Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors
Document Type
Article
Publication Date
9-2018
Keywords
honors college, student engagement, higher education, survey
Digital Object Identifier (DOI)
https://doi.org/10.1177/0162353218781753
Abstract
This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal for the Education of the Gifted, v. 41, issue 3, p. 217-241
Scholar Commons Citation
Miller, Angie L. and Dumford, Amber D., "Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors" (2018). Leadership, Counseling, Adult, Career and Higher Education Faculty Publications. 306.
https://digitalcommons.usf.edu/ehe_facpub/306
