Honors Capstones and Self-Authorship: A Case Study
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| Title: | Honors Capstones and Self-Authorship: A Case Study |
|---|---|
| Language: | English |
| Authors: | Chelsea McKeirnan |
| Source: | Honors in Practice. 2025 21:147-177. |
| 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: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Self Concept, Self Actualization, Individual Development, Higher Education, Case Studies, Honors Curriculum, Capstone Experiences, Student Attitudes, College Students, Personal Autonomy, Course Objectives, Student Educational Objectives |
| ISSN: | 1559-0143 2374-8176 |
| Abstract: | While self-authorship theory posits that students who actively define and articulate their values and goals are better positioned for post-collegiate success, little has been done to examine curricular opportunities for self-authorship in the context of honors education. This case study explores the potential for self-authorship development within an honors capstone preparation course at a southwestern regional university. Author observes that such a course provides students with opportunities for self-authorship development and self-efficacy by offering provocative moments and granting autonomy for decision-making. Results suggest that the design and structure of honors capstones can support the growth and development of honors students and curricula alike. Author argues for longitudinal research on the development of student self-authorship throughout the undergraduate experience as well as investigations into academic activities and curricular advisement that may facilitate this growth. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493996 |
| Database: | ERIC |
| Abstract: | While self-authorship theory posits that students who actively define and articulate their values and goals are better positioned for post-collegiate success, little has been done to examine curricular opportunities for self-authorship in the context of honors education. This case study explores the potential for self-authorship development within an honors capstone preparation course at a southwestern regional university. Author observes that such a course provides students with opportunities for self-authorship development and self-efficacy by offering provocative moments and granting autonomy for decision-making. Results suggest that the design and structure of honors capstones can support the growth and development of honors students and curricula alike. Author argues for longitudinal research on the development of student self-authorship throughout the undergraduate experience as well as investigations into academic activities and curricular advisement that may facilitate this growth. |
|---|---|
| ISSN: | 1559-0143 2374-8176 |
