A Potential for Improving Honors Retention with Degree Planning
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| Title: | A Potential for Improving Honors Retention with Degree Planning |
|---|---|
| Language: | English |
| Authors: | Deka, Teddi S. |
| Source: | Honors in Practice. 2020 16:127-140. |
| Availability: | National Collegiate Honors Council. 1100 Neihardt Residence Center, University of Nebraska-Lincoln, 540 North 16th Street, Lincoln, NE 68588. Tel: 402-472-9150; Fax: 402-472-9152; e-mail: nchc@unl.edu; Web site: http://nchchonors.org |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Honors Curriculum, School Holding Power, College Freshmen, Planning, Course Selection (Students), First Year Seminars |
| Geographic Terms: | Missouri |
| ISSN: | 1559-0143 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1256352 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1559-0143 |
