Tools & Resources

CTC creates evidence-based, cost-effective, and user-friendly resources that support colleges and universities in creating more equitable learning environments for all students. We work with practitioners and partner organizations to ensure CTC-designed programs and interventions are accessible and easy to implement. We also publish a variety of learning resources illustrating how findings from our research can be applied in real-world settings. To receive updates on new CTC publications, please sign up for our newsletter.

CTC's Social-Belonging Intervention is available to four-year colleges and universities in the U.S. through the Project for Education Research that Scales (PERTS). This online program allows schools to easily deliver a standard version of the Social-Belonging Intervention to incoming first-year students, helping buffer against threats to their sense of belonging in the transition to college. Participating schools receive a summary report in the Fall sharing key insights from student responses.

Program InformationDownloadable BrochureLearn More: Social-Belonging


Academic Standing Toolkit

CTC is developing a free toolkit helping colleges and universities design probation notification materials more attuned to students' experiences and concerns. Ongoing research indicates that more psychologically attuned language can help students feel more supported by their school and more empowered to reach out for help. We anticipate sharing more in 2019.

Learn More: Academic Standing


Publications: Briefs & Infographics

From Orientation to Graduation: An Evidence-Based Framework for Student Success
Almost every student struggles sometimes in college, whether in experiencing difficulties making friends, receiving a low grade on an exam, or navigating complex course registration systems. This brief outlines how students' psychological experiences can shape their well-being and achievement throughout college, and how schools can support their students in these pivotal moments.

Infographic: Administrator & Student Perspectives on Academic Standing
CTC surveyed administrators and students at diverse colleges and universities across the country as part of the Student Academic Standing Success Project. This infographic outlines what each group shared, and how schools may be able to improve the likelihood students return to good standing through revisions to probation notification practices.

Publications: Science & Research

The Racial Composition of Students’ Friendship Networks Predicts Perceptions of Injustice and Involvement in Collective Action
Journal of Theoretical Social Psychology, 2018
Authors: Evelyn R. Carter, Shannon T. Brady, Lisel Alice Murdock‐Perriera, Madison Kawakami Gilbertson, Tsotso Ablorh, and Mary C. Murphy

Teaching a Lay Theory Before College Narrows Achievement Gaps at Scale
Proceedings of the National Academic of Sciences of the United States of America, 2016
Authors: David S. Yeager, Gregory M. Walton, Shannon T. Brady, Ezgi N. Akcinar, David Paunesku, Laura Keane, Donald Kamentz, Gretchen Ritter, Angela Lee Duckworth, Robert Urstein, Eric M. Gomez, Hazel Rose Markus, Geoffrey L. Cohen, and Carol S. Dweck

Two Brief Interventions to Mitigate a “Chilly Climate” Transform Women’s Experience, Relationships, and Achievement in Engineering
Journal of Educational Psychology, 2015
Authors: Gregory M. Walton, Christine Logel, Jennifer M. Peach, Steven J. Spencer, Mark P. Zanna

The New Science of Wise Psychological Interventions
Current Directions in Psychological Science, 2014
Authors: Gregory M. Walton

A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Science, 2011
Authors: Gregory M. Walton & Geoffrey L. Cohen

A Question of Belonging: Race, Social Fit, and Achievement
Journal of Personality and Social Psychology, 2007
Authors: Gregory M. Walton & Geoffrey L. Cohen