Student Success Toolkit

 

Find an updated Student Success Toolkit here.

 

Faculty efforts to promote student success can have a huge impact, not just in individual classes but across students’ experiences at UO. Faculty can promote student success implicitly through deliberate course design and teaching practices as well as explicitly by guiding students’ development of knowledge and skills they need to succeed at the university. This toolkit provides suggestions and guidance for both the implicit and explicit approaches.

Implicit: Promoting success through course design and teaching strategies. There are many steps faculty can take when designing and teaching their courses that can increase students’ chances of success; many of the strategies have been shown to help close equity gaps. In the first section of this toolkit, we offer a variety of research-informed teaching strategies and practices for increasing students’ academic success. The ideas are divided into categories addressing overall course design, construction of course materials, and development of course culture and affect.

Explicit: Assignments to develop knowledge and skills for success. Most students starting their UO careers benefit from some guidance in developing the skills they will need to succeed at the university. Time devoted to developing study skills, time management strategies, planning, reflection, and knowledge of the support resources available to students will be well spent. In the second section of this collection we share ready-made assignments deployable by instructors wanting to foster students’ abilities in these areas.

While the strategies in this toolkit focus on student success, including supporting student wellbeing, we know many faculty and GEs are struggling with their own wellbeing. Supporting students—particularly when support needs include connecting students with mental health resources and responding to students in crisis—is taking a mental and emotional toll on many instructors. We hope you will center your own health needs as you consider how to continue supporting student success. Faculty who are not are not currently connected with mental health resources but are interested in them can find several easy ways to connect with care in the third section of this post: Supporting Wellbeing.

 

Find an updated Student Success Toolkit here.

 

Faculty efforts to promote student success can have a huge impact, not just in individual classes but across students’ experiences at UO. Faculty can promote student success implicitly through deliberate course design and teaching practices as well as explicitly by guiding students’ development of knowledge and skills they need to succeed at the university. This toolkit provides suggestions and guidance for both the implicit and explicit approaches.

Implicit: Promoting success through course design and teaching strategies. There are many steps faculty can take when designing and teaching their courses that can increase students’ chances of success; many of the strategies have been shown to help close equity gaps. In the first section of this toolkit, we offer a variety of research-supported teaching strategies and practices for increasing students’ academic success. The ideas are divided into categories addressing overall course design, construction of course materials, and development of course culture and affect.

Explicit: Assignments to develop knowledge and skills for success. Most students starting their UO careers benefit from some guidance in developing the skills they will need to succeed at the university. Time devoted to developing study skills, time management strategies, planning, reflection, and knowledge of the support resources available to students will be well spent. In the second section of this collection we share ready-made assignments deployable by instructors wanting to foster students’ abilities in these areas.

While the strategies in this toolkit focus on student success, including supporting student wellbeing, we know many faculty and GEs are struggling with their own wellbeing. Supporting students—particularly when support needs include connecting students with mental health resources and responding to students in crisis—is taking a mental and emotional toll on many instructors. We hope you will center your own health needs as you consider how to continue supporting student success. Faculty who are not are not currently connected with mental health resources but are interested in them can find several easy ways to connect with care in the third section of this post: Supporting Wellbeing.

Teaching Strategies

Overall Course Design

Active learning. Research shows (Freeman, et al., 2014) that students who learn by actively engaging with the content – by asking and answering questions, applying and synthesizing their knowledge perform better and retain their knowledge longer than those who passively listen to lectures. For ideas on activities you can incorporate to make your class more active, see TEP’s Student Engagement Techniques and Metacognitive Activities handouts.

Connect the content. Showing students how the content of your course is relevant to their lives and interests can increase their motivation to learn (Frymier and Shulman, 1995). Try to incorporate “real-life” applications of course material and links to other courses and disciplines. You can do this through incorporation of case studies, authentic assignments, simply talking about applications, or asking students to reflect and find connections on their own. 

