Paid peer tutoring programs have expanded at US universities. The economics work for institutions, and the educational benefits accrue to both tutors and tutees. The model is reshaping how universities deliver academic support.
A study of 1,800 tutoring sessions across multiple disciplines identifies the specific practices that distinguish productive sessions from neutral ones. The findings are useful for tutors and tutees alike.
A long-term study of doctoral students identifies the single behavior that most reliably distinguishes those who finish from those who do not. It is not what most applicants emphasize.
A common pattern in struggling students is poor time estimation. New research suggests the gap between estimated and actual study time has measurable consequences.
A study of 2,800 first-year papers across five universities identifies the specific writing skills that high school graduates most often lack. The findings are useful for students and unsettling for K-12 educators.
A long-running argument about whether handwritten notes are better than typed notes has gained new evidence. The picture turns out to be more interesting than either camp has claimed.
A growing body of cognitive science research suggests that reviewing notes taken by classmates can be more useful than reviewing your own. The reasons reveal something about how memory actually works.
Faculty across disciplines report empty office hours week after week, while students struggle through coursework they could have clarified in fifteen minutes. The reasons are not what professors assume.
A generation of medical students treats Anki as essential infrastructure. The evidence behind spaced repetition is solid; the way students use it is more complicated.
Test anxiety affects a significant portion of students. The interventions with empirical support and the ones that are popular but ineffective.
