Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students (Johnson et al., 2020)

The study examined the impact of a place-based learning community on first-year STEM students’ sense of belonging, academic performance, and persistence. Using a quasi-experimental design, the researchers found that participants in the place-based learning community had a stronger sense of belonging, improved academic performance in gateway courses, and increased first-year persistence compared to a matched reference group. The learning community also narrowed equity gaps in these outcomes for underrepresented, first-generation, and low-income students. Overall, the results indicate that place-based learning communities can promote inclusive student success, especially for students from minoritized backgrounds who are attending institutions unlike their home communities.

Johnson, M. D., Sprowles, A. E., Goldenberg, K. R., Margell, S. T., & Castellino, L. (2020). Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students. Innovative Higher Education, 45(6), 509–531. https://doi.org/10.1007/s10755-020-09519-5