Understanding the Development of Honors Students' Connections with Faculty
Date
2019-01
Authors
Dean, Shannon R.
Journal Title
Journal ISSN
Volume Title
Publisher
National Collegiate Honors Council
Abstract
Nearly 40% of full-time students enrolled at four-year institutions depart within the first year. Previous research has shown college students are more likely to graduate if they have meaningful interactions with faculty. Honors students provide unique perspectives because of their high levels of interaction with faculty, yet not much is known about how these connections develop. The purpose of this study was to understand how honors students develop connections with faculty. Six upper-division students were interviewed, and participants reflected on meaningful connections made with faculty during their first year. Two themes were identified as influential in developing connections: approachability of faculty and motivation of students.
Description
Keywords
faculty, connections, retention, students, Counseling, Leadership, Adult Education, and School Psychology
Citation
Dean, S. R. (2019). Understanding the development of honors students' connections with faculty. Journal of the National Collegiate Honors Council, 20(1), pp. 107-121.