Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students

Autor/inn/en	Johnson, Matthew D.; Sprowles, Amy E.; Goldenberg, Katlin R.; Margell, Steven T.; Castellino, Lisa
Titel	Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students
Quelle	In: Innovative Higher Education, 45 (2020) 6, S.509-531 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Matthew D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-020-09519-5
Schlagwörter	Place Based Education; Educational Innovation; College Freshmen; Sense of Community; Academic Achievement; Academic Persistence; Equal Education; Disproportionate Representation; STEM Education; Inclusion + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Studienanfänger; Schulleistung; STEM; Inklusion
Abstract	We combined tenets of learning communities and place-based learning to develop an innovative first-year program for STEM students. Using a quasi-experimental design, we found that participants in the place-based learning community had a stronger sense of belonging, improved academic performance, and increased first-year persistence relative to a matched reference group. We also showed that participation narrowed equity gaps in first-year outcomes for students underrepresented in the sciences. A sense of place arises not just from a location, but from interrelationships between people and the natural world, and these results suggest organizing learning around place can promote inclusive student success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01