Have some consistent elements of class sessions. Having predictable assignments that require students to engage regularly with course content has been shown to improve student performance (Haak, et al, 2011), particularly for members of groups underrepresented in college. And activities that build community in the class increase self-efficacy and motivation.  So consider having students complete pre-class preparation quizzes; converse with a base group (see below); engage in a consistent opening activity, e.g. a “microbe minute” at the beginning of a microbiology class (Feldman, 2013); recall the main points of a class session as it closes, etc. 

Consistent and predictable due dates. It’s easier for students to plan their time if they know they can always expect to have assignments for your course due on the same days each week.   

Leverage Canvas tools. Canvas incorporates a variety of tools for engaging with students as a class and as individuals.  In Speedgrader you can annotate student submissions, type feedback, or make audio or video comments. The Gradebook has a Message Students Whofeature that allows you to send messages to students who meet criteria with respect to an assignment, such as scoring higher or lower than a certain score or ones who have not submitted the assignment. Discussion boards and Announcements also provide useful spaces for faculty to show their engagement with the course. 

Constructing Course Materials

Syllabus. The syllabus shapes students’ first impression of you and your course and can influence student motivation, so its tone is important. In addition to clearly communicating goals and objectives, course content, assignments and associated due dates, and the course grading scheme, consider word choice and format to make the document more warm and inviting (Harnish and Bridges, 2011). Using a graphic format and/or couching the information in the form of questions and answers can make the syllabus more engaging (Jones, 2018). Including information about relevant campus support resources can open the door to students getting the help they need to succeed in your course. TEP’s Starter Syllabus provides a framework for constructing a syllabus and includes suggestions for up-to-date university policies you might incorporate. 

Canvas site.  Clear organization of your Canvas site helps students get up to speed quickly at the beginning of the term and allows them to spend less time finding and accessing material on a daily basis.  This frees them up to spend more time concentrating on learning course content. Find suggestions for making your Canvas site easier to understand and navigate in TEP’s related blog post.  

Transparent assignments. Explicit statements detailing the purpose of an assignment, the steps required to complete it, and the criteria by which students’ work will be judged can increase student motivation, sense of belonging, and the quality of their work. Research shows that transparency of this type may disproportionately benefit underserved students (Winkelmes, et al., 2016). It can have an effect in all courses, but may be especially impactful in remote and online courses. Download a template for creating transparent assignments to get started. 

Scaffold. Students often have difficulty planning and managing the work associated with projects or seeing the steps required to solve complicated problems. Breaking tasks into smaller parts can help make these tasks more manageable. Instead of simply assigning a high-stakes project to be turned in weeks later, consider having intermediate deadlines designed to keep students on track and allow opportunities for feedback. For example, students might first tell you their topic of choice, then compile a list of sources, complete a rough draft, peer review a classmate’s project and, finally, turn in the final project. 

Developing Course Culture and Affect

Build community in the classroom.

  • Between Students
    • Ice breakers. Taking time at the beginning of the course to help students get to know each other can go a long way to building trust and a feeling of belonging in the class.
    • Cooperative base groups. Students meet with the same group for a few minutes at the beginning of class to check in about how things are going, how prepared they are for class that day, what questions they have about the day’s topic, etc. The discussion need not necessarily be directly related to class, but is more concerned with students’ general state and how they feel in relation to the class. 
    • Group work. Give learners structured and unstructured opportunities to work together. During class you could have them do activities like think-pair-share,  jigsaws, gallery walks, paired problem solving, or co-creating concept maps, to name just a few. Students often also welcome facilitated creation of study groups, especially in classes where they don’t already know many students or have easy opportunities to get to know each other. 
  • Between Students and Faculty 
    • Reveal your personality. You can start to build a relationship with your students by sharing your interests, experiences, and pieces of your personal life. Such disclosure can increase student interest in and motivation for your course (Cayanus and Martin, 2016, and references therein). Create a “Meet Prof. X” space at the beginning of your course (in Canvas, your syllabus, or live) where, in addition to discussing what interests you about your course content, you include some personal detailsYou could mention a hobby, your family, or discuss the winding path that led to your teaching at UO. Let your personality and relevant experiences shine through during the rest of the course, too. 
    • Extend specific invitations to students to come to office hours. Students are often reluctant to attend office hours because they find the idea intimidating and do not realize how much it can help. Try taking a moment of whole-class time to invite them to come see you. Alternatively, invite individuals to come discuss a homework assignment (by giving individualized feedback on the assignment or by using the “Message Students Who” function in the Canvas gradebook.) 
    • Use student names. When students believe you know their names, it can make them feel more invested in the course, more comfortable asking for help, and part of a richer and more welcoming classroom community. While actually learning students’ names may be difficult in large classes, it’s important to note that what’s important here is the perception that you know students’ names rather than actually knowing them. Using name tents in face-to-face classes and taking advantage of displayed names in Zoom meetings can promote the perception that you know names. For details about the benefits of using student names, see Cooper et al. 

