1. The first RCT, which is implemented during AY 2016-17 and AY 2017-18, is focused on assessing whether (1) faculty respond to metacognitive training and (2) there is an impact of metacognitive teaching methods in the classroom. That is, ADW faculty are randomly assigned to treatment (T) and control (C) conditions. T faculty receive metacognitive training at the beginning of each AY with periodic "reminders" (e.g., in ADW faculty meetings) while C faculty receive placebo training. The latter focuses on aspects such as use of classroom technologies and learning management software (e.g., Moodle) as well as dealing with student pushback. The two cohorts of first year students for AYs 2016-17 and 2017-18 are randomly assigned to T or C conditions, which in turn implies that they are assigned to T or C classrooms, pegged to T or C faculty.
2. The second RCT, which is implemented during AY 2018-19, is focused on assessing the impact of metacognitive instruction in the classroom and/or via peer-tutoring. That is, we implement a (2x2) design by overlaying the peer-tutor conditions on top of the faculty conditions. Peer-tutors are T or C based on their original assignment as a student in RCT 1 (thus receiving "booster" training depending on their condition) and randomly assigned to a T or C faculty member. This leads to four conditions: T-T, T-C, C-T, or C-C, where the first letter represents the faculty's condition and the second represents the peer-tutor's condition. The cohort of first year students for AY 2018-19 is randomly assigned to one of the above four conditions, which in turn implies that they are assigned to T or C classrooms, pegged to T or C faculty, and an associated weekly peer-tutoring session that is either T or C. Formally, the peer-tutors were referred to as peer recitation facilitators in order to reduce the potential stigma associated with "tutoring".
3. Each cohort of first year students includes a small number of transfer, non-traditional, and repeat students. These students are also assigned to T and C conditions (as explained above); however, they are not supposed to be in the same classroom or peer-tutoring session as a "standard" first year student. This is for two reasons. First, the intervention is intended to test the potential impact of MC on a typical incoming student. Second, since we are planning to exclude atypical students from the analysis, What Works Clearinghouse guidelines indicate that they should be assigned to separate classrooms; otherwise, that could be counted as attrition. That is, while also assigned randomly, atypical students are "outside" of the RCTs in question from a data analysis standpoint.