At Deans for Impact, we’ve published a number of posts debunking common misconceptions about how our brains work. And we’ve also learned how to present our arguments more effectively in order to better persuade our readers about the myth of learning styles. So when I came across Stephen Brookfield’s article in the journal Adult Learning about the “myths and realities in facilitating adult learning,” I was more than intrigued.

We are at a crucial moment in the relationship between learning science and education.

My introduction to Deans for Impact was through The Science of Learning, a publication that summarizes how humans learn. I was fascinated by the cognitive principles included in the publication

Over the past seven months, we’ve run a six-part series — generously guest authored by several scholars and friends of Deans for Impact — about…

This post is the sixth and final in a periodic series exploring common misconceptions around how students learn. We first touched on these…

We wanted to let you know of an exciting opportunity for us–the chance to present at South by Southwest Edu!

Deans for Impact is committed to…

This post is the fifth in a periodic series exploring common misconceptions around how students learn. We first touched on these misconceptions in our…

This post is part of a periodic series about Deans for Impact’s Design for Practice Network. Pilot work by Temple University and Boston Teacher…

This post is the fourth in a periodic series exploring common misconceptions around how students learn. We first touched on these misconceptions in…

This post is part of a periodic series about Deans for Impact’s Design for Practice Network. Temple University’s work on infusing cognitive…