critical thinking training in boston

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UMass Boston

• Critical & Creative Thinking Certificate

Develop the knowledge, skills, tools, and experience you need to make effective changes in education, work, social movements, science, or the arts.

UMass Boston’s Critical and Creative Thinking Certificate focuses on learning and applying ideas and tools in critical thinking, creative thinking, and reflective practice. It’s designed for professionals from a wide array of industries and endeavors looking for personal and professional development to develop clarity and confidence to become constructive, reflective agents of change in education, work, social movements and activism, science, and creative arts.

You’ll experiment and take risks as you apply what you’re learning in the classroom to real-world situations, reflect on these outcomes and revise accordingly, and build a set of tools, practices, and perspectives that work in your specific professional and personal endeavors. Apply these skills to virtually any field—from education to policy making to the arts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Undergraduate Transcripts: The CCT Program looks for a generally distinguished undergraduate transcript with an average of at least 3.0 in advanced undergraduate work. For students with a strong record of accomplishment in other areas, the CCT Admissions committee will recommend provisional admission with the stipulation that the student completes two courses in the program with a course grade of B+ or better. Because of the interdisciplinary nature of the Program, we do not require that you come from any specific program of study.
• Letters of Recommendation: Three letters are required from people who have worked closely with you and who have direct knowledge of your abilities. The people you ask to recommend you should be able to comment in detail about your academic strengths, work experience, or life experience.
• Statement of Interest and Intent: The Program’s admissions requirements call for an essay of at least 1200 words in which you explain your intellectual, artistic, professional, or personal reasons for wanting to pursue a degree in Critical and Creative Thinking. Your essay should include specific accounts of your past work and current direction. You should provide a detailed discussion of your specific interests and priorities as a student, the projects you have completed in the past, the problems and topics you want to focus on in future study, and how and why you believe the CCT program can help you accomplish your goals. The CCT Admissions Committee will read your essay as a demonstration of how you write and how you think about issues, as well as determine if your interests and goals match those of the Program.
• Test Scores: GRE scores are optional.

Deadlines & Cost

Deadlines: July 1 for fall, December 1 for spring

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

Foundation Courses (6 Credits)

• CRCRTH 601 - Critical Thinking 3 Credit(s)
• CRCRTH 602 - Creative Thinking 3 Credit(s)

Electives (9 Credits)

Complete three from below.

The elective courses allow students to define specific areas in which they explore their CCT-related interests.

• CRCRTH 603L - Foundations of Philosophical Thought 3 Credit(s)
• CRCRTH 611 - Seminar in Critical Thinking 3 Credit(s)
• CRCRTH 612 - Seminar in Creativity 3 Credit(s)
• CRCRTH 615 - Holistic & Transformative Teaching 3 Credit(s)
• CRCRTH 616 - Dialogue Processes 3 Credit(s)
• CRCRTH 618 - Creative Thinking, Collaboration, and Organizational Change 3 Credit(s)
• CRCRTH 619 - Biomedical Ethics 3 Credit(s)
• CRCRTH 627 - Issues and Controversies in Antiracist and Multicultural Education 3 Credit(s)
• CRCRTH 630 - Criticism and Creativity in Literature and the Arts 3 Credit(s)
• CRCRTH 640 - Environment, Science, and Society: Critical Thinking 3 Credit(s)
• CRCRTH 645L - Biology in Society: Critical Thinking 3 Credit(s)
• CRCRTH 650 - Mathematical Thinking 3 Credit(s)
• CRCRTH 651L - Advanced Cognitive Psychology 3 Credit(s)
• CRCRTH 653L - Epidemiological Thinking and Population Health 3 Credit(s)
• CRCRTH 655 - Metacognition 3 Credit(s)
• CRCRTH 670 - Thinking, Learning, and Computers 3 Credit(s)
• CRCRTH 688 - Reflective Practice 1-3 Credit(s)
• CRCRTH 692 - Processes of Research and Engagement 3 Credit(s)
• CRCRTH 693 - Action Research for Educational, Professional & Personal change 3 Credit(s)

Graduation Criteria

Complete 15 credits from five courses including two foundation courses and three electives.

