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Mastery learning promises more individualized educational experiences within a class. Students who reach a benchmark of skill or content mastery can move on to the next unit, allowing them a deeper educational experience; students who struggle get more opportunities for review and feedback. It's extremely challenging to build a syllabus this way; this article cites some educators who are finding that the flipped classroom model can also aid a mastery learning orientation. If this all sounds like too much chaotic change, it might be worth considering whether particular elements of a course could be converted to a mastery orientation, without upsetting the whole apple cart.

A touching essay by a first-generation college student, now a college professor, about her experiences in orientation and her first semester.

I like the idea of having students set goals for themselves, which could create a stronger sense of agency and lead to clearer feedback from instructors about what the student should be trying to accomplish in the course. But the authors note that this approach assumes a level of executive function on the part of the student that may be detrimental to some.

Interesting attempt to measure the growth of professionally-oriented courses at liberal arts schools, and some good reporting to contextualize the changes.

The authors find that short interventions about social belonging and growth mindset, delivered before students arrive on campus, were effective at increasing achievement through the first year of college.