Who Owns Honors?

The long-term shift in undergraduate enrollment away from traditional humanities disciplines toward vocationally oriented majors poses a unique set of challenges for honors. While some have responded by emphasizing humanities’ centrality to honors education, this essay argues the imperative that honors practitioners and administrators improve outreach efforts to preprofessional honors programs. After considering why fields outside the liberal arts and sciences are underrepresented in the National Collegiate Honors Council (NCHC), the author outlines a number of strategies for soliciting greater participation from academic leaders and faculty in these disciplines as well as improving the experience of careerfocused majors in liberal arts honors programs

Rethinking Critical Thinking: A Relational and Contextual Approach

Contemporary discussions of critical thinking lack serious consideration of students’ thinking-processes as phenomena embedded within the contexts of psychological and interpersonal relationships. This paper departs from past and present approaches to critical thinking pedagogy by analogizing thinking and critical thinking with forms of relating: to self, to others, to objects of thought, and to what we describe as “thinking-relationships.” The analogy of thinking with relating permits us to examine more closely the connections between self, psyche, student, teacher, and learning institution, and to apply valuable insights from the fields of social philosophy and psychoanalytic theory to critical thinking pedagogy and practice. This paper introduces the metaphor of critical thinking as relating to one’s thinking-relationships, explores the contexts in which such critical thinking-relationships are embedded, identifies hidden desires, defenses, and fantasies that may hinder the development of critical thinking, and concludes by reflecting upon the link between the ethical development of the person and the ideal of critical thinking

A relocatable ocean model in support of environmental emergencies

During the Costa Concordia emergency case, regional, subregional, and relocatable ocean models have been used together with the oil spill model, MEDSLIK-II, to provide ocean currents forecasts, possible oil spill scenarios, and drifters trajectories simulations. The models results together with the evaluation of their performances are presented in this paper. In particular, we focused this work on the implementation of the Interactive Relocatable Nested Ocean Model (IRENOM), based on the Harvard Ocean Prediction System (HOPS), for the Costa Concordia emergency and on its validation using drifters released in the area of the accident. It is shown that thanks to the capability of improving easily and quickly its configuration, the IRENOM results are of greater accuracy than the results achieved using regional or subregional model products. The model topography, and to the initialization procedures, and the horizontal resolution are the key model settings to be configured. Furthermore, the IRENOM currents and the MEDSLIK-II simulated trajectories showed to be sensitive to the spatial resolution of the meteorological fields used, providing higher prediction skills with higher resolution wind forcing.MEDESS4MS Project; TESSA Project; MyOcean2 Projectinfo:eu-repo/semantics/publishedVersio

Honors in Practice (Theory): A Bourdieusian Perspective on the Professionalization of Honors

Patricia J . Smith’s essay on the professionalization of honors advances several original and provocative arguments that deserve serious consideration. Although Smith makes a plausible case that honors has fulfilled at least three of Theodore Caplow’s four stages of professionalization, a closer reading of this text reveals that the developments identified by Smith fail to satisfy the basic functions that each stage serves on the path toward professionalism. This essay argues that honors has little incentive to become a distinct profession because much of its highly skilled workforce enjoys the protection of occupational closure as college faculty and administrators. The author proposes an alternative sociological framework, inspired by the work of Pierre Bourdieu, for investigating past and present social dynamics of honors education. Key concepts of Bourdieu’s theory of practice (field, illusio, doxa, and habitus) are defined and applied to the context of honors