Gifted education at the college level: Are faculty who teach honors courses really more engaging?

Abstract

This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related 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 OLS regression analyses suggest that faculty who teach honors courses are more engaging in the areas of student-faculty interaction, learning strategies, and collaborative learning. Additional analyses for high-impact practices also suggest that faculty who teach honors courses are more likely to work with undergraduates on research, and to think that it is important for students to participate in learning communities, study abroad, and research with faculty.