In the U. S., only 63% of college students complete their degree, making it critical for universities to explore interventions that encourage student success. The foundational learning activity for college success is studying. However, several studies reveal that students lack effective study habits, especially regarding the quality and quantity of time-on-task. We will share a model of faculty development that tackles this challenge through course and assignment revisions that promote self-directed learning, metacognition, and generally improving students’ learning approaches