Exit performance: Students must give an exit performance, usually as part of CRCRTH 692 - Processes of Research and Engagement, which demonstrates competence in implementing critical and creative thinking. This exit performance is reviewed and evaluated by a faculty committee.

Residency: With the approval of the Graduate Program Director, the University allows graduate students to transfer up to 6 credits of graduate work from outside UMass Boston and up to 6 credits of UMass Boston courses taken before matriculating into the Program. Grades must be a B or higher, and an official transcript is needed for courses taken outside UMass Boston. Students starting their coursework in the summer do not matriculate until the fall but may submit a pre-matriculation waiver so that all credits taken in the summer count. Statute of limitations: Five years.

Graduate Program Director Jeremy Szteiter jeremy.szteiter [at] umb.edu (617) 287-7636

Critical & Creative Thinking Graduate Programs cct [at] umb.edu (617) 287-6523

Curriculum & Instruction

Learn more about UMass Boston's Curriculum & Instruction department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

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Critical Reading and Writing Courses

Crw 111  critical thinking i +, crw 112  critical thinking ii +, crw 221  interdisciplinary critical thinking +, crw 282  elements of writing proficiency +.

Profiles of CCT Teachers and Advisors

ScholarWorks at UMass Boston

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Critical and Creative Thinking Capstones Collection

This collection contains both open access and campus access graduate capstones, made possible through ScholarWorks at the University of Massachusetts Boston. The full content of open access capstones is available to all, although some files may have embargoes placed on them and will be made available as soon as possible. The full content of campus access capstones is only available to those either on the UMass Boston campus or with a UMass Boston campus username and password. Click on the "Off-Campus UMass Boston Users" link on the record page to download Campus Access publications.

Submissions from 1999 1999

Verifying the Teaching of Analogies to Fourth Grade Students , Terese A. Byrne

Empathy and Communication: Educating for Interaction , Lizzie Casanave

A Conceptual Change Approach for Teaching Matter to Sixth Grade Students: Integrating Activities, Experiments, Writing Responses and Verbal Discussion into the Classroom , Karen Cavanaugh Borde

Images of Women in Sport and Media: A Critical Look at Recurring Themes from 1920 to the Present , Petra Farias

Meeting the Cognitive Goals of an Educational Plan for Gifted Second Graders , Christina Fasciana

A Learning Style Approach to Curriculum Design , Ellen Fogarty

Inviting Critical and Creative Thinking into the Classroom , Kelley A. Freeman

Addressing the Inadequacies of Information Available on the Internet: The Prospect for a Technical Solution , Alan I. Goldman

Learning to See in the Dark: The Parameters of Practice Based Dialogue , Alice Harrigan

Critical Thinking Dispositions: The Need for a Balanced Curriculum in Collegiate Critical Thinking Courses , Bayse E. Hendrix

Euthanasia: Understanding Ethical Issues through Role-Play , Setsuko Inoue

The Computer as a Tool: The Metaphor in Educational Settings , Eileen Kestenbaum

Multiculturalism as a Mechanism for Improving Thinking , Rita Poussaint Nethersole

Addressing Gender Equity through Artistic Process , Jane P. Rando

Training Leaders in Higher Education: A Design for a Professional Development Workshop in the Area of Student Affairs , Jennifer Robicheau

Critical and Creative Thinking in Transracial Adoption , Cynthia Sanders

Creative Skating: A Creative Approach to Figure Skating , Elin G. Schran

When There Will Be Great Women Artists , Anne M. Stanton

Cultivating Thinking Dispositions in Middle School Learning Disabled Students: A Unit Plan , Lisa Veldran

Creativity Empowerment for Women: Workshops and Practices for Lifelong Learning and Growth , Catherine M. Weber

Submissions from 1998 1998

Three Theories of Development: A Comparison of Dewey, Kohlberg, and Noddings' Models of Moral Growth , Mark J. Connerty

Creative Thinking in Drawing , Kevin Fay

The Impact and Implications of the New Technologies: Educational Imperatives for a New World of Work , Sherry Lemire

Documenting the Undocumented in Italo-American Female Creativity , Donna Letteriello

