Linked-Course Communities Can Increase STEM Student Success: Results from a Randomized Controlled Trial

Program Abstract: A randomized controlled trial (RCT) was conducted to measure the impact on STEM student success of linked-course learning communities at Bridgewater State University, a public university with approximately 9,000 undergraduate students. First-time, first-year students in STEM majors were assigned to either be part of a linked-course community or the control group via a matched random assignment process that considered major, math placement, gender, race, income, commuter status, and first-generation status. Students in the linked-course communities (n=127) took a common, content-based First Year Seminar, their initial math course, and the first course in their major with other students. The control group (n=164) was assigned unlinked schedules consisting of the appropriate mathematics and science course for the major and placement. Students in the community saw significantly higher retention within STEM (91.3% versus 81.7%), and generally higher grade rates and credits earned.