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Field
Experimental Design (Public)
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Before
This study is a two-arm, cluster-randomized controlled trial evaluating the effects of a personalized student support intervention among undergraduate students enrolled in Arizona State University University College courses. During the third week of the semester, eligible students complete a baseline survey and provide informed consent. Following completion of the baseline survey, course sections are randomly assigned in a 1:1 ratio to either the treatment or control condition. Randomization is stratified by instructor, with each instructor's eligible course sections randomized separately to ensure balance across treatment conditions. Students enrolled in multiple eligible sections are assigned to a single pre-specified index section based on the earliest scheduled class meeting during the week, and treatment assignment is determined by that section.
Participants assigned to treatment sections receive personalized communications and behavioral support throughout the semester. Although treatment is assigned at the section level, intervention content is personalized according to each student's highest-ranked area of concern identified at baseline: (1) study habits and preparing for exams, (2) time and workload management, (3) financial management and budgeting, or (4) building connections and friendships. Participants assigned to control sections receive standard study communications without personalized intervention content. Follow-up outcomes are collected through an end-of-semester survey and linked administrative academic records. The unit of randomization is the course section, while the primary unit of analysis is the individual student, with analyses accounting for clustering of students within sections.
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After
This study is a two-arm, cluster-randomized controlled trial evaluating the effects of a personalized student support intervention among undergraduate students enrolled in Arizona State University University College courses. During the third week of the semester, eligible students complete a baseline survey and provide informed consent. Following completion of the baseline survey, course sections are randomly assigned in a 1:1 ratio to either the treatment or control condition. Randomization is stratified by instructor, with each instructor's eligible course sections randomized separately to ensure balance across treatment conditions. Students enrolled in multiple eligible sections will be identified prior to randomization. To reduce contamination, no student will be assigned to both treatment and control. Sections connected by shared students will be grouped and assigned to the same treatment arm when feasible. If grouping is not feasible, each multiply enrolled student will be assigned to one pre-specified index section before randomization. The index section will be the student’s earliest eligible classroom based on meeting day and start time, and that section’s treatment assignment will determine the student’s trial assignment and analytic treatment status.
Participants assigned to treatment sections receive personalized communications and behavioral support throughout the semester. This support is in the form of a Journal Although treatment is assigned at the section level, intervention content is personalized according to each student's highest-ranked area of concern identified at baseline: (1) study habits and preparing for exams, (2) time and workload management, (3) financial management and budgeting, or (4) building connections and friendships. Participants assigned to control sections receive standard study communications without personalized intervention content. Follow-up outcomes are collected through an end-of-semester survey and linked administrative academic records. The unit of randomization is the course section, while the primary unit of analysis is the individual student, with analyses accounting for clustering of students within sections.
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