Perceptions of the university honors college by gifted university students: a case study.

This study gathered information about the match between university honors programs and the academic, social, and emotional needs of gifted university students. A unique aspect of this study rested on the fact that honors students were given the opportunity to share their own perceptions. The researcher chose to focus on honors students' needs, as voiced by the students themselves.

This qualitative study used a case study strategy. The prolonged engagement with the participants involved several data collection methods: a focus group interview, 2 individual interviews, and an online discussion forum. Additional data came from field notes and questionnaires. The focus group interview involved 21 participants. The remainder of the study included a purposeful sample of 8 honors students that comprised a diverse group in these areas: ethnicity, gender, hometown, and major field of study. Data analysis revealed themes and patterns through data reduction, data display, and conclusion drawing/verification.

Participants shared their reasons for selecting the university and enrolling in the honors program. These reasons included scholarships, early registration, special program, small classes, and honors housing. Prior to their first semester, students held expectations of the Honors College that included challenge, good professors, honors housing, relationships with honors students and professors, special advisement, and personal recognition. These expectations were closely related to participants understanding of the characteristics of gifted university students.

Participants perceptions of the university honors programs centered on student recruitment, instructional practices, quality professors, relationships, advisement, and emotional support. These students sought challenge that added depth and complexity to the curriculum and quality professors who were knowledgeable and passionate teachers. These students felt the Honors College met their academic, social, and emotional needs, although they suggested a revision of the First Year Experience lab.

Mary M. Christopher, Ph.D., completed her doctoral degree in Curriculum and Instruction with a major emphasis in Gifted Education at Texas Tech University in 2003. Currently, she serves as assistant professor in educational studies at Hardin-Simmons University in Abilene, Texas. Her research interests include gifted education, university honors programs, and effective online learning. E-mail: [e-mail]