National Collegiate Honors Council
Honors in Practice Online Archive
Date of this Version
2025
Document Type
Article
Citation
Honors in Practice (2025) 21: 147-177
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.
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Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Gifted Education Commons, Higher Education Commons, Liberal Studies Commons
Comments
Copyright 2025, NCHC and the author. Used by permission