As faculty members at NCI, we are both teachers and researchers. Therefore, it is not surprising that we rely on evidence to develop our classroom materials. We draw on current scientific findings to design innovative classes and learning experiences.

Additionally, we are interested in developing strategies to teach that stretch our students to learn. We evaluate what works for students’ optimal learning. We are interested in issues such as:

  • How people learn in various settings;
  • How teaching can be both compassionate and challenging;
  • What techniques or interventions can enhance student learning and outcomes;
  • What training or mentoring interventions enhance student learning;
  • How can high-impact educational experiences increase retention and learning.

We design and evaluate our educational practices with students across their lifespan. Our team has evaluated teaching practices with secondary students, college students, students studying internationally, and trainees completing their postdoctoral fellowships. As researchers, we are committed to further understanding how students at NCI, and beyond, can learn and flourish during their education and training.

Recent Representative Publications by NCI Colleagues (names in bold)

* Denotes a student co-author

Ho, Natalie C. W., Bethlehem, R. A. I., Seidlitz, Jakob, ..., -, Mothersill, David, et al., - (2024)

Atypical brain aging and its association with working memory performance in major depressive disorder. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging. ISSN 2451-9030

Mothersill, David, Nguyen, H.*, Loughnane, Gerard M. and Hargreaves, April (2024)

*O Brien, Anna, Madden, L.O.B. and Mothersill, David (2024)

Burke, Tom, Holleran, Laurena, Mothersill, David, Lyons, James, O'Rourke, Nathan, Gleeson, Christina, Cannon, Dara M., McKernan, Declan P., Morris, Derek W., Kelly, John P., Hallahan, Brian, McDonald, Colm and Donohoe, Gary (2023)

King, S. , Mothersill, D. , Holleran, L., Patlola, S., Burke, T., McManus, R., Kenyon, M., McDonald, C., Hallahan, B., Corvin, A., Morris, D. W., Kelly, J., McKernan, D. and Donohoe, G. (2023)

Kracen, A.+, Mothersill, D.+, McClean, E.*, & Woods, S.* (2023)

Demystifying anxiety: A teaching tool to destigmatize mental health and enhance students’ resilience. In A Psychology Skillbuilding Toolbox for Students. Society for the Teaching of Psychology. (In Press)

Hargreaves, A., Loughnane, G., Nguyen, H. *, & Mothersill, D. (2022).

Taylor, N., & Kracen, A. (2021).

Current practices in clinical supervision in psycho-oncology. Journal of Psychosocial Oncology Research and Practice. 3:1(e044).

Cardiff, L., & Kehoe, M. (2020).

Flores, M., Kehoe, M., & Thompson, C. (2022)

Michl, T.*, Pegg, K.*, & Kracen, A. (2019).

Gender x culture: The study abroad experiences of transgender and gender expansive students. Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. XXXI (2), 32-50.

Kracen, A., Goedereis, E., Walla, P., Michl, T.*, & Wilson, J*. (2020).

“Zehn” (10) issues students may want to consider when studying abroad. In A. Schwartz & R. L. Miller (Eds.). High impact educational practices: A review of best practices with illustrative examples. Retrieved from the Society for the Teaching of Psychology web site.

Michl, T.*, & Kracen, A. (2019).

Celebrating gender diversity in mentoring relationships. In K. Bridges, M. Munson, D. Sattler, F. Slack, S. Bridgen, & R. Harnish (Eds.), What I Wished My Academic Mentor Had Told Me. Retrieved from the Society for the Teaching of Psychology web site:

Murphy, C., Lyons, K., Kelly, M.E., Barnes-Holmes, Y., & Barnes-Holmes, D. (2019)

Lambe, D., Murphy, C. & Kelly, M.E. (2015).

The impact of a precision teaching intervention on the reading fluency of typically developing school children. Behavioral Interventions, 30 (4), 364-377.