Positive instructor talk. We encourage you to think carefully about your phrasing when you talk to the class and construct assignments, as positive phrasing can be conducive to student motivation, sense of belonging, and learning, all of which are important for student persistence in class and overall success. For examples of positive and negative instructor talk, see Tables 2 and 5, respectively, in Harrison, et al.   

Talk about strategies for success, in your class specifically and in general. If you were a student taking your class, what would you do to succeed? Consider giving students an overall sense of what to do by including a section on the syllabus (see, for example, p. 5 of Robin Hopkins’ Fall 2016 HPHY 112 syllabus), and talking about strategies in class. You could also share strategies that have worked and didn’t work for you or your past students. 

Wise feedback. When you give critical, constructive feedback, let students know that you are doing so in order to help them improve, not as a negative comment on their intellectual ability. For example, you might include a note that “I’m giving you these comments because I have very high expectations and I know that you can reach them.” (Yeager, et al., 2014) This strategy has been shown to improve students’ trust in their instructors and the quality of their subsequent work; the strongest positive effects of wise feedback are shown in members of underrepresented groups, especially among Black students.

Ready-Made Assignments

The assignments and activities presented in this section are organized by overall topic and available as modules directly uploadable to Canvas. Descriptions of the modules and the specific materials they contain are below. Faculty should feel free to choose specific assignments from each module; they need not be used as complete packages. We urge faculty to modify the assignments to fit the specific context of their own courses. As presented, many retain references to the courses for which they were originally developed.

Explore the assignments themselves by visiting the Toolkit’s Canvas site.

 

 

Get Module: Study Skills and Planning

Download Module: Study Skills and Planning

Downloaded file should appear in your Downloads folder.

Instructions for uploading to Canvas:

1. Select “Import Course Content” (either on the right or bottom of your window)

2. Under “Import Content,” as the Content Type, select “Canvas Course Export Package”

3. Choose File and navigate to the file (Study Skills and Planning Module.imscc)

4. Select “All Content”

5. There are no due dates yet so no need to select “Adjust events and due dates”

6. Click Import and the module package and assignments will all load into your course.

Study Skills and Planning

The assignments in this module present students with structured opportunities to consider how they spend and manage their time, learn about study strategies supported by research, consider their goals, and make plans that align with what they have learned. See below for a description of each assignment in the module. Click the button at left to get a file containing the Study Skills and Planning module, then follow the directions to upload it directly into your course Canvas site.

Activity Log.  Students record all their activities for three days, then assess how they could spend their time more effectively. The assignment provides an Excel spreadsheet for recording activities, but many online alternatives exist. Submission: None, but a short follow-up class discussion is recommended.

Goals and Planning.  Students reflect on and record their goals for their time at UO, then make a shorter-term study plan. Submission: Screen shot or photo of completed planner.

Class Reflection. Students reflect on the structure and content of a class session and how they engaged in it. The figure below shows the PowerPoint form that guides the reflection. Submission: The completed PowerPoint form or a photo of it.

Getting the Most Out of Your Readings. Students search for a credible source presenting a method for engaging with challenging reading materials. They answer questions about the source and the method, then try applying the method in one of their classes. Submission: Text entry of answers to questions.

Studying Effectively. Students watch a video and read an article about research-supported study strategies, answer questions about which strategies are most effective, and make a plan for incorporating the strategies into their own study plans. Submission: Multiple choice Canvas quiz.

