Xiaodong Lin-Siegler, Professor of Cognitive Studies, has received the 2019 Asia Education Impact Award, given by Asia Educational Forum.
The award is given annually to a highly accomplished scholar who has made exceptional discoveries and deepened understanding of the educational challenges that the world faces.
When Harrison (Qing) Xia (Ed.D. ’10) submitted the first draft of his Teachers College dissertation proposal, his advisor, Professor of Cognitive Studies, Xiaodong Lin-Siegler, did not mince words. In fact, she barely used them.
Declaring that “failure is part of the process of discovering nature and the world around us,” Nobel Laureate Martin Chalfie today delivered the inaugural Yu Panglin Lecture of the Education for Persistence and Innovation Center (EPIC) at Teachers College.
TC’s Education for Persistence and Innovation Center (EPIC) Receives $3 million Gift from Yu Panglin Charity Foundation
Foundation’s first gift to institution outside of China will support innovative research on the study of failure
The Yu Panglin Charity Foundation has announced a $3 million gift to the Education for Persistence and Innovation Center (EPIC) at Teachers College—the first institution outside of China to receive a donation from the foundation—to support its groundbreaking work on the study of failure and its potential as a catalyst for innovation and success.
A new research center at Columbia University is committed to figuring out how to turn failure into success.
Every kid has that moment when she realizes that the adults she admires aren’t perfect. Few children ever learn, however, that the same is true for the inventors and intellectual giants whose distinguished portraits permeate their history textbooks.
Teachers College has launched the Education for Persistence and Innovation Center (EPIC), a new, interdisciplinary research and development center that will study failure across a wide variety of disciplines and test theories about how to use it as a catalyst for innovation and success.
Researchers found that students perform better in science where they read stories about how famous scientists struggled rather than when they read stories about what those scientists achieved.
Stories of the many setbacks and hardships of these famous scientists aren’t talked about as much as their great scientific achievements. But new research shows that teachingstudents about the struggles as well as the successes of great scientists can actually improve their grades.