Honors College Membership and Participation in High-Impact Practices

Abstract

This study examines the relationship between Honors College membership and participation in high-impact practices (HIPs) at a large, public research university in the southeastern United States. Grounded in theoretical frameworks of adult learning, including andragogy, self-directed learning, and experiential learning, this research investigates how honors education supports student engagement and the development of career readiness competencies during the critical period of emerging adulthood.

Using institutional data gathered through the Campus Engagement and Experience Survey (CEES), administered over three years, the study analyzes undergraduate participation in five HIPs: internships, cooperative education experiences, undergraduate research, diversity/global learning, and ePortfolios. Quantitative methods, including chi-square tests of independence and binary logistic regression, were employed to assess differences in HIP participation between honors and non-honors students. The analysis also considers demographic variables such as gender, race, college affiliation, and STEM classification to explore their influence on HIP engagement.

Findings suggest that honors students participate in HIPs at significantly higher rates than their non-honors peers, particularly in undergraduate research and diversity/global learning. These patterns persist even after controlling for demographic factors. The results underscore the potential of honors education to cultivate career readiness by aligning with the core principles of adult learning and providing enriched, self-directed, and experiential learning environments. The study contributes to a broader understanding of how institutional structures—such as honors colleges and honors programs—can foster lifelong learning and support a student’s transition from college to career. This research offers practical implications for higher education administrators and honors program leaders seeking to design inclusive, high-impact educational experiences that advance student success and post-graduation outcomes. It also addresses gaps in the literature by highlighting the unique role of honors education in promoting engagement, career competency development, and long-term employability among emerging adult learners.