Dissertations and Theses @ UNI


Open Access Thesis


Financial literacy--Study and teaching (Higher); Student financial aid administrators--Iowa;


This study asked Directors of Financial Aid Office at colleges and universities in Iowa to complete a questionnaire and share how they were implementing collaborative financial literacy programs at their institution. The study sought to answer three questions: (1) To what extent are institutions in Iowa working cross-departmentally to incorporate financial literacy into programming on their campus?, (2) What is the connection between cross-departmental financial literacy programming and student graduation and retention?, and (3) How is cross-departmental financial literacy programming reflected in federal student loan data?

The study found that each of the institutions that participated collaborated with at least one other department on campus to provide students financial literacy programming. Programing is also provided in various modalities, including online asynchronous courses, peer-led programs, and in-person workshops. This allows the institutions to reach large portions of their student body each year. Results also showed institutions that collaborated more frequently between departments for financial literacy programming and that cover more concepts during their programing report higher student retention and completion rates compared to institutions who collaborate less frequently or cover fewer topics in their programs. Finally, the study found there is no direct correlation between financial literacy programing and student loan debt amounts, there is a connection between number of collaborations and student loan debt in relation to percentage of tuition, which is even more evident when looking specifically at institution type.

Year of Submission


Degree Name

Master of Arts


Department of Educational Psychology, Foundations, and Leadership Studies

First Advisor

David Schmid, Chair, Thesis Committee

Date Original


Object Description

1 PDF file (viii, 54 pages)



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