As the University of Iowa reports record levels of student retention and graduation, the College of Liberal Arts and Sciences (CLAS) continues to expand advising, curricular, and career readiness efforts that support student success.
In February, the university reported record first-to-second-year retention of 90.9%, and four- and six-year graduation rates of 66% and 75.8% in 2025, crediting sustained investments in academic support, teaching, and student success initiatives.
As the university’s largest college, CLAS contributed to that progress with a first-to-second-year retention rate of 90.2% for the fall cohort, as well as four- and six-year graduation rates of 63.2% and 73.4%—building on gains reported in last year’s update.
Within CLAS, recent work has focused on strengthening the systems that shape the student experience across departments and majors.
“Much of this work is about making sure students encounter a more coordinated and intentional academic experience,” said Cornelia Lang, CLAS associate dean for undergraduate education. “That includes advising, curriculum, and career preparation all working together to support them finding their path and being successful.”
Advising and faculty support
Building on previous years’ efforts, CLAS continues to invest in advising and student support, alongside expanded support for faculty.
More than 35 advising professionals embedded within CLAS academic departments work with faculty and campus partners to guide students through their academic programs; this coordinated approach helps students make informed decisions and stay on track toward graduation.
“Students are most successful when they feel supported and connected from the start,” said Anna Newnum, director of CLAS advising and recruitment. “We’re focused on helping students navigate their options, connect with campus resources, and stay on a clear path to graduation.”
CLAS also supports faculty leadership through its network of more than 50 Directors of Undergraduate Studies (DUS). Through regular training and collaboration, DUS faculty use student success data to refine curriculum and program structure, including recent work on faculty serving as “career connectors.”
Nearly all departments have participated in training or curriculum review efforts in the past year, alongside ongoing analysis of enrollment trends, student interest, and workforce needs.
Curriculum, career preparation, and experiential learning
Instead of a single required course, professional preparation is integrated across many CLAS programs, introducing career pathways alongside academic study. Courses like “English at Work,” “Professional Prep for Careers in Sport,” and “Spanish at Work” connect coursework to potential career paths.
CLAS also works with the Pomerantz Career Center to incorporate tools such as My Career Path and Handshake. In 2025, more than 56% of CLAS undergraduates engaged with the center, with 63% maintaining an active Handshake account (including 89% of seniors) and 18% using My Career Path.
CLAS departments complement this work with alumni panels, mentorship, internships, and community-engaged learning, and all programs now include career readiness in annual assessment reporting.
The college also uses targeted grants to help faculty in humanities departments, such as English and Cinematic Arts, bring industry professionals to campus to provide guest lectures and mentoring opportunities for students.
CLAS is expanding research and experiential learning as well, through programs like the Iowa Sciences Academy, which provides stipends, mentorship, and professional development for STEM careers to hundreds of students each year. Elsewhere in the college, undergraduate certificates in areas such as Geographic Information Systems, Museum Studies, and Writing allow students to build additional professional skills alongside their majors.
“We’re working with departments to build clearer connections between coursework, advising, and career preparation,” said Gwen Archibald, assistant dean for undergraduate education and curriculum. “The goal is for students to understand how their academic experience prepares them for the next step in their education or career.”
Assessment and continued improvement
CLAS is continuing to strengthen its use of program assessment and curricular review, helping departments use data to refine programs based on student outcomes, enrollment trends, and student interest.
“Assessment is about understanding what’s working and where we can improve,” said Matt Shadle, academic assessment coordinator for CLAS. “It’s really a collaborative process—working with departments to look at student outcomes, ask the right questions, and make changes that better support students.”
All CLAS degree programs complete annual assessment reports, which recently added sections on student experience and career readiness. As this work continues to develop, it is expected to play a larger role in how departments refine curriculum, support students, and plan for the future.
“Our focus is on empowering departments to respond to student needs and continue improving over time,” said Lang. “We’ve made meaningful progress, and we’re confident there is still more to come.”