Unique Presentation Identifier:
13
Program Type
Honors
Faculty Advisor
Dr. Patrick Hagge
Document Type
Poster
Location
Face-to-face
Start Date
9-4-2026 1:00 PM
End Date
9-4-2026 3:00 PM
Abstract
This project evaluates the structure and effectiveness of honors programs at Arkansas Tech University and five comparable public institutions—University of Central Arkansas, Arkansas State University, Truman State University, Northeastern State University, and the University of Central Missouri—to identify best practices that support student achievement, engagement, and retention. The study was designed to assess how honors programs influence academic rigor, curricular flexibility, community development, and access to high-impact educational opportunities. Using a mixed-methods approach, the researchers collected data through student and faculty surveys, follow-up interviews, and a comparative review of institutional materials, including honors curricula, housing models, scholarship structures, and program requirements. Analysis of the data revealed that successful honors programs commonly incorporate tiered pathways for participation, broad interdisciplinary and major-specific course offerings, structured faculty mentorship, and well-supported living-learning communities. Student responses across institutions emphasized the importance of academic support, community connection, leadership opportunities, and flexibility in meeting degree requirements.
Based on these findings, this project proposes a restructured honors model for Arkansas Tech University that includes a three-tiered honors pathway, expanded honors course options across academic disciplines, enhanced access to honors housing through a more equitable living-learning community, and increased academic, social, and service-oriented programming. These recommendations aim to preserve academic rigor while improving accessibility and student engagement. Collectively, this project offers a practical and sustainable framework for strengthening the Arkansas Tech University Honors Program and advancing the undergraduate honors experience.
Recommended Citation
Greer, Haley; McCain, Payton; and Melton, Hannah, "Honors in Focus: A Study of Public University Programs with New Course Proposals for Arkansas Tech University" (2026). ATU Scholars Symposium. 43.
https://orc.library.atu.edu/atu_rs/2026/2026/43
Included in
Comparative Literature Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons
Honors in Focus: A Study of Public University Programs with New Course Proposals for Arkansas Tech University
Face-to-face
This project evaluates the structure and effectiveness of honors programs at Arkansas Tech University and five comparable public institutions—University of Central Arkansas, Arkansas State University, Truman State University, Northeastern State University, and the University of Central Missouri—to identify best practices that support student achievement, engagement, and retention. The study was designed to assess how honors programs influence academic rigor, curricular flexibility, community development, and access to high-impact educational opportunities. Using a mixed-methods approach, the researchers collected data through student and faculty surveys, follow-up interviews, and a comparative review of institutional materials, including honors curricula, housing models, scholarship structures, and program requirements. Analysis of the data revealed that successful honors programs commonly incorporate tiered pathways for participation, broad interdisciplinary and major-specific course offerings, structured faculty mentorship, and well-supported living-learning communities. Student responses across institutions emphasized the importance of academic support, community connection, leadership opportunities, and flexibility in meeting degree requirements.
Based on these findings, this project proposes a restructured honors model for Arkansas Tech University that includes a three-tiered honors pathway, expanded honors course options across academic disciplines, enhanced access to honors housing through a more equitable living-learning community, and increased academic, social, and service-oriented programming. These recommendations aim to preserve academic rigor while improving accessibility and student engagement. Collectively, this project offers a practical and sustainable framework for strengthening the Arkansas Tech University Honors Program and advancing the undergraduate honors experience.