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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 only a single study was found that focused exclusively on an LC within the criminal justice discipline (Dabney, Green, 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.
Lord et al. (Sun,) studied this question.