James Folkstead headshot for sponsor blog post

James-Folkestad

James Folkestad

At Colorado State University (CSU), research isn’t just an academic pursuit—it’s a driving force for innovation and real-world impact. A standout example of CSU’s commitment to innovation is the Center for the Analytics of Learning and Teaching (C-ALT). Situated within the College of Health and Human Sciences and the School of Education, C-ALT isn’t just another research center; it’s a dynamic hub where groundbreaking research is seamlessly integrated into practical applications in the classroom.The science of learning is very clear—practice behaviors play a crucial role in improving performance because they directly influence how effectively knowledge is acquired, retained, and applied. In our classroom-based research, we found that most students fail to engage in these science-backed practice behaviors. Given this fact, C-ALT faculty set out to build a method for behavior change.Behavior change, however, is notoriously difficult. Ingrained habits and routines can be hard to break without external guidance and support. Just as many people struggle to start and maintain a workout routine, they often turn to tools like a Fitbit exercise tracking device that provides the feedback needed to stay on track. Similarly, changing how one learns, such as incorporating regular self-testing or spaced practice, requires consistent effort and feedback to develop and reinforce these new habits. This is where U-BehaviorTM (see nduralearn.com for more information on U-BehaviorTM) comes in—it acts as a “Fitbit for learning behaviors,” tracking students’ practice activities and providing real-time visual feedback. By highlighting patterns in their learning behaviors, U-BehaviorTM helps students recognize and adjust their study habits, ultimately leading to more effective learning and better performance.Research at C-ALT has provided compelling evidence that U-BehaviorTM is revolutionizing how students approach their studies. By encouraging students to shift away from “cramming” and instead adopt strategies such as spaced practice and interleaving, U-BehaviorTM facilitates rapid and meaningful changes in learning behavior. The impact is striking, with 75–85 percent of students in these courses altering their study habits, yielding an effect size of 1.2 (Cohen’s d). These changes are not just statistically significant—they translate into tangible performance gains, often improving final course grades by more than one letter grade.What makes U-BehaviorTM particularly unique is its integration into the Organizational Learning Performance and Change (OLPC) master’s program at CSU. Students enrolled in the OLPC program are deeply invested in driving performance improvement through innovative training and development solutions. These students aren’t just passive recipients of knowledge about learning behavior; they are actively engaged in the research activities at C-ALT. By experiencing U-BehaviorTM firsthand in their coursework, they not only observe how the intervention affects their own behaviors, but they learn how these changes enhance the durability of their learning.This immersive approach offers OLPC students a rare opportunity to see the real-world impact of research-based methods. By participating in this process, they acquire the insights necessary to design and implement similar solutions in their own professional settings. The ability to translate research into actionable strategies is a hallmark of the OLPC program and a testament to the synergy between research and teaching at CSU.For graduate students in the field of training and development, the OLPC program at CSU offers a unique, research-based pathway to mastering the skills of innovation in the learning space. The program not only prepares students to affect performance through evidence-based interventions but also equips them with the tools to lead in the ever-evolving landscape of education and training. As one OLPC graduate put it, “It earned me a seat at the table. They’re now seeing me as a thinker, not just a doer, because of what the program provided me. That ability to think critically and help plan things out and direct the course of the company has been extremely valuable.”In the end, C-ALT and the OLPC program exemplify how research at CSU is driving innovation in learning and teaching, helping students and professionals alike make meaningful, lasting changes in their practice behaviors—changes that lead to greater success both in the classroom and beyond.