A Campus-wide Framework to Increase Students’ Academic Success

Project Lead: Shaun Vecera 

Funding Approved: Fiscal Year 22
Project Status: In Progress  
Funded amount: $900,000 over three years   

Learning at Iowa is contributing to progress toward the University of Iowa's goals of improving undergraduate retention and persistence through graduation by helping students learn how to learn. 

The project is focused on implementing the Three Ms for Effective Learning (Mindset, Metacognition, and Memory), a method to promote equitable and inclusive learning. Members of the Learning at Iowa team have employed a comprehensive strategy to spread the three Ms across campus, reaching an impressive number of students, faculty, and staff since the start of the project.  

Activities to date: 

• Supported student learning by introducing the Learning at Iowa framework during On Iowa!
• Provided faculty and staff with tools and skills to facilitate learning, including new training and professional development opportunities
• Increased enrollment in Learning About Learning course, which helps students feel better prepared for their courses
• Included extensive Learning at Iowa content in the First-Gen Hawks seminar course
  • Over 150 first-generation students in the fall 2023 course will receive three full class sessions of instruction on mindset, metacognition, and memory, and engage in reflection activities to support their implementation of effective learning strategies in all of their courses
• Produced additional materials that focus on actionable tips for students to implement the three Ms for effective learning (Mindset, Metacognition, Memory)
  • Provided continuous training to all Resident Assistants on the Three Ms and how to discuss the Learning at Iowa framework with residents.
  • Used bulletin boards in the residence halls to promote effective learning strategies that students can explore at their own pace 
• Initiated active partnerships with 25 academic departments and student-supporting administrative units across campus
• Collaboratively developed the new position, Metacognitive Mentors, to provide individualized responses to students’ metacognitive reflections in the College Algebra course, allowing the instructor and TAs to focus on course content and ensuring students receive timely feedback on their study strategies 

Next Steps:

Year three of the project will focus on the continued expansion of partnerships with student-facing staff members, faculty and staff engagement and support, and support for graduate teaching assistants. Additional desired partnerships include high-impact departments that enroll high numbers of first-year students.