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dc.contributor.author Miller, A. L.
dc.contributor.author Dumford, A. D.
dc.date.accessioned 2019-09-10T16:46:27Z
dc.date.available 2019-09-10T16:46:27Z
dc.date.issued 2016-11-05
dc.identifier.uri https://hdl.handle.net/2022/23755
dc.description Presented at the 2016 National Association for Gifted Children Annual Convention in Orlando, FL. en
dc.description.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, and student-faculty interaction for first-year students, even when controlling for other student and institutional characteristics. For senior students, Honors College participation suggested more frequent student-faculty interaction. Potential experiential and curricular reasons for these differences are discussed. en
dc.language.iso en en
dc.publisher National Association for Gifted Children Annual Convention en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.subject Honors College en
dc.subject honors program en
dc.title Do high achieving students benefit from honors college participation? A look at student engagement for first-year students and seniors en
dc.type Presentation en


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