Postpedagogy--teaching within postmodern culture--begins in the belief that modern culture and all of its institutions, including education, has entered a vaguely defined post-condition called postmodernism. This post-condition is not simply an interesting artistic category or mere academic theory, but is a fundamental shift in modes of…

An examination is provided of the limitations and the characteristics of community college honors programs. Introductory comments point to the potential of honors programs as one of the few opportunities for mid-career community college faculty desiring growth within a traditional institutional framework, while characterizing most existing…

The challenge, give and take, stimulation, and deepened experience of the honors seminar can be successfully extended to "all students",as described in this article. (Editor/PG)

Sixteen women enrolled in Arts and Science departmental honors and ten women eligible, but not enrolled in the honors program, were given the Omnibus Personality Inventory, Form F, and a short questionnaire to determine if there were differences in personality traits between the two groups. No significant differences were found on a t-test to…

Implementation of an honors program is carefully explained, including course content, evaluation, and helpful suggestions for administrators contemplating similar programs. The need for such programs is apparent as high schools are sending to college students who have been involved in advanced, accelerated, or enriched classes and who are…

A copy of the "What Kind of Person are You? Test, which was used to measure the creative personality of the students in the Georgia Governor's Honors Program, is provided. This instrument is a 50-item forced-choice creative personality inventory. The items call for the respondent to make a choice between socially desirable characteristics on…

The purpose of this study was to do a follow-up of some of the graduates of the honors program at Indiana University, to explore their current activities and career involvements, and to obtain an assessment of the honors program that is mediated by intervening experience and a sense of perspective of the students' college years. Results of the…

Explains the objectives and the offerings of two honors courses in engineering physics and physics and education at Loughborough University of Technology. (GA)

Describes: (1) the selection of honors students; (2) components of a superior education; and (3) honors programs at Iowa State University (ISU). Programs at ISU include honors courses, honors seminars, converted courses, independent study, as well as altering requirements. (JN)

Reports on a study to determine whether the strategies and tactics employed in the establishment and continuation of well-established honors programs at selected community colleges followed five stages of academic innovation (i.e., exploration, formulation, trial, refinement, and institutionalization). Summarizes the significant activities…

Reports on a study of honors program students' salient characteristics, educational background, personal demographics, and perceptions of honors program experiences. Recommends flexible course content and curricula, integrated intellectual elements, and special scholarships in honors programs. Also recommends that community colleges seek out and…

Describes results of a follow-up questionnaire study of 300 students who participated in the National Science Foundation Science Honors Program during 1959-1961. Showed that all of the students attended college; 80 percent attended graduate school. Also gives data on college and graduate school majors, awards, and publications. (MLH)

Annmarie Guzy realized she had some concerns about teaching honors courses as she prepared to teach at the same University where she had been an honors student herself. She enrolled in a summer seminar on teaching basic writing in order to expand her teaching horizons beyond the honors student mentality, and to address some of her concerns and…

Gives a general guide to the entrance requirements and to the course structure of the physics departments in 140 higher institutions and universities in England, Wales, and Northern Ireland. (GA)