We will share results of our research on how teachers tailor their teaching strategy to honors and regular students taking into account the learning preferences with regard to autonomy and structure as perceived by teachers. We explore how the research findings can be used for faculty development.

Students differ in their learning preferences. When students are more intrinsically motivated this improves their well-being and involvement (Levesque, Zuehlke, Stanek, & Ryan, 2004). Teaching highly motivated honors students places different demands on teachers (Wolfensberger, 2012). High motivated …

This paper presents the application of theories and experiences in the day-to-day environment of honours education in a so-called honours learning environment. In 2009, Windesheim University of Applied Sciences (UAS) started with honours education. An important question from the start was: what characterizes …

Gastcollege bij Honours Programma Triple M

Studenten verschillen in hun leervoorkeuren. Wanneer studenten meer intrinsiekgemotiveerd zijn, neemt hun welbevinden en betrokkenheid toe. Het lesgeven aan hoog gemotiveerde honours studenten stelt andere eisen aan honours docenten. Docenten geven aan te worstelen met het vinden van de juiste balans …

Van honoursprogramma’s wordt verwacht dat zij bijdragen aan een ambitieusstudieklimaat - een Cultuur van Excellentie (CvE). Maar wat is een cultuur vanexcellentie en hoe kan dit gemeten worden? In deze bijdrage presenteren we deontwikkeling van een meetinstrument om cultuur van excellentie te meten: …

Information about a workshop which is specifically aimed at higher education staff (policy makers) and teachers.

Excellence by teaching strategy: autonomy and structure in balance for every student. Presentation at the International Honours Conference, Windesheism University of Applied Sciences, June 2017

For us “Bounded Freedom” is the most important and discussed pillars of Honours education. During our workshop we challenge you to explore the possibilities and limitations of ‘Bounded Freedom’ in your daily practise. What does this mean for both involved students and teachers? What is the right balance …

Students differ in their learning preferences. Research (Mooij & Fettelaar, 2010) shows that talented students will lower their ambitions and seek out new ambitions outside education when not being challenged within education. When students are more intrinsically motivated this improves their well-being …