National Collegiate Honors Council
Honors in Practice Online Archive
Date of this Version
2025
Document Type
Article
Citation
Honors in Practice (2025) 21: 19-29
Abstract
This study considers how Place as Text (PAT) pedagogy can foster a sense of belonging, efficacy, and persistence among first-year honors students. Author engages students in mapping, observing, listening, and reflecting exercises to observe how PAT helps them connect critically with their campus environment. Analyses of student reflections (qualitative) and historical enrollment data (quantitative) suggest that Place as Text deepens students’ engagement with the university, strengthens a sense of belonging, and enhances academic and social integration. Pointing to the strong correlation between belonging and persistence, author argues that PAT pedagogy should be expanded throughout honors colleges and curricula to support institutional efforts for improving student retention. Future research for tracking PAT’s long-term impact through institutional data analysis is called for as a way of reinforcing its value as a scalable and effective practice in honors education.
Included in
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Gifted Education Commons, Higher Education Commons, Liberal Studies Commons
Comments
Copyright 2025, NCHC and the author. Used by permission