Honors College Faculty Support for High-Impact Practice Participation

Much of the existing research on honors colleges or programs is focused on the student experience, with less information offered concerning the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing support for high-impact practices between...

Full description

Saved in:
Bibliographic Details
Published in:Journal for the education of the gifted 2021-09, Vol.44 (3), p.260-285
Main Authors: Miller, Angie L., Silberstein, Samantha M., BrckaLorenz, Allison
Format: Article
Language:English
Subjects:
Academically Gifted
Capstone Experiences
College Faculty
Communities of Practice
Foreign Countries
Honors Curriculum
Internship Programs
Leadership Role
Learner Engagement
Service Learning
Student Participation
Student Research
Study Abroad
Supervision
Teacher Role
Teacher Surveys
Undergraduate Students
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Much of the existing research on honors colleges or programs is focused on the student experience, with less information offered concerning the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing support for high-impact practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two experimental items about teaching honors courses. A series of ordinary least squares and binary logistic regression analyses suggest that faculty who teach honors courses are more likely to supervise undergraduates on research and internships and to think that it is important for students to participate in learning communities, study abroad, and research with faculty. These findings are interpreted within the context of previous research and current theory, bridging knowledge from the fields of higher education and gifted education.
ISSN:0162-3532
2162-9501
DOI:10.1177/01623532211023599