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ERIC Number: EJ1001772
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1542-3077
The Impact of a Discipline-Based Learning Community on Transfer Students: A Multi-Dimensional Pilot Study
Lord, Vivian B.; Coston, Charisse T. M.; Blowers, Anita N.; Davis, Boyd; Johannes, Kenia S.
Journal of The First-Year Experience & Students in Transition, v24 n2 p63-84 2012
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. (Contains 2 tables and 1 figure.)
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://www.sc.edu/fye/publications/index.html; Web site: http://fyesit.metapress.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A