A Thinking Woman's Definition of Meaningful Work , Mona Liblanc

A Critical and Creative Thinking Guide to Achieving Success in Coaching , Matt Masiero

Curriculum Unit: Developing Morals and Critical and Creative Thinking Skills through the Novel: Number the Stars by Lois Lowry , Tracy O'Brien

Remapping Critical Thinking Theory: A Critique of Richard Paul's Model of Critical Thinking , Lyonel Prime

Productive Aging and the Creative Flow , Victoria Prizzia

Creative Conflict Resolution: Teaching Children Critical and Creative Thinking Skills and Dispositions , Bridget Rosatone (Lucien)

Including Spirituality into Systems of Western Psychology , David Valdez

Transfer of Learning: An Inquiry into the Generalizability of Metacognitive Thinking Strategies , David Zwicker

Submissions from 1997 1997

Critical Thinking and Cedaw: Women's Rights as Human Rights , Nancy L. Adams

Integrating Critical and Creative Thinking into Cartoon Animation for Preschool Children , Edwin Aguiar

Critical Thinking and the Community College , Patricia Allen

Modifying and Integrating Critical Thinking into the Traditional Pedagogy of Saudi Girls' Elementary School , Mashail H. AlShabeeb

The Role of Critical and Creative Thinking in Academic Retention Strategies for College Students , Joyce Atkinson

The Role of Examination Reform as a Catalyst in Directing Education Change in India , Mumtaz Badshah

Critical Thinking Through Manipulatives: A Staff Development Intervention for Middle Grades , Anibal Baez

Emergent Creativity: A Case Study , Kathleen Bertrand

Promoting a Healthier Life-Style by Bridging the 'Life-Times' Gap , Patricia Bertucci

The Quest for Meaning: A Practioner’s Narrative , Varis Blaus

Freeing the Female Voice: Pedagogical and Methodological Changes in One Teacher’s Story , Constance Borab

First Graders Solving Problems , Mary H. Burke

A Structured Approach to Training and Development Programs for Business and Organizational Leaders , Thomas M. Burns

Critical Thinking in the Workplace , Gloria Asselta Cairns

Pond Secrets: Reflections for Thought and Virtue , Franco Carnelli

Assessing Thinking in Middle School Students , Jim Clark

Waldorf Education: Pedagogy in Support of Good Thinking , Ellen Connors

Richard Paul, Gloria Anzaluda, and Mestiza Consciousness: Shifting the Borders of Critical Thinking , Margaret E. Cronin

An Immigration Unit: Appreciation and Tolerance , Linda A. DaCorta

Mathematical Problem Solving: Rationale and Approach for Change , Margaret Doherty

The Leaders of the Future: A Call to Action for Higher Education , Deirdre L. Hennessey

Cross-Cultural Teaching and Learning: Teaching Environmental Education in Costa Rica , Craig L. Jackson

Developing the Critical Literacy Web , Brian Keegan

Stepping Stones for Living Creativity: A Holistic Approach to Critical and Creative Thinking , Marie Kenerson

Infusing Thinking Skills into Media Literacy Education: An Education's Practical Workbook , Lale Lewis

Shadows: An Example of Conceptual Change , Halima Madden

Artmaking as a Creative Process , Amy Jo Martin

Critical and Creative Thinking in a Beginning Adult Literacy Classroom , Margaret McPartland

20 Questions Toward Better Thinking: A Look at Internet Based Learning , Robert B. Mendelsohn

The Role of Examination Reform as a Catalyst in Directing Educational Change in India , Badshah Mumtaz

Critical & Creative Thinking in Collaboration, Innovation and Learning , Jan Nickerson

Flying with Imagination: Co-Pilot of Critical and Creative Thinking , Vilma O'Connor

The Writing of a Novel , Ashok Panikkar

Essays on Monkey: A Classic Chinese Novel , Isabelle Ping-I Mao

Student’s Mathematical Thinking and Curriculum Change , Jo-Anne Rogers

Cognitive Problems, Metacognition, and Philosophy of Language , Rossen I. Roussev