Examining Returned Tests. Students determine why they lost credit on individual questions on a recently-returned test and draw conclusions about what to work on for next time. Assignment includes an Excel Spreadsheet (shown below) for recording the reason for each missed question, with the possible reasons grouped into overarching categories such as Insufficient Information and Test Savvy. Submission: Word document listing areas of need and plans for improvement.

Reflecting on Classes and University Life

The assignments in this module promote student metacognition and planning about various aspects of their performance in classes and their lives at the university. See below for a description of each assignment in the module. Click the button at right to get a file containing the Reflecting on Classes and University Life module, then follow the directions to upload it directly into your course Canvas site.

What Do You Value? Students read a list of values and activities and select the two or three that are most important to them.  Then they write a paragraph or two explaining why.  Values affirmation activities like this one have been shown to reduce achievement gaps and improve students’ sense of belonging. (1) The effects decrease or disappear if students know the reasons behind the assignment so it is important to use care when talking about the assignment with students. Submission: Canvas quiz with multiple choice and written parts.

Dear New Student Letter. At the end of the term, students reflect on what they have learned about how to succeed in one of their courses and the university overall, then write an advice letter to next year’s students. Submission: Written text submission to Canvas. (Possible: modify to include submission of video or voice files.)

Weekly Reflections. The writing prompts listed below ask students to generate short reflective pieces about various aspects of their course performance and behaviors and overall adjustment to life at the university. It will be necessary to modify these prompts to fit the particular circumstances of your course and the term overall.  Submission: Written text submission to Canvas. (Possible: modify to invite students to submit video or voice files.)

Reflection 1: The First Week
  • What surprised you about your first week at UO?
  • What was best about your first week at UO? What concrete steps can you take to build on this good experience?
  • What was hardest about your first week at UO? What concrete steps can you take to improve the situation?
Reflection 2: Class Behaviors
  • How have you prepared for and participated in your classes this week? Did you do readings that were assigned or preview the content in the textbook? Did you review your notes and identify the most important points (or alternatively the least clear points) from the previous day or week? In class, did you have all the materials you needed? Did you pay attention and take notes? Did you make a good faith effort to participate in small-group activities? Did you make an effort to participate in class discussions, even if doing so makes you a bit uncomfortable? Did you leave your electronic devices stowed away unless your instructor asked you to use them for something?
Reflection 3: The Social Situation
  • Who are your friends so far here at UO? How are they similar to you and how are they different? Do you support each other academically, or do your interactions  have a different foundation? It usually takes time and/or effort to form deep friendships. Do you want to take active steps to make more or closer friends, or are you content with the way things are? If yes, list a few concrete steps you will take.
Reflection 4: Feedback and Strategies for Success
  • Describe a situation from your past where you initially found something difficult and didn’t do well, but where you eventually “got it.”  What helped you improve?  How does this apply to your current situation?
  • Why do your instructors provide written or oral feedback on your work?  How do you use that feedback?
  • Unrelatedly, consider how well you feel you know the material to be covered on any upcoming midterm exams.  How have you done on any assignments or quizzes so far?  What are you doing to study?  Then predict your score for each of the exams and write it down here.
Reflection 5: Thinking About Learning
  • What are the important pieces of knowledge you are acquiring in your linked classes? Are the classes all about knowing facts? Are they more about developing skills (like writing, constructing arguments, thinking critcally or creatively, applying math to other disciplines, etc) and applying them? A blend? What are those important pieces of knowledge and skills? How are they similar and different in the two linked classes you are taking? How will this be useful for you in your other classes and in your life outside school?
  • What key choices do instructors, peers, and you yourself make to aid your learning during class?
  • Now that you have taken your midterm exams but presumably don’t have your scores back yet, look back on your experiences during the tests.  Do you feel confident about your answers to the questions?  Make predictions of the score you earned on each of your midterms.  How do these predictions compare to the ones you made last week?
Reflection 6: Exam Performance
  • What score do you think you got on the CH 221 exam? How did you prepare for the CH 221 exam? What parts of your preparation do you think made a positive difference for you? What parts of your preparation should you keep doing, what should you stop, and what should you start doing so you can learn the material better?
  • Have you had a math exam yet?  If yes, how did it go?  Answer the questions from prompt #1 for the math exam.
  • Chemistry exams are difficult.  In a large class like CH 221, there are always people who fail tests, or at least get scores they consider shockingly low in comparison to what they were accustomed to in high school.  Imagine that one of your friends finds themselves in this situation and is questioning whether they belong in college.  What could you say to help them get through this?  Is that person the only one feeling this way?  Is it normal to experience setbacks as you learn to navigate a new system?  Is doing poorly on one test really a signal that one is doomed to failure and “doesn’t belong here”?  Based on what we have learned so far in this class, what advice do you have for them going forward in terms of learning strategies and possible sources of help?
Reflection 7: Free Choice!
  • Free choice!  Write about something that’s on your mind this week; identify a problem, success, or other issue and analyze it in a way that is helpful for you.
Reflection 8: Thinking about Thanksgiving
Are you going home or otherwise seeing family for Thanksgiving this year?

