Skip to Content

Coronavirus: Get complete details about the university's response to COVID-19.

National Resource Center for The First-Year Experience and Students in Transition

Publication Details

The Impact of a Discipline-Based Learning Community on Transfer Students: A Multi-Dimensional Pilot Study


Author(s): Lord, V. B., Coston, C. T. M., Blowers, A. N., Davis, B., & Johannes, K. S.

Citation: Lord, V. B., Coston, C. T. M., Blowers, A. N., Davis, B., & Johannes, K. S. (2012). The Impact of a Discipline-Based Learning Community on Transfer Students: A Multi-Dimensional Pilot Study. Journal of The First-Year Experience & Students in Transition, 24(2), 63-84.

 

Abstract

Learning communities (LCs) have become a popular strategy for developing structured programming aimed at enhancing student success and retention. While most LCs have focused on improving the quality of education for first-year students, little attention has been placed on addressing their usefulness for enhancing the success of transfer students. Also, research on the impact of discipline-specific LCs has been limited (Buch & Spaulding, 2008a); only a single study was found that focused exclusively on an LC within the criminal justice discipline (Dabney, Green, & Topalli, 2006). Using multiple measures over an academic year, researchers examined the achievements of a cohort of transfer students participating in a criminal justice LC at three points in time. During the study, students’ involvement in campus activities increased; they felt a greater sense of commitment to the institution, their majors, and the LC program; they used academic support resources on campus; and their level of stress surrounding transferring decreased. This study provides evidence that LC programs also can be an effective intervention for transfer students.

 

View Publication   


Challenge the conventional. Create the exceptional. No Limits.

©