A Critical and Creative Thinking Bible Curriculum , Robert Rubovits

Looking Forward Looking Back: A Retrospective of Writing , Patricia Scannell

Teaching Students to Make Ethical Decisions Using Literature as a Springboard , Nancy Sullivan

The Cultivation of Thinking Dispositions in Grades Three and Four , Linda L. Taylor

Curriculum Unit: Developing Respect , Leslie Thurber-McGuire

Creative Drama and Youth Voice: Teaching Health Topics and Empowerment through Theater and Peer Education , Laurie J. Wallace

Paradox of Difference: Teaching Metacognition to Adolescents , Mary C. Wollak

The Progression of an Adult Learner in the Critical and Creative Thinking Program, University of Massachusetts, Boston , Lauren Young

Submissions from 1996 1996

A Multicultural Moral Education: A History and Companion Curriculum Unit , Sharon B. Abraham

Learning How to Teach How to Learn English as a Second Language: Reflections from Experience, Praxis, and Theory (Vol 1, 2) , Leor Alcalay

Mythology in the Middle School: A Thinking Skills Curriculum Unit , Bernadette Carsley

Using Critical and Creative Thinking Skills to Enhance Integrity in Business Organizations , Madeline B. Conley

Winning in Athletics , Paul D. Culpo

The Critical Moral Classroom: An Approach to Teaching Values , Brian Daniels

The Influence of Critical and Creative Thinking Skills on Curriculum Design and Course Teaching Strategies , Janet Daubenspeck

Critical and Creative Thinking through Space Exploration , Maureen Dwyer

How Does the Teacher Know? One Teacher's Search for Authenticity in the Classroom , Ellen Catherine M. Eberly

A Portfolio Model for Teaching Writing and Thinking , Peter A. Galeno

Using Hands-On Manipulatives to Teach Problem Solving , Cynthia A. Greenwood

The Journey , Joanne Grenier

Philosophical Teaching as a Means for Raising Critical and Moral Consciousness , Christine D. Jacques

Development of Critical Thinking through Art Production , Kimberly Kent

Metacognition and Critical Viewing Curricula: A Symbiosis , John Landis

Communicative Competence and Communicative Ethics , Jonathon Mahoney

Thinking and Learning through Creative Movement in the Classroom , Katherine M. Nauman-Borton

A Diversity Curriculum for Gay and Lesbian Teens in Middle School , Robert Poirier

In Defense of Tall Poppies: A Middle School Approach to Higher Order Thinking , Beverly Quilty-Dunn

Dear Bob: Letters to a First Year Math Teacher , Barbara Reynolds

Applying Critical and Creative Thinking Sports Psychology and Motivation , Kevin Russo

Changing Practices in the Assessment of Writing a Discipline Redefining Itself , Marie E. Schleiff

Developing Generative Leadership through Emergent Learning , Justin Sherman

Using Computer Technology to Teach Thinking , Jean Tower

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Experiential Learning

This resource provides an overview of experiential learning, a process where students learn through hands-on experiences and reflection. It explains how experiential learning works, highlighting the integration of knowledge, activity, and reflection. It gives examples of various forms of experiential learning, including internships, service learning, and undergraduate research and introduces guidance on how it can be implemented.

Experiential learning is an engaged learning process whereby students “learn by doing” and by reflecting on the experience. Experiential learning activities can include, but are not limited to, hands-on laboratory experiments, internships, practicums, field exercises, study abroad, undergraduate research and studio performances.

Well-planned, supervised and assessed experiential learning programs can stimulate academic inquiry by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, and other professional and intellectual skills.

Learning that is considered “experiential” contain all the following elements:

• Reflection, critical analysis and synthesis.
• Opportunities for students to take initiative, make decisions, and be accountable for the results.
• Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically.
• A designed learning experience that includes the possibility to learn from natural consequences, mistakes, and successes.

How does it work?

Kolb’s (1984) cycle of learning depicts the experiential learning process (see figure below).  This process includes the integration of:

• knowledge—the concepts, facts, and information acquired through formal learning and past experience;
• activity—the application of knowledge to a “real world” setting; and
• reflection—the analysis and synthesis of knowledge and activity to create new knowledge” (Indiana University, 2006, n.p.).

