The document proposes a framework to guide research on honors education. It identifies four levels of analysis: external environment, honors programs/colleges, honors courses, and honors stakeholders. For each level, it outlines relevant dimensions for study such as types of stakeholders, characteristics of honors courses, and factors influencing honors organizations. The goal is to develop a comprehensive field guide to honors education based on surveys, meta-analyses, and targeted studies using this framework to better understand the field through an evidence-based approach and potentially increase support for honors. It calls for collaboration among honors practitioners worldwide to jointly conduct research.

1. Toward a Science of
Honors Education
Honors in the Age of Accountability
Beata Jones,
b.jones@tcu.edu
Honors Faculty Fellow, Texas Christian University
October 14, 2016, Seattle, WA, U.S.A.
National Collegiate Honors Council Conference
Based on JNCHC article by Beata Jones with the same title: 17(1), 307-333.

2. Why Research Honors?
Long-standing, recognized need for
research in Honors
NCHC executive board recognizes
research as a key priority
U.S. vs. European honors research

3. Why this Research?
A manifesto to all honors
practitioners in the U.S.
and around the world to
join forces and develop an
honors research agenda
Yield more holistic
understanding of our
dynamic field.
Transform our practice
based on a rich, evidence-
based set of guidelines.
Showcase how we make a
difference, potentially
increasing institutional
support.
Archive and promote the
agenda as well as the
associated research
findings.

4. Research Framework – Analysis Levels
External Environment
Honors Programs/Colleges
Honors Courses
Honors Stakeholders

5. Research Framework - Stakeholders
Primary Stakeholders Secondary Stakeholders
• Honors Students
• Honors Faculty
• Honors Staff
• Honors Administrators
• Honors Alumni
• Honors Board Members
• Friends of Honors
• University Faculty and Staff Outside of
Honors
• University Administrators
• Society

6. Research Framework -Stakeholders
Characteristics
Expectations
Recruitment
Orientation
Motivation
Retention
Development
Achievements
Feedback &
Rewards
Honors Effects
Stakeholder Attributes of Interest Using Lifecycle Perspective

7. Research Framework – Honors Courses
Fink, 2003

8. Research Framework- Honors Courses
NCHC Desired Learning Outcomes
• written and oral communication
skills,
• ability to analyze and synthesize
a broad range of material,
• critical thinking skills,
• creative process, and
• analytical problem solving.
21st Century Meta-Skills
• FEELING: including empathy, intuition, and
social intelligence.
• SEEING: the ability to think whole
thoughts, also known as systems thinking.
• DREAMING: the metaskill of applied
imagination.
• MAKING: mastering the design process,
including skills for devising prototypes.
• LEARNING: the autodidactic ability to
learn new skills at will.
Neumeier, Marty (2013)

9. Research Framework- Honors Courses
Relevant Honors
Pedagogies
Characteristics of Honors
Learning Activities
(Wolfensberger, 2012)
Modes of Honors Learning
in NCHC’s “Definition of
Honors Education”
• Active Learning
• Inquiry Learning
• Project-Based Learning
• Collaborative Learning
• Service-Learning
• City As Text
• PRISM
• Offering Bounded Freedom
• Community-Building
• Enhancing Academic
Competence
• Research & Creative
Scholarship
• Interdisciplinary Learning
• Service Learning &
Leadership
• Experiential Learning
• Learning Communities
Relevant Dimensions of Honors Teaching and Learning Activities

10. Research Framework- Honors Courses
Assessment Type Assessment
Structure
Assessors
• Formative
• Summative
• Informal
Comments
• Rubrics
• Tests
• Faculty
• Peers
• Industry/
Alumni
Relevant Dimensions of Feedback and Assessment in Honors

11. Research Framework- Honors Courses
Relevant Situational Factors in Honors Course Design
• (Inter)Disciplinary Setting
• Class Size
• Characteristics of Students
• Budget
• Support Staff
• Physical Space
• Support Facilities
• Technology
Sample Situational Factors in Honors Course Design

13. Research Framework- Honors Organizations
Guiding
Principles
Governance Culture Curriculum Processes Resources Contextual
Factors
Mission
Vision
Values
Desired
Outcomes
Leadership
Structure
Community Setting
Coursework
Required
Co-Curricular
Activities
Capstone
Experiences
Technology
Outcome
Assessment
Admission
Hiring
Advising
Enrollment
Growth
Incentives
Communication
Strategic Planning
Fundraising
Events
Participation in
Honors Community
Outcome
Assessment
Budget
Scholarships
Staff & Faculty
Facilities
Housing
Technology
Program Size
& Capacity
Reasons for
Program
Existence
Key Attributes of Honors Organizations

14. Research Framework – External Environment
Honors Organization Key Environmental Factors
• University Setting
• Historical Context
• Country & Local Settings
• Professional Honors Organizations
• Government Programs & Non-profits
• For-profit Support Programs
• Society

15. Implications
An attempt at a
comprehensive framework
to guide honors research
• Identify Key Questions
• Annual Surveys
• Meta-analyses
• Targeted Studies
The Goal:
• Develop a comprehensive
Field Guide to Honors
Education in the next five
years

16. Reflection

17. Collaboration?

18. Thank You!
Beata Jones, Ph.D.
b.jones@tcu.edu