Author: Howard Eaton

In Brain School, Howard Eaton explores how, applying the principles of neuroplasticitiy, Barbara Arrowsmith Young developed cognitive remediation exercises, founded the Arrowsmith Program and opened the first Arrowsmith School in Toronto, Ontario over 30 years ago.

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Author: The Learning Scientist

In this episode, Megan and Cindy talk about their massive research project at Washburn University investigating the effectiveness of an intervention to teach first-year college students effective study strategies. The Project is huge, but asks an important question: how can we teach students to utilize strategies that we know are effective on their own to improve learning and academic success. We know these strategies work, we just don’t know a whole lot about the best way to help students learn about them and then transfer the use of the strategies to their own studying.

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Author: ClickUp

Helps keep you organized with different goals, lists, and tasks for school and work.

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Author: Stephen Chew

High quality, evidence-based. Videos include: 1) Developing a Mindset for Successful Learning, 2) Beliefs That Make You Fail…Or Succeed, 3) What Students Should Understand About How People Learn, 4) Cognitive Principles for Optimizing Learning, 5) Putting the Principles for Optimizing Learning into Practice, 6) “I Blew the Exam, Now What?”

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Author: Amy C. Edmondson

Both are well-researched, practical and accessible and address how to shift foundations to allow more inclusive, empowering practices that we didn’t necessarily learn how to navigate.

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Author: Michael Ungar

Dr. Ungar explores reals lives, across age and culture, and discovers that the answers lie in the people and the support systems around us.

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Author: McMasterSWC

Students often do not remember the steps needed to solve problems associated with a given concept. It is recommended because mathematical problem solving courses have unique time management strategies.

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Author: Edith Chen, Greg Miller

Some individuals, despite facing recurrent, severe adversities in life such as low socioeconomic status (SES), are nonetheless able to maintain good physical health. This article explores why these individuals deviate from the expected association of low SES and poor health and outlines a “shift-and-persist” model to explain the psychobiological mechanisms involved.

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Author: Victoria Surtees

Drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students.

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Author: Tricia Seifert

Dr. Tricia Seifert’s blog is an ongoing home to guest writers who share their insights about learning, student development, and research.

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