The Impact of a Psychology Learning Community on Academic Success, Retention, and Student Learning Outcomes

Abstract

Learning communities have become an integral part of the educational reform movement of the past two decades and have been heralded as a promising strategy for restructuring undergraduate education. This study used a matched control group design to examine the impact of participation in a psychology learning community (PLC) on a range of student success and involvement indicators. Results found that students across six cohorts of the PLC significantly outperformed non-PLC students on 1st-year grade point average and retention and on two measures of progression to degree, and were significantly more involved in the psychology major as measured by enrollment in undergraduate research and membership in Psi Chi. PLCs are discussed as an effective, cost-conscious, and flexible approach to curricular reform in psychology.