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.

中文翻译：

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教学荣誉课程：教师视角下的敬业度认知

研究表明，荣誉学生更有可能参与大学经历的某些方面，但不是全部，尽管从教师的角度提供的信息较少。本研究展示了教师学生参与度调查 (FSSE) 的结果，比较了教授荣誉课程和不教授荣誉课程的教师之间的各种与参与相关的实践。除了核心 FSSE 项目外，本研究还使用了来自 15 个机构的 1,487 名教职员工对两个关于荣誉课程教学的项目的回答。一系列普通最小二乘回归分析表明，即使在控制了其他人口统计和机构变量之后，教授荣誉课程的教师更有可能鼓励学生参与教师互动、学习策略和协作学习等领域。