  • If yes, what are you most looking forward to? You’ve been managing your own schedule, eating habits, etc for the last 8 weeks. What issues do you think might arise as you see your family and friends again?
  • If no, will you miss your family? If you’re staying on campus, have you registered to remain in the residence halls? (https://housing.uoregon.edu/thanksgiving-break). The dining halls and many nearby restaurants will be closed on Thanksgiving and have limited hours the rest of the break. Do you have a plan for food on Thanksgiving? Who will you spend time with and what will you do in general?
Reflection 9: Looking Back and Looking Ahead
  • Overall, how do you feel about your first term at UO? Identify one thing that you are happy about/satisfied with. What did you do to bring about that situation, and how can you transfer your success to next term? Identify one thing you could improve on. Brainstorm three things you could do to improve the situation for next term
Get Module: Reflecting on Classes and University Life

Download Module: Reflecting on Classes and University Life

Downloaded file should appear in your Downloads folder.

Instructions for uploading:

1. Select “Import Course Content” (either on the right or bottom of your window)

2. Under “Import Content,” as the Content Type, select “Canvas Course Export Package”

3. Choose File and navigate to the file (Reflecting on Classes and University Life.imscc)

4. Select “All Content”

5. There are no due dates yet so no need to select “Adjust events and due dates”

6. Click Import and the module package and assignments will all load into your course.

Get Module: Knowing and Using Campus Resources

Download Module: Knowing and Using Campus Resources

Downloaded file should appear in your Downloads folder.

Instructions for uploading into Canvas:

1. Select “Import Course Content” (either on the right or bottom of your window)

2. Under “Import Content,” as the Content Type, select “Canvas Course Export Package”

3. Choose File and navigate to the file (campus resources.imscc)

4. Select “All Content”

5. There are no due dates yet so no need to select “Adjust events and due dates”

6. Click Import and the module package and assignments will all load into your course.

Knowing and Using Campus Resources

Assignments in this module help students develop knowledge and agency for using the resources available to them on campus, including faculty office hours, tutoring, mental and physical health resources, and more. See below for a description of each assignment in the module. Click the button at left to get a file containing the Knowing and Using Campus Resources module, then follow the directions to upload it directly into your course Canvas site.

The Office Hours Challenge. A sheet with guiding questions helps the student to plan a visit to a professor’s office hours.  After the visit, another sheet helps the student reflect on the visit and generate ideas for dealing with any challenges associated with it in order to make the next visit easier. Submission: Completed worksheet files submitted via Canvas.

Campus Resources Scavenger Hunt. The assignment contains a list of various campus support resources.  Students choose resources from the list and visit their physical locations on campus, taking selfies of themselves while there. This assignment will need modification to fit your course and the circumstances of the term. Submission: Photos of students at the support locations they visit.

Supporting Wellbeing

Teaching, learning, and just living through the pandemic has increased stress levels and personal and professional demands on our time, throwing into stark relief the need to care for our wellbeing. Even as faculty themselves grapple with these problems, they are often the ones who see students struggling and make efforts to help. We present here some tools and strategies you can use in the classroom to promote wellbeing, information on where to direct students for further assistance, and resources for caring for your own wellbeing.

