Where Honors Education and Faculty Development Meet: Front and Back Matter

Authors

John Zubizarreta, Columbia CollegeFollow
Victoria M. Bryan, University of Tennessee at ChattanoogaFollow

Date of this Version

2025

Document Type

Front/Back Matter

Citation

Front and back matter

Where Honors Education and Faculty Development Meet [NCHC Monograph Series], John Zubizarreta and Victoria M. Bryan, editors

Lincoln, Nebraska, United States: National Collegiate Honors Council, 2025

Comments

Copyright 2025, National Collegiate Honors Council. Used by permission

Abstract

Front and back matter

Where Honors Education and Faculty Development Meet [NCHC Monograph Series], John Zubizarreta and Victoria M. Bryan, editors

Lincoln, Nebraska, United States: National Collegiate Honors Council, 2025

Includes:

Front and back covers

Table of contents

Acknowledgments

Foreword, Victoria Mundy Bhavsar and Suketu P. Bhavsar

Introduction, John Zubizarreta and Victoria M. Bryan

About the authorsAbout the NCHC Monograph Series

List of NCHC monographs and journals

NCHC publications order form

From the back cover:

This volume contains an assorted collection of theoretical and practical essays that demonstrate the value of collaborations between honors programs or colleges and faculty development, broadly defined, or more specifically the different types of centers for excellence, enhancement, or advancement of teaching and learning (CETL, CATL, or CTL) that exist on most campuses worldwide. Indeed, one of our mantras as colleagues who have had a foot in both worlds is that honors is, in fact, faculty development. That is, in order for faculty to teach well and authentically in honors, they must move beyond the assumption that simply adding more work or difficulty to a syllabus is sufficient to achieve the kind of deep, integrative, experiential, inclusive, and lasting learning that we aim for in honors education. To teach in honors is to rethink pedagogy to implement new approaches to instructional design, keeping in mind the imperatives implicit in the widely touted “high-impact practices” (Kuh, 2008) that have actually been at the core of honors education long before such practices caught popular attention. Teaching honors courses can break faculty out of their comfort zones and disciplinary silos (a compelling sub-theme in this volume) and encourage learning-centered teaching, experiential learning, collaborative undergraduate research, progressive forms of assessment, and other dynamic, inspiring forms of instruction. In honors, we must revisit teaching philosophy and practice to challenge our students to learn in more creative, collaborative, and reflective ways; we must teach in more meaningful, transformative ways; we must be open to experimentation and innovation—in other words, faculty development at its best. —John Zubizarreta and Victoria M. Bryan