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

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...

Descripción completa

Detalles Bibliográficos
Autores principales: Johnson, Matthew D., Sprowles, Amy E., Goldenberg, Katlin R., Margell, Steven T., Castellino, Lisa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2020
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7666293/
https://www.ncbi.nlm.nih.gov/pubmed/33214730
http://dx.doi.org/10.1007/s10755-020-09519-5
_version_ 1783610103326310400
author Johnson, Matthew D.
Sprowles, Amy E.
Goldenberg, Katlin R.
Margell, Steven T.
Castellino, Lisa
author_facet Johnson, Matthew D.
Sprowles, Amy E.
Goldenberg, Katlin R.
Margell, Steven T.
Castellino, Lisa
author_sort Johnson, Matthew D.
collection PubMed
description 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.
format Online
Article
Text
id pubmed-7666293
institution National Center for Biotechnology Information
language English
publishDate 2020
publisher Springer Netherlands
record_format MEDLINE/PubMed
spelling pubmed-76662932020-11-17 Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students Johnson, Matthew D. Sprowles, Amy E. Goldenberg, Katlin R. Margell, Steven T. Castellino, Lisa Innov High Educ Article 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. Springer Netherlands 2020-07-24 2020 /pmc/articles/PMC7666293/ /pubmed/33214730 http://dx.doi.org/10.1007/s10755-020-09519-5 Text en © The Author(s) 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
spellingShingle Article
Johnson, Matthew D.
Sprowles, Amy E.
Goldenberg, Katlin R.
Margell, Steven T.
Castellino, Lisa
Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students
title Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students
title_full Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students
title_fullStr Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students
title_full_unstemmed Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students
title_short Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students
title_sort effect of a place-based learning community on belonging, persistence, and equity gaps for first-year stem students
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7666293/
https://www.ncbi.nlm.nih.gov/pubmed/33214730
http://dx.doi.org/10.1007/s10755-020-09519-5
work_keys_str_mv AT johnsonmatthewd effectofaplacebasedlearningcommunityonbelongingpersistenceandequitygapsforfirstyearstemstudents
AT sprowlesamye effectofaplacebasedlearningcommunityonbelongingpersistenceandequitygapsforfirstyearstemstudents
AT goldenbergkatlinr effectofaplacebasedlearningcommunityonbelongingpersistenceandequitygapsforfirstyearstemstudents
AT margellstevent effectofaplacebasedlearningcommunityonbelongingpersistenceandequitygapsforfirstyearstemstudents
AT castellinolisa effectofaplacebasedlearningcommunityonbelongingpersistenceandequitygapsforfirstyearstemstudents

Ejemplares similares