Impact of the HNRS 2000/3000 Course Sequence

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dc.access.optionOpen Access
dc.contributor.advisorDas, Bhibha M
dc.contributor.authorLee, Taylor
dc.contributor.departmentCommunication
dc.date.accessioned2024-02-16T16:54:45Z
dc.date.available2024-02-16T16:54:45Z
dc.date.created2023-12
dc.date.issued2023-12-04
dc.date.submittedDecember 2023
dc.date.updated2024-02-05T19:58:50Z
dc.degree.departmentCommunication
dc.degree.disciplineCommunication
dc.degree.grantorEast Carolina University
dc.degree.levelUndergraduate
dc.degree.nameBS
dc.description.abstractMany students within the Honors College do not immediately realize the true impact of the mandatory HNRS 2000 and 3000 course sequence on their personal and professional development. For this reason, it is imperative that we identify what common themes are prevalent amongst student reflections to ensure that these course sequences generate a positive impact on the student population. The aim of this study was to analyze first-year student reflections to determine the impact the HNRS 2000/3000 sequence had on Honors College students’ personal and professional development.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/13315
dc.publisherEast Carolina University
dc.subjectTheme(s)
dc.subjectImpact
dc.subjectHNRS 2000/3000
dc.titleImpact of the HNRS 2000/3000 Course Sequence
dc.typeHonors Thesis
dc.type.materialtext

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