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• W2546620872 abstract "BACKGROUND Research has shown many positive effects for students participating in a learning community, including a positive effect on academic performance (Zhao & Kuh) and higher levels of academic effort and academic integration (Zhao & Kuh; Pike, Kuh, & McCormick). Learning communities also increase higher-order thinking and positive diversity experiences (Pike et al.). Students in learning communities tend to have increased interaction with staff and faculty, and they are more likely than students outside of learning communities to view the campus as being supportive (Zhao, & Kuh; Pike et al.). Finally, learning communities have been found to increase student retention and engagement, which is correlated with positive educational gains (Rocconi). Inclusion of a learning community in honors programs can be complex. Studies have found that planning and programming must be in place for the learning community to benefit students (Frazier & Eighmy; Yao & Wawrzynski), requiring coordination between academic affairs and student affairs, for instance (Shushok & Sriram). The location of the residence hall is also important as well as the design of the interior space (Daffron & Holland). Learning communities can also have negative consequences, creating social environments similar to high school, with cliques, excessive socializing, misconduct, and disruptive behavior. Groupthink can also affect the population, undermining interaction with faculty and chilling the intellectual environment (Jaffee). These issues must be addressed in order to maximize the benefits of the learning community. Understanding the impacts, both positive and negative, of learning communities is essential, and so is understanding what draws students to an honors program and keeps them involved. Nichols and Chang surveyed the members of the South Dakota State University (SDSU) Honors College to help understand student engagement in the program. They identified the most important factors for students who decided to join the honors college, the reasons the students stayed in the program, their level of satisfaction, and the characteristics of the students who were in the program. They found that the most significant factors influencing decisions to join the SDSU Honors College were competitive advantage for the students, smaller classes, connections with faculty, prestige, and opportunities for deeper learning. The most important factors influencing student decisions to continue in the honors college were the quality of the honors learning environment, connections to honors college faculty, and priority registration. Their survey showed that peers were not a top reason for students to continue in the honors college as previous research had indicated. A notable example of such research is a study by Astin, who found that the peer group had a large effect on students and their decisions, especially related to academics. This disparity may be the difference between an observed impact and student perception. The finding in some studies that peers are a top reason to continue in honors programs could be related to the fact that most research on learning communities has focused on first-year students and the first-year experience. The peer influence could be different if upper-division students were included in the research. In 2006, LaVine & Mitchell called for learning community research that includes upper-division students, but little has appeared to date. Nichols and Chang did, however, gather data on upper-division students in 2013 and found that as students advanced, the influence of prestige on persistence in honors gradually decreased. The influence of class size and quality also fell during the sophomore and junior year but then rose up again during the senior year. The students' satisfaction was highest with their relations to faculty, the dean of the honors college, the living and learning community, and their overall honors experience. …" @default.
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• W2546620872 date "2016-03-22" @default.
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• W2546620872 title "An Examination of Student Engagement and Retention in an Honors Program" @default.
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