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dc.contributor.authorDean, Shannon R. ( Orcid Icon 0000-0002-6743-1716 )
dc.date.accessioned2019-09-20T13:42:19Z
dc.date.available2019-09-20T13:42:19Z
dc.date.issued2019
dc.identifier.citationDean, S. R. (2019). Understanding the development of honors students' connections with faculty. Journal of the National Collegiate Honors Council, 20(1), pp. 107-121.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/8644
dc.description.abstractNearly 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.en_US
dc.formatText
dc.format.extent15 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherNational Collegiate Honors Councilen_US
dc.sourceJournal of the National Collegiate Honors Council, Spring/Summer 2019, Vol. 20, No. 1, pp. 107-121
dc.source.urihttps://digitalcommons.unl.edu/nchcjournal/624/
dc.subjectStudentsen_US
dc.subjectFaculty
dc.subjectConnections
dc.subjectRetention
dc.titleUnderstanding the Development of Honors Students' Connections with Facultyen_US
txstate.documenttypeArticle
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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