National Collegiate Honors Council
Date of this Version
2020
Citation
Honors in Practice 16 (2020)
Abstract
Students who begin in honors do not always complete program requirements. As an investigation into student retention, the author introduces a degree-planning workshop into a freshman seminar. The study involves two groups of students from different incoming classes: one (2018) participating in their degree-planning through the workshop and the other (2015) not. Students (n = 150) were compared against three retention criteria based on successive enrollment and withdrawal. Chi-square analyses reveal significant differences only for program withdrawal, indicating that those completing the workshop were less likely to be removed from the program due to lack of progress. The workshop group (2018) showed higher levels of voluntarily removing themselves from the program than the non-workshop (2015) group. Seminar materials, procedures, and learning outcomes are presented. Implications for future research involving additional student populations and achievement variables are discussed.
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Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Gifted Education Commons, Higher Education Commons, Liberal Studies Commons
Comments
© Copyright 2020 by the National Collegiate Honors Council