Honors Courses in English

1929 ◽  
Vol 18 (3) ◽  
pp. 230
Author(s):  
Philip M. Hicks
Keyword(s):  
Honors Courses

Honors Courses in English in American Colleges

1926 ◽  
Vol 15 (5) ◽  
pp. 336 ◽  
Author(s):  
Leo. L. Rockwell
Keyword(s):  
Honors Courses

scholarly journals Exploring the Relationships Between High School Course Enrollment, Achievement, and First-Semester College GPA

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Jeffrey M Warren ◽  
Camille L Goins
Keyword(s):  
High School ◽  
Advanced Placement ◽  
Future Research ◽  
Course Enrollment ◽  
Honors Courses ◽  
Grade Point ◽  
First Semester ◽  
College Gpa ◽  
K 12 ◽  
The Impact

This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K–12 schools and colleges are provided.

Honors Programs as a Way to Grow the Discipline

2008 ◽  
Vol 12 (2) ◽  
pp. 50-53 ◽  
Author(s):  
Renae R. Schumann
Keyword(s):  
Clinical Research ◽  
Evaluation Criteria ◽  
Student Growth ◽  
Honors Programs ◽  
Nursing Research ◽  
Honors Program ◽  
Faculty Roles ◽  
Honors Courses ◽  
Advanced Education ◽  
The One

Honors programs and courses can be characterized by large impersonal classes with differences in assignments and evaluation criteria compared to non-honors courses. This article begins to tell the story of a nursing honors program in which expert researchers and educators mentor highly motivated students, introducing them to nursing research and to faculty roles. The one-on-one relationships developed during the two-semester program encourage student growth and academic and career success. Mentored students are more confident in their ability to participate in clinical research and pursue advanced education.

Predicting Academic Difficulty in Veterinary Medicine: A Case-Control Study

2021 ◽  
pp. e20210034
Author(s):  
Laura R. Van Vertloo ◽  
Rebecca G. Burzette ◽  
Jared A. Danielson
Keyword(s):  
Work Experience ◽  
Personal Development ◽  
Case Control Study ◽  
The United States ◽  
Case Control ◽  
Best Interests ◽  
Honors Courses ◽  
Academic Difficulty ◽  
College Credits ◽  
Control Study

A veterinary education is costly and time-consuming, so it is in the best interests of applicants and colleges alike that admissions processes be fair and select applicants who are likely to succeed. We employed a case-control study to explore whether any of 28 admissions variables used by a veterinary college located in the Midwest region of the United States predicted which students would encounter academic difficulty in the veterinary curriculum. Participants were selected from the veterinary classes admitted between 2008 and 2017. We defined academic difficulty cases ( n = 55) as any students dismissed from the program or placed on academic probation. Controls ( n = 220) were selected at random from the same classes, excluding the academic difficulty cases, students with honor code violations, or any who had exited the program early for any reason other than participation in a concurrent program. Admissions variables included: gender, citizenship, underrepresented status, state of residence, age, interview scores, GPA (science), GRE scores, undergraduate credits, participation in honors courses, community college credits, repeats/withdrawals of required undergraduate courses, course load, and admissions committee review criteria including work experience, animal/vet experience, references, essays, leadership, personal development, special circumstances, and overall committee score. Zero-order correlations for academic difficulty were significant for underrepresented status, age, GPA (science), verbal and quantitative GRE scores, repeats/withdrawals, and references. When combined in logistic regression, only science GPA, verbal GRE, and references significantly and independently predicted struggler status.

Pre-Honors Courses

1926 ◽  
Vol 15 (7) ◽  
pp. 499
Author(s):  
Robert E. Spiller
Keyword(s):  
Honors Courses

Honors College Faculty Support for High-Impact Practice Participation

2021 ◽  
pp. 016235322110235
Author(s):  
Angie L. Miller ◽  
Samantha M. Silberstein ◽  
Allison BrckaLorenz
Keyword(s):  
Binary Logistic Regression ◽  
Ordinary Least Squares ◽  
Current Theory ◽  
High Impact ◽  
Faculty Members ◽  
Faculty Support ◽  
Honors Courses ◽  
Honors College ◽  
High Impact Practice ◽  
Honors Colleges

Much of the existing research on honors colleges or programs is focused on the student experience, with less information offered concerning the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing support for high-impact 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 ordinary least squares and binary logistic regression analyses suggest that faculty who teach honors courses are more likely to supervise undergraduates on research and internships and to think that it is important for students to participate in learning communities, study abroad, and research with faculty. These findings are interpreted within the context of previous research and current theory, bridging knowledge from the fields of higher education and gifted education.

What Boosts Talent Development? Examining Predictors of Academic Growth in Secondary School Among Academically Advanced Youth Across 21 Years

2019 ◽  
Vol 63 (4) ◽  
pp. 253-272 ◽  
Author(s):  
Jonathan Wai ◽  
Jeff Allen
Keyword(s):  
High School ◽  
Low Income ◽  
Private School ◽  
High Growth ◽  
Academic Growth ◽  
School Students ◽  
Honors Courses ◽  
Public School Students ◽  
Engineering Mathematics ◽  
Academically Advanced

We examined 482,418 students who took the ACT in the seventh grade and again in high school, taking an exploratory analytic approach to examine academic growth trends from 1996 to 2017. Predictors included sociodemographics, interests, high school (HS) characteristics, HS coursework and GPA, and extracurriculars, which explained 25% of the variance in academic growth. Overall, growth improved from 2005 to 2017, but growth for low-income and Hispanic students was stagnant. Catholic and private school students had the highest growth; homeschooled and high-poverty public school students had the lowest. High growth was associated with STEM (science, technology, engineering, mathematics) elective HS courses and advanced AP, accelerated, and honors courses. Students with investigative and conventional interests had higher growth. Some extracurriculars had significant relationships with academic growth, though the effects were small.

Thorny Problem—How Weight Student Marks in Honors Courses?

1961 ◽  
Vol 45 (264) ◽  
pp. 43-48 ◽  
Author(s):  
R.P. Brimm ◽  
Albert F. Merz ◽  
James M. Peebles
Keyword(s):  
Honors Courses

An Honors Course on Evolution and Creationism: Teaching Experiences in the Deep South

1999 ◽  
Vol 5 ◽  
pp. 217-225
Author(s):  
Patricia H. Kelley
Keyword(s):  
Faculty Member ◽  
Interdisciplinary Approach ◽  
Deep South ◽  
University Of Mississippi ◽  
Teaching Experiences ◽  
Honors Courses ◽  
Teaching Career ◽  
Open Discussion ◽  
Honors Classes ◽  
The University

One of the most stimulating and enjoyable experiences of my teaching career has been an honors course on evolution and creationism, which I developed while a faculty member at the University of Mississippi. At many institutions, honors courses provide the freedom to tackle controversial subjects, employ an interdisciplinary approach, and allow professors and students to take more risks (pedagogically and conceptually) than in non-honors courses. Honors classes tend to be smaller, encourage active learning and critical thinking on the part of students, and emphasize open discussion rather than passive note taking as the faculty member lectures. Such a format is an ideal context for a course on evolution and creationism.

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