An education professor at the University of Alberta noticed there was a lack of resources about media literacy aimed at young people. So, with the help of their partner who happens to be an illustrator, they made their own in hopes that readers would learn something about misinformation, emotion regulation—and dinosaurs.
How do you find out the complex challenges and needs of a diverse ethno-cultural group resettling in a new country after fleeing war and violence at home?
This honour recognizes Larsen’s distinguished contribution to the advancement of the profession of psychology along with her service to the association.
[Dr. Heather Brown is a professor in the Department of Educational Psychology. To mark World Autism Awareness Day (April 2), she has shared an essay about her personal experience with autism spectrum disorder and how it has informed her research.]
Unfounded parental fears have always outweighed a student’s right to access comprehensive sexual health information in school, according to education professor and researcher André Grace. He says it’s time for provincial and territorial governments to put the health and safety of young people first by making sexual health education mandatory for every student.
A unique participatory research project led by a University of Alberta education researcher has enabled teen parents to share the reality of their daily lives and build empathy and support within their communities.
University of Alberta educational psychology professor George Georgiou is one of 52 new members from across Canada named to the Royal Society of Canada’s College of New Scholars, Artists and Scientists.
The trope of artificial intelligence (AI) systems rising up to make human beings obsolete is a common one in science fiction. But University of Alberta educational psychology professor Jason Harley says its dominance in the public imagination does a disservice to the potential for AI to help human learners succeed in educational contexts—and to ensure access to educational supports for all students.
“It gets better” has become a rallying cry for supporters of LGBTQ youth, who want them to understand that their struggles to find a place in the world won’t last forever.
It can be challenging for instructors to provide useful feedback on exam performance to university students in a timely way, even more so when the classroom has upwards of 300 students. And it’s another challenge entirely to get students to heed the feedback.
Okan Bulut, a professor and researcher in the University of Alberta’s Faculty of Education, is hoping to change that with an automated interactive process he calls “next generation formative feedback.”