The UO Counseling Services has advice for faculty on self-care and helping students you are concerned about. Consider showing selections from their series of auto-advancing slide decks before class or making them available in your Canvas site. A few examples:

  • Coping Strategies – Building Health Habits
  • Ways to Connect While Social Distancing
  • Talking to Someone You’re Worried About

Representatives from Counseling Services also are available to conduct workshops or trainings for academic units on a variety of topics like suicide prevention, how to support students’ mental health concerns, or student-facing workshops on mental health topics.  For more information and to make arrangements, visit Counseling Services’ Outreach page.

Trauma-Informed Teaching Principles. Instructors can mitigate the impacts of traumas their students are experiencing by providing structure in their courses, but being flexible when needed (and possible- don’t forget to take care of yourself too), forge connections with and between students, and incorporate opportunities for autonomy in the course.  For more information, see the TEP blog post on Supporting Student Wellbeing.

Refer your students for help. While faculty are often the ones students turn to or confide in when in need, those instructors are rarely equipped to help address the underlying problems. See the blog post on Connecting Students to Support to learn where to refer students with different needs.

Take care of yourself.

  • We encourage faculty interested in therapy to contact two resources that frequently have a very quick response time: Cascade Centers and the HEDCO Clinic. Cascade Centers, Inc. (1-800-433-2320) is part of UO’s Employee Assistance Program; the HEDCO Clinic (541-346-0923) provides therapy through upper-division graduate interns who are completing their clinical component of study for UO’s Couples and Family Therapy master’s degree. HEDCO clinicians work closely with licensed faculty supervisors and provide highquality care. Both of these options provide services for employees and their dependents. Faculty can also scan the HEDCO QR code available on their flyer to fill out a survey and get connected with care.
  • UO also provides a Wellness Seminar Series and other wellbeing support. 
  • The UO Wellness Listserv offers resources related to physical, emotional, social, intellectual, spiritual, financial, environmental, and occupational wellness. Faculty, staff and graduate employees can subscribe.

Get ideas from your colleagues. You can start by checking out this Spotlight on Creative Instruction post, in which four faculty–Sarah Adams-Schoen, Maile Hutterer, José Meléndez, and Lori Shontz–share their own approaches to wellbeing.

Works cited

Cayanus, J., & Martin, M. M. (2016). 10 Teacher Self-Disclosure. Communication and learning, 16, 241. https://www.natcom.org/sites/default/files/publications/CayanusMartin2016.pdf  

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE-Life Sciences Education, 16(1), ar8. https://www.lifescied.org/doi/full/10.1187/cbe.16-08-0265  

Feldman, K. A. (2013). Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest. Journal of Microbiology & Biology Education: JMBE, 14(2), 277. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3867777/ 

Frymier, A. B., & Shulman, G. M. (1995). “What’s in it for me?”: Increasing content relevance to enhance students’ motivation. Communication Education, 44(1), 40-50. https://nca.tandfonline.com/doi/abs/10.1080/03634529509378996#.YBA36xaIY2w  

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://www.pnas.org/content/111/23/8410  

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332(6034), 1213-1216. https://science.sciencemag.org/content/332/6034/1213  

Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education, 14(3), 319-330. https://link.springer.com/article/10.1007/s11218-011-9152-4  

Harrison, C. D., Nguyen, T. A., Seidel, S. B., Escobedo, A. M., Hartman, C., Lam, K., … & Tanner, K. D. (2019). Investigating instructor talk in novel contexts: Widespread use, unexpected categories, and an emergent sampling strategy. CBE—Life Sciences Education, 18(3), ar47. https://www.lifescied.org/doi/full/10.1187/cbe.18-10-0215  

Jones, N. N. (2018). Human centered syllabus design: Positioning our students as expert end-users. Computers and Composition, 49, 25-35. https://www.sciencedirect.com/science/article/pii/S8755461518300392  

Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagements and cultivate classroom equity. CBE-Life Sciences Education, 12, 322-331. http://www.lifescied.org/content/12/3/322.full.pdf+html 

Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1/2), 31-36. 

Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804. https://psycnet.apa.org/fulltext/2013-28213-001.html