What does experiential learning look like?

Experiential learning  has the following elements  ( Association for Experiential Education , 2007-2014):

• Experiences are carefully chosen for their learning potential (i.e. whether they provide opportunities for students to practice and deepen emergent skills, encounter novel and unpredictable situations that support new learning, or learn from natural consequences, mistakes, and successes).
• Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning, and is challenged to take initiative, make decisions and be accountable for results.
• Reflection on learning during and after one’s experiences is an integral component of the learning process. This reflection leads to analysis, critical thinking, and synthesis (Schon, 1983; Boud, Cohen, & Walker, 1993).
• Learners are engaged intellectually, emotionally, socially, and/or physically, which produces a perception that the learning task is authentic.
• Relationships are developed and nurtured: learner to self, learner to others, and learner to the world at large.

During experiential learning,  the facilitators role is to :

• Select suitable experiences that meet the criteria above.
• Pose problems, set boundaries, support learners, provide suitable resource, ensure physical and emotional safety, and facilitate the learning process.
• Recognize and encourage spontaneous opportunities for learning, engagement with challenging situations, experimentation (that does not jeopardize the wellbeing of others) and discovery of solutions.
• Help the learner notice the connections between one context and another, between theory and the experience and encouraging this examination repeatedly.

Some forms  of experiential learning include (Indiana University, 2006; Moore, 2010):

• Internships  – A more broad term used to describe experience-based learning activities that often subsume other terms such as cooperative education, service-learning or field experiences.  It is often a credit-bearing, free-standing activity in a student’s field of interest not connected to a theoretical course.  It is usually assessed by a faculty member and supervised by an employer who is not a faculty member. The student may work with practicing professionals, complete a project, attend public events, interview and observe constituents and employees.  The student may or may not be paid for this experience.  When attached to a classroom course, a student may spend several hours a week volunteering in an agency, supporting co-curricular activities, shadowing a professional in the field, or observing people in their natural environments. Key to this form of experiential learning is some type of guided reflection. The mission of this experience may be to support the integration of theory and practice, explore career options, or foster personal and professional development.
• Service learning  – This term is used to denote optional or required out-of-classroom community service experiences/projects attached to courses or a separate credit bearing experience.  The location may be the broader community outside the university or one embedded in co-curricular activities. In these experiences, students participate in an organized service activity that meets identified community needs and reflect on the service activity to better understand course content and gain a broader appreciation of the discipline and an enhanced sense of civic responsibility.
• Cooperative education  – Mostly a part of professional programs, students gain practical relevant work experience over a period of multiple terms that intersperse their coursework.  Students alternate work and study, usually spending a number of weeks in study (typically full-time) and a number of weeks in employment away from campus (typically full-time). Alternatively, cooperative education may occur when students simultaneously attend classes part-time and work part-time during consecutive school terms in an intentionally planned and coordinated way. Students receive academic credit for cooperative education when the experiences meet the criteria for credit (i.e., faculty supervision, reflective components, evidence of learning). The purpose of these programs is to build student’s career skills and knowledge.
• Clinical education  – This is a more specifically defined internship experience in which students practice learned didactic and experiential skills, most frequently in health care and legal settings, under the supervision of a credentialed practitioner.  It is often is a separate credit-bearing course tied to a related theoretical course or a culminating experience after a sequence of theoretical courses.
• Student teaching  –  This experience is specific to students in pre-professional and pre-service teacher education who are gaining required and evaluated experience in supervised teaching.
• Practicum  –  A relative of the internship, this form of experiential learning usually is a course or student exercise involving practical experience in a work setting (whether paid or unpaid) as well as theoretical study, including supervised experience as part of professional pre-service education.
• Undergraduate research experience  – Students function as research assistants and collaborators on faculty projects.
• Community-based research  – Faculty and students cooperate with local organizations to conduct studies to meet the needs of a particular community.  Students gain direct experience in the research process.
• Field work  – Supervised student research or practice carried out away from the institution and in direct contact with the people, natural phenomena, or other entities being studied. Field work is especially frequent in fields including anthropology, archaeology, sociology, social work, earth sciences, and environmental studies.
• Study abroad  – Students usually engage in courses at higher education institutions in another country.  The experiential learning component is the cultural immersion which provides novel challenges for navigating living in a new place.  The coursework connected to a study abroad can also include internships and service-learning experiences.

