Much of the existing research on honors colleges or programs is focused on the student experience, with less information offered concerning the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing support for high-impact 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 experimental items about teaching honors courses. A series of ordinary least squares and binary logistic regression analyses suggest that faculty who teach honors courses are more likely to supervise undergraduates on research and internships and to think that it is important for students to participate in learning communities, study abroad, and research with faculty. These findings are interpreted within the context of previous research and current theory, bridging knowledge from the fields of higher education and gifted education.

现有的许多关于荣誉学院或课程的研究都集中在学生体验上，关于教师观点的信息较少。本研究展示了教师学生参与度调查 (FSSE) 的调查结果，比较了教授荣誉课程和不教授荣誉课程的教师对高影响力实践的支持。除了核心 FSSE 项目外，本研究还使用了来自 15 家机构的 1,487 名教职员工对两个关于荣誉课程教学的实验项目的回答。一系列普通最小二乘法和二元逻辑回归分析表明，教授荣誉课程的教师更有可能指导本科生进行研究和实习，并认为学生参与学习社区、出国留学和与教师一起研究很重要.