Assessing Social Justice as a Learning Outcome in Honors
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| Title: | Assessing Social Justice as a Learning Outcome in Honors |
|---|---|
| Language: | English |
| Authors: | Klos, Naomi Yavneh, Eskine, Kendall, Pashkevich, Michael |
| Source: | Journal of the National Collegiate Honors Council. Spr-Sum 2015 16(1):53-70. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Justice, Honors Curriculum, Skill Development, Course Descriptions, Course Evaluation, Program Effectiveness, Program Evaluation, Institutional Characteristics, Context Effect, Meetings, Educational Objectives, Course Objectives, Likert Scales, Student Surveys, College Programs |
| Geographic Terms: | Louisiana |
| ISSN: | 1559-0151 |
| Abstract: | Whether at public or private, secular or faith-based institutions, questions of social justice and civic engagement are an increasing focus of attention in honors education. The emphasis on modes of learning that are, in the terms of the National Collegiate Honors Council's 2014 "Definition of Honors Education," "measurably broader, deeper, or more complex" has encouraged the enhancement of experiential opportunities, including the exploration of "enduring questions" through service-learning, immersion experiences, and community-engaged research. Honors programs need to teach high-ability scholars to use their vaunted critical-thinking skills to understand the world and its complexities. A one-credit colloquium at Loyola University New Orleans was designed to teach the skills that are necessary in considerations of social justice. The social pedagogy of the course is embedded in the mission of an honors program at a Jesuit institution, and assessment of the pedagogy took place in this context. The course and its impact on honors programs is evaluated in this article. |
| Abstractor: | ERIC |
| Number of References: | 25 |
| Entry Date: | 2015 |
| Accession Number: | EJ1081100 |
| Database: | ERIC |
| Abstract: | Whether at public or private, secular or faith-based institutions, questions of social justice and civic engagement are an increasing focus of attention in honors education. The emphasis on modes of learning that are, in the terms of the National Collegiate Honors Council's 2014 "Definition of Honors Education," "measurably broader, deeper, or more complex" has encouraged the enhancement of experiential opportunities, including the exploration of "enduring questions" through service-learning, immersion experiences, and community-engaged research. Honors programs need to teach high-ability scholars to use their vaunted critical-thinking skills to understand the world and its complexities. A one-credit colloquium at Loyola University New Orleans was designed to teach the skills that are necessary in considerations of social justice. The social pedagogy of the course is embedded in the mission of an honors program at a Jesuit institution, and assessment of the pedagogy took place in this context. The course and its impact on honors programs is evaluated in this article. |
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| ISSN: | 1559-0151 |
