Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

Angie L. Miller,Amber D. Dumford

doi: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.

Highlights

– Interdisciplinary courses; choice of major; final thesis, capstone, creative project; special residence halls or study rooms
National Survey of Student Engagement (NSSE) gives a snapshot of college student experiences in and outside of the classroom by surveying first-year and senior students
Are students who participate in Honors Colleges/programs higher on a variety of aspects of engagement, even after controlling for other demographic and institutional characteristics?

Summary

INTRODUCTION

Many models in gifted education that address origins, development, and functioning include an environmental component. Basic common components in majority of Honors Colleges/programs:. – Interdisciplinary courses; choice of major; final thesis, capstone, creative project; special residence halls or study rooms. NSSE gives a snapshot of college student experiences in and outside of the classroom by surveying first-year and senior students. Are students who participate in Honors Colleges/programs higher on a variety of aspects of engagement, even after controlling for other demographic and institutional characteristics?. National Survey of Student Engagement (NSSE) In 2015, more than 300,000 first-year and senior respondents from 541 four-year colleges and universities Reasons for participation vary:. – National and regional accreditation – Departmental/program reviews – Curricular reform (general education) – Institutional improvement efforts (e.g., retention rates, high-impact practices, FYE programming).

METHODS

DISCUSSION

LIMITATIONS