Teaching Honors and High Achieving Students

1. Teaching Honors and High Achieving Students Susan Bristow Angela Smith-Nix

2. What do you know about honors students at the U of A?

3. Do you know your own students? • Honors programs are available to all majors FALSE Stand Up TRUE Sit Down

4. Do you know your own students? • The UA has a ratio of honors students to honors faculty of 9:1. FALSE Sit with Chin on Hand, Elbow on Knee TRUE Stand on One Foot with Hand on Head

5. Do you know your own students? • The UA awards up to 100 freshman fellowships annually, each worth $50,000 over four years. FALSE Stand on One Foot with Finger on Nose. TRUE Sit with Thumb Up in Air

6. Do you know your own students? • UA Honors Students receive $500,000 - $1,000,000 in research and study abroad grants each year. FALSE Sit and Shake Finger No-no TRUE Stand Up and Fist Pump

7. Do you know your own students? • 70% of recentUA Honors Graduates have studied abroad with one-third studying abroad more than once. FALSE Stand Up and Cross Your Arms TRUE Sit and Wipe Your Brow

8. Do you know your own students? • 100% of Honors College graduates have engaged in undergraduate research with faculty mentors. FALSE Sit Down and Give “You’re Out” Sign TRUE Stand with Touchdown Arm

9. What Honors & High Achieving Students Are Like? • Ask more in-depth questions • Ask questions more frequently • Either focused on one area, limiting activities and classes in that field or • Can’t settle on major until 2nd or 3rd year • Need additional guidance in choosing • Opposed to “banal” academic coursework • Want to be challenged, made to think, teach them something • Involved in clubs, student government, volunteer activities, campus & community events, and jobs Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

10. High Achieving Students 00’s – ’10’s From single-parent households Took on adult responsibilities Parallel thinkers Use humor more Optimistic Inclusive Responsible for own learning 80’s -90’s Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

11. Is your student radar on track? • Accept change – like flexibility 80’s – 90’s 2000’s-10’s Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

12. Is your student radar on track? • Selfless volunteers • Want to make a difference 00’s – 10’s 80’s-90’s

13. Is your student radar on track? • Enjoy collaboration & group work • More cheerful 80’s-90’s 00’s – 10’s

14. Is your student radar on track? • Super Achievers • Want constant & immediate feedback 80’s – 90’s 2000’s-10’s Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

15. Is your student radar on track? • Less influenced by hype & status 80’s – 90’s 2000’s-10’s Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

16. Is your student radar on track? • Independent • Resourceful 00’s – 10’s 80’s-90’s

17. Segregating Honors Classes • 98% expected/preferred smaller class sizes & more student/professor interaction • 23% did not prefer segregating classes • 11% were concerned with loss of insight & diversity • 6% thought segregation disadvantages non-honors students Hill, J.P. (2005). What honors students want (and expect): The views of top Michigan High School and College students. Journal of the National Collegiate Honors Council --Online Archive. Paper 177. http://digitalcommons.unl.edu/nchcjournal/177

18. Advantages of Integrating All Students • 14% of honors students believed integrating could aid other students’ learning • 8% believed students should have equal educational opportunities • 8% believed it was important for learning more about diversity Hill, J.P. (2005). What honors students want (and expect): The views of top Michigan High School and College students. Journal of the National Collegiate Honors Council --Online Archive. Paper 177. http://digitalcommons.unl.edu/nchcjournal/177

19. Disadvantages of Integrating Classes • 31% not as challenging, get bored • 23% high achiever learning is hindered • 9% hinder future success • 7% results in lack of motivation & poor work ethic • 7% disruptive/poor learning environment Hill, J.P. (2005). What honors students want (and expect): The views of top Michigan High School and College students. Journal of the National Collegiate Honors Council --Online Archive. Paper 177. http://digitalcommons.unl.edu/nchcjournal/177

20. PSA • Group 1 – Starting an Integrated Class for Honors/High Achieving and Non-Honors Students • Group 2 – Grouping Teams and Reporting (peer evals and presentations) • Group 3 – Extra Credit and Grading • 7 minutes to prepare • 1 minute for delivery 3:00 2:00 1:00 :30 7:00 6:00 5:00 4:00

21. Which offers a better overall educational experience for outstanding academic students? • 91% Special AP & Honors Classes Hill, J.P. (2005). What honors students want (and expect): The views of top Michigan High School and College students. Journal of the National Collegiate Honors Council --Online Archive. Paper 177. http://digitalcommons.unl.edu/nchcjournal/177

22. Reality Check • What is your focus? • What are you shooting for? • What challenges are faced?

23. Teachers for Honors/High Achievers • Need to be facilitators of learning • Skillful & Knowledgeable in field & managing learning • Flexible • Look for new & challenging strategies • Include honors students in research Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

24. Thank you!