most wicked problems--grand challenges--systematically and holistically. These professionals found a shared passion for their work and quickly began functioning as a team to prepare a federal grant on higher education. Over time, the team identified additional intellectual endeavors to shape the future of honors education. Each professional shares unique skills in service of the larger goals. Leadership for various initiatives transitions to those with relevant expertise and passion and is often shared among multiple people. Sustained collaborations are now recognized as a Collaborative. Members of the Collaborative trust that they are simul fortior--better together--in this high-functioning and reciprocally beneficial working relationship and outline the benefits others may realize in forming similar honors collaboratives. ","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138973083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Norwegian Center for Interdisciplinary Education (INTED)","authors":"Line Horgen Thorstad, Victoria Haynes, Ella Idsoe","doi":"10.31378/jehc.207","DOIUrl":"https://doi.org/10.31378/jehc.207","url":null,"abstract":"","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":"52 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At the introduction of honors programs in Dutch higher education, stakeholders assumed that honors education could stimulate innovation in regular education. Whether this assumption holds was researched in the ‘Transfer of honors education to regular education’ project. This article focuses on the question of whether teachers’ experiences with honors education stimulated innovations in regular education and about structural characteristics in relation to the content, teaching formats, and pedagogics of the innovations. Interviews were conducted with teachers from four universities of applied sciences in the Netherlands. The results show that teachers in regular education found honors programs to provide them an opportunity to work with content, teaching formats, and pedagogics that they were unfamiliar with. Through these teachers, the honors approach inspired innovation in regular programs. Strikingly, these innovations contain to some degree all 14 structural characteristics of honors education distinguished in this study. The findings indicate the great innovative potential of honors education for regular education.
{"title":"From honors education to regular education: learning from the content of innovations","authors":"Pierre van Eijl, A. Pilot, R. Weerheijm","doi":"10.31378/jehc.167","DOIUrl":"https://doi.org/10.31378/jehc.167","url":null,"abstract":"At the introduction of honors programs in Dutch higher education, stakeholders assumed that honors education could stimulate innovation in regular education. Whether this assumption holds was researched in the ‘Transfer of honors education to regular education’ project. This article focuses on the question of whether teachers’ experiences with honors education stimulated innovations in regular education and about structural characteristics in relation to the content, teaching formats, and pedagogics of the innovations. Interviews were conducted with teachers from four universities of applied sciences in the Netherlands. The results show that teachers in regular education found honors programs to provide them an opportunity to work with content, teaching formats, and pedagogics that they were unfamiliar with. Through these teachers, the honors approach inspired innovation in regular programs. Strikingly, these innovations contain to some degree all 14 structural characteristics of honors education distinguished in this study. The findings indicate the great innovative potential of honors education for regular education.","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The major issues we confront today, such as poverty and inequality, the global health crisis, political extremism, and climate change, are complicated and multifaceted. We must implement novel tactics that draw on interdisciplinary and transdisciplinary approaches to handle these problems successfully. The interand transdisciplinary methods give us the ability to combine ideas, techniques, and information from different disciplines, leading to a more comprehensive understanding of the issues at hand.
{"title":"Breaking Boundaries with Generative AI: Good Practice of Unleashing the Power of ChatGPT for Inter- and Transdisciplinary Breakthroughs in the Age of Complexity","authors":"Beata M. Jones","doi":"10.31378/jehc.177","DOIUrl":"https://doi.org/10.31378/jehc.177","url":null,"abstract":"The major issues we confront today, such as poverty and inequality, the global health crisis, political extremism, and climate change, are complicated and multifaceted. We must implement novel tactics that draw on interdisciplinary and transdisciplinary approaches to handle these problems successfully. The interand transdisciplinary methods give us the ability to combine ideas, techniques, and information from different disciplines, leading to a more comprehensive understanding of the issues at hand.","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48322332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review of Creative Universities: Reimagining Education for Global Challenges and Alternative Futures","authors":"M. Garcia Alvarez","doi":"10.31378/jehc.185","DOIUrl":"https://doi.org/10.31378/jehc.185","url":null,"abstract":"","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44913751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"New insights into ‘how to let them flourish’","authors":"Jorien Vugteveen, Jolise 't Mannetje","doi":"10.31378/jehc.175","DOIUrl":"https://doi.org/10.31378/jehc.175","url":null,"abstract":"","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49390666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The CoTalent project is a unique collaboration between eight universities (of applied sciences) throughout Europe funded by the Erasmus+ program of the European Commission. The objective of the CoTalent project was to use co-creation with teachers and students in order to create tools that would support higher education to foster and recognize talented students. Three toolsets were made with a total of around 920 students and teachers via workshop weeks and so-called multiplier event. This current research projects the impact of the student participants through a social network theory perspective to look at what the co-creation of the CoTalent project can do for them in their professional career (including their education). By conducting eight interviews with the student participants, it became clear the CoTalent network was a unique network that shares the characteristics of both strong- and weak ties. The members involved were of many cultures and origins but simultaneously of a similar mindset which made for a fertile network in terms of productivity to complete the tasks at hand and in terms of the student participant their experience. The participating students mainly experienced growth in soft skills and gained new perspectives through the diverse set of actors involved.
{"title":"Relation through co-creation: Research on co-creation in the transnational CoTalent project based on network theory","authors":"E. Koot","doi":"10.31378/jehc.155","DOIUrl":"https://doi.org/10.31378/jehc.155","url":null,"abstract":"The CoTalent project is a unique collaboration between eight universities (of applied sciences) throughout Europe funded by the Erasmus+ program of the European Commission. The objective of the CoTalent project was to use co-creation with teachers and students in order to create tools that would support higher education to foster and recognize talented students. Three toolsets were made with a total of around 920 students and teachers via workshop weeks and so-called multiplier event. This current research projects the impact of the student participants through a social network theory perspective to look at what the co-creation of the CoTalent project can do for them in their professional career (including their education). By conducting eight interviews with the student participants, it became clear the CoTalent network was a unique network that shares the characteristics of both strong- and weak ties. The members involved were of many cultures and origins but simultaneously of a similar mindset which made for a fertile network in terms of productivity to complete the tasks at hand and in terms of the student participant their experience. The participating students mainly experienced growth in soft skills and gained new perspectives through the diverse set of actors involved.","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42954380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jolise 't Mannetje, M. Heijne-penninga, N. Mastenbroek, Marca Wolfensberger, D. Jaarsma
This study was explorative and aimed at in-depth understanding of personal resources students use to reach success, in the demanding context of honours education. Becoming successful in higher education demands a lot from students. Considering the Job Demands-Resources model it is expected that personal resources help students succeed. We explore which personal resources benefit students’ performance in demanding contexts of honours education. Using a questionnaire and semi-structured interviews, we asked thirteen honours students of three institutions which personal resources had helped them to achieve success. Results suggest that honours students use different personal resources. Most frequently mentioned resources could be grouped around five themes: self-directiveness, inquiry-mindedness, perseverance, social involvement and motivation. Especially resources in the themes self-directiveness, inquiry-mindedness and perseverance were perceived as important facilitators for educational success. The outcomes may inform interventions to help students develop personal resources needed to handle high educational demands. Further research is needed to identify the most effective interventions.
{"title":"Personal resources conducive to educational success: high achieving students’ perspectives","authors":"Jolise 't Mannetje, M. Heijne-penninga, N. Mastenbroek, Marca Wolfensberger, D. Jaarsma","doi":"10.31378/JEHC.147","DOIUrl":"https://doi.org/10.31378/JEHC.147","url":null,"abstract":"This study was explorative and aimed at in-depth understanding of personal resources students use to reach success, in the demanding context of honours education. \u0000 \u0000Becoming successful in higher education demands a lot from students. Considering the Job Demands-Resources model it is expected that personal resources help students succeed. We explore which personal resources benefit students’ performance in demanding contexts of honours education. Using a questionnaire and semi-structured interviews, we asked thirteen honours students of three institutions which personal resources had helped them to achieve success. Results suggest that honours students use different personal resources. Most frequently mentioned resources could be grouped around five themes: self-directiveness, inquiry-mindedness, perseverance, social involvement and motivation. Especially resources in the themes self-directiveness, inquiry-mindedness and perseverance were perceived as important facilitators for educational success. The outcomes may inform interventions to help students develop personal resources needed to handle high educational demands. Further research is needed to identify the most effective interventions.","PeriodicalId":32661,"journal":{"name":"Journal of the European Honors Council","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42225694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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