Research on experiential learning

Expand to view research.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010).  How learning works: 7 research-based principles for smart teaching.  San Francisco, CA: Jossey- Bass.

Association for Experiential Education. (2007-2014). Retrieved from  http://www.aee.org/ .

Bass, R.  (2012, March/April). Disrupting ourselves: The problem of learning in higher education.  EDUCAUSE Review, 47(2).

Boud, D., Cohen, R., & Walker, D. (Eds.). (1993). Using experience for learning.  Bristol, PA: Open University Press.

Indiana University. (2006). Experiential learning notations on Indiana University official transcripts. Retrieved from http://registrar.iupui.edu/experiential-learning.html.

Kolb, D. A. (1984).  Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Lave, J., & Wenger, E.  (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University.

Linn, P. L., Howard, A., and Miller, E. (Eds). (2004). The handbook for research in cooperative education and internships. Mahwah, NJ: Lawrence Erlbaum Associates.

Moore, D. T. (2010). Forms and issues in experiential learning. In D. M. Qualters (Ed.) New Directions for Teaching and Learning (pp. 3-13). New York City, NY: Wiley.

Schon, D. (1983).  The reflective practitioner:  How professionals think in action.  New York City, NY: Basic books.

The University of Texas at Austin College of Natural Sciences. (2013). Freshman Research Initiative Retrieved from  http://cns.utexas.edu/fri .

Wurdinger, D. D., & Carlson, J. A. (2010).  Teaching for experiential learning:  Five approaches that work.  Lanham, MD: Rowman & Littlefield Education.

You may also be interested in:

Service learning, active learning, embodied learning: teaching and learning with reacting to the past, student engagement part 2: ensuring deep learning, assessing learning, project-based learning, universal design for learning: an introduction, student engagement part 1: focusing on the emotional aspects of learning.

Critical Thinking and Problem Solving Training Course in the USA

Our Critical Thinking and Problem Solving Training Course will provide you with a range of approaches for solving problems and working with others to develop and implement solutions .

Do you want tools and techniques to analyse, tackle and solve problems effectively?

This Critical Thinking and Problem Solving training course is delivered as a scheduled open online training course or in-house just for your business. We deliver the course as a face to face course and a live virtual online course.

Critical Thinking and Problem Solving Course in the USA – Details

• Course Overview
• Who Should Attend?
• What You Get
• Delivery Options

This Critical Thinking and Problem Solving Training Course will provide you with the tools and techniques to analyse, tackle and solve problems effectively and to work with others to solve problems.

Course Objectives

By attending this Critical Thinking and Problem Solving Training Course you will be able to:

• Apply effective tools to problem analysis and problem solving
• Understand the principles of problem ownership
• Analyse problems in new and different ways
• Use and explain a range of tools and techniques to tackle problems
• Help others solve problems for themselves

Course Content

Here’s what we cover in our critical thinking and problem solving training course in the USA:

Intro to Problem Solving

• Why solve problems
• The problem solving thinking process
• What problems to solve

Problem Solving Barriers

• What stops us from solving problems?
• How to reduce or remove the barriers

Problem Analysis and Prioritisation

• Assessing problems and understanding their impact
• Prioritising which problems to solve

The Problem Solving Toolkit

• Overview of a range of problem solving tools
• When to use each of the tools
• Practical application of the tools

When you bring this course in-house, the content above can be tweaked and changed to meet the needs of your team.

Download the Course Brochure

Download a copy of our critical thinking and problem solving training course brochure below.

Who Should Attend our Critical Thinking and Problem Solving Training Course?

This critical thinking and problem-solving training course is for anyone who is looking to improve in the areas of problem-solving, including identifying, investigating and coming up with solutions for problems.

If you want to:

• Know how to solve problems effectively
• Be able to analyse the root cause of problems
• Reduce the amount of times spent solving problems
• Have a simple to use tools to apply to solving problems
• Work collaboratively with others to solve problems and find solutions
• Have a better approach to decision making

Then this critical thinking and problem solving training course is for you.

The course is suitable for people of all levels and in all roles and industries.

Online Training Courses

A 1 day online live virtual training course with one of our highly experienced critical thinking and problem solving trainers. You also get:

• A highly interactive online experience
• Access to MyRevolution Learning to retain access to your materials and stay in touch with your trainer
• A digital copy of the course materials from the course
• A digital course certificate

In-Person In-House

A 1 day training course with one of our highly experienced trainers at your location. You also get

• Course materials for each delegate to take away
• A course certificate
• Reporting on delegate evaluation

Who delivers your critical thinking and problem solving training courses?

Our critical thinking and problem solving courses are delivered by our friendly and highly experienced trainers. We live and breathe what we talk about in these sessions as we use most of the tools and techniques ourselves on a daily bases and bring this real-world experience into the session and the examples that we use.

What is the difference between problem solving and critical thinking?

Critical thinking is gathering, understanding, and conceptualising data and information to understand why something may have occurred. You can use a range of different tools to do this. Put simply, critical thinking is fact gathering and problem-solving is how to use this information to put right an issue that exists

What level is the course pitched at?

The course aims to provide a solid grounding for anyone who is new to critical thinking and problem solving, so not too simplistic. It will also be a great refresh for those who have done this for a while.

Is there a practical element?

Yes. There are a number of different exercises that we’ve designed and implemented to try out the problem solving and critical thinking tools.

What language is your Critical Thinking and Problem Solving course delivered in?

Do you have any critical thinking and problem solving articles i can read, open online course.

Our Online Critical Thinking and Problem Solving course is an interactive live virtual course. The content remains the same but the delivery and approach has been re-imagined for the virtual environment. Our online training courses are delivered by Zoom.

In-House Delivery

We can also deliver this Critical Thinking and Problem Solving course just for your organisation in the USA, whether you are in New York, Chicago. San Fransisco, Boston, Los Angeles, Washington DC or any where else in the USA.

We can do this in-person at your office or a location of your choice or as a live virtual training course. We can deliver this via Zoom, Teams, Webex or any other platform that you are currently using and comfortable with.

Course Delivery Methods

Here are your options for delivery of this Critical Thinking and Problem Solving training course in the USA. Click an option to see the full details.

• Bring In-House

Join our live online virtual Critical Thinking and Problem Solving training course from work or home for an interactive online learning experience.

All times shown are UK time.

Bring this Critical Thinking and Problem Solving training course in-house and train your team in the USA together at the same time.

• Delivered online or in person at your business premises
• Course content can be tailored to your specific requirements

Complete the form below to get a personalised quote from a member of our team.

Our critical thinking and problem solving training course is delivered as a scheduled live online virtual training course. Join from work or home for an interactive online learning experience.

All times shown are UK time

Bring this critical thinking and problem solving course in-house and train your team in the USA together at the same time.

Our Approach

Yes, you read that right! We’ve removed PowerPoint from our in-person training courses.

Instead we opt for more creative ways to deliver course content and create more discussions in our courses.

No matter how you attend your course, we will always ensure it's interactive and engaging.

Our courses are designed specially for the delivery method to ensure we maximise the tools available.

We don’t spend time on theory. We’ll introduce it but focus more attention on practical tools and ideas that you can actually take away and use.

We’ll provide the theory in your course materials to take away with you.

Our pricing is clear. You’ll see the exact price of our open training courses on our site where these are available.

We’ll quote an all-inclusive price for in-house and bespoke work. You won’t pay a penny more than we quote you.

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Critical Thinking

Critical thinking is conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion. Critical thinking involves disciplined thinking that is clear, rational, open-minded, and informed by evidence.

Research shows that critical thinking is linked to college and career readiness. Young people with strong critical thinking skills analyze relationships between ideas, consider perspectives other than their own, explore multiple solutions to problems, and use evidence to support their conclusions.

The following case studies are examples of after school programming at various grade levels.

Inquilinos Boricuas en Accion

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Harlem Lacrosse

Middle School

Brigham & Women’s – Project TEACH

High School

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Learn