This emphasis on peer education, along with the tendency toward enriched academic seminars, is also evident in campus-wide offerings, especially as FYSs have increasingly come under the purview of academic affairs (Young & Hopp).
We also sought information that would help us gauge the prevalence of honors FYSs on campuses across the country as well as information on the curricular and pedagogical structures of honors FYSs, the resources they most commonly introduce, and the student development emphases or program objectives that define the honors FYS.
For an early iteration of the National Survey of the First-Year Seminar, Barefoot first reviewed course descriptions for approximately 200 courses and then developed a basic typology for FYSs, which was later modified to include the "hybrid" seminar (Tobolowski & Associates).
Furthermore, as the significant overlap of distinct broader-campus and honors FYSs indicates, it is not simply the absence of an institutionalized FYS program that spurs the development of an honors FYS; rather, there seems to be something about the nature and objective of honors education itself that gives rise to this distinction.
Most interesting, though, is that of the institutions reporting inclusion of honors students in some type of distinct FYS, 90% of honors colleges are offering FYSs without financial support from the broader-campus program as compared with 75% of honors programs ([chi square] (1) = 7.46, p<.0063).
Specifically, extended orientation seminars are significantly less likely to be the model used for the honors FYSs ([chi square] (1) = 16.04, p<.0001).
Beyond identifying the prevalence of honors FYSs nation-wide and determining distinct tendencies in seminar type and crucial areas of resource sharing, the 2014 Honors FYS Survey sought information on other non-curricular features of the FYSs in both honors and campus-wide contexts.
Although certain metrics such as grading protocol and credit load are generally similar across honors and campus-wide FYSs, honors seminars are more likely to be smaller, with 39.
Staffing structures also show a marked difference between honors and campus-wide FYSs, with honors sections using tenure-track faculty most frequently followed by other full-time instructors.
This categorisation fits with the traditional human capital model, where women accept the sexual division of labour in which men are the breadwinners (Becker, 1974), and indeed the data from the FYSS support the notion that women interested in following a career in nursing hold more 'traditional' views than other professionals relating to gender roles in work and family.
This was replicated within the FYSS, in which helping people and contributing to the community were rated as most relevant and of high significance to people choosing to pursue nursing as a career.
(6) An overview of the FYSS and response rates is provided in the introduction to this volume.