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.

Teaching Honors Courses: Perceptions of Engagement from the Faculty Perspective

2020 ◽  
pp. 1932202X2093802
Author(s):  
Angie L. Miller ◽  
Samantha M. Silberstein ◽  
Allison BrckaLorenz
Keyword(s):  
Learning Strategies ◽  
Gifted Education ◽  
Ordinary Least Squares ◽  
Faculty Members ◽  
Honors Students ◽  
Least Squares Regression ◽  
Honors Courses ◽  
Institutional Variables ◽  
Faculty Interaction ◽  
Faculty Survey

Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related 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 items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of student–faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.

scholarly journals Least Likely Observations in Regression Models for Categorical Outcomes

2002 ◽  
Vol 2 (3) ◽  
pp. 296-300 ◽  
Author(s):  
Jeremy Freese
Keyword(s):  
Logistic Regression ◽  
Regression Models ◽  
Binary Logistic Regression ◽  
Positive Outcome ◽  
Ordinary Least Squares ◽  
Parameter Estimates ◽  
Least Squares Regression ◽  
Binary Logistic Regression Model ◽  
Ordered Logistic Regression ◽  
Negative Outcome

This article presents a method and program for identifying poorly fitting observations for maximum-likelihood regression models for categorical dependent variables. After estimating a model, the program leastlikely will list the observations that have the lowest predicted probabilities of observing the value of the outcome category that was actually observed. For example, when run after estimating a binary logistic regression model, leastlikely will list the observations with a positive outcome that had the lowest predicted probabilities of a positive outcome and the observations with a negative outcome that had the lowest predicted probabilities of a negative outcome. These can be considered the observations in which the outcome is most surprising given the values of the independent variables and the parameter estimates and, like observations with large residuals in ordinary least squares regression, may warrant individual inspection. Use of the program is illustrated with examples using binary and ordered logistic regression.

Making Undergraduate Research a Central Strategy in High-Impact Practice Reform: The PASSHE Journey

2015 ◽  
Vol 2015 (169) ◽  
pp. 61-71 ◽  
Author(s):  
James D. Moran III ◽  
Marilyn J. Wells ◽  
Angela Smith-Aumen
Keyword(s):  
Undergraduate Research ◽  
High Impact ◽  
High Impact Practice

“Going Virtual Helped Me Learn That I Can Handle Everything”: Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic

2021 ◽  
pp. 107769582110232
Author(s):  
Zoe L. Lance ◽  
Chelsea J. Reynolds
Keyword(s):  
Empirical Evidence ◽  
High Impact ◽  
Theoretical Frameworks ◽  
Staff Members ◽  
Course Planning ◽  
Virtual Instruction ◽  
Professional Self ◽  
Working Media ◽  
High Impact Practice

This case study documents a large, 4-year university magazine’s transition to virtual instruction during the initial months of the COVID-19 pandemic. Using theoretical frameworks from Kuh’s work on high impact practices (HIPs), this analysis offers empirical evidence that virtual student newsrooms may provide impactful learning experiences during crisis situations. Based on interviews, surveys, and newsroom observation, 23 magazine staff members reported improvements in their professional self-efficacy as they overcame logistics challenges and interpersonal hurdles similar to working media professionals. The case study also identifies strengths and weaknesses of crisis pedagogy. Implications for post-pandemic pedagogy and course planning are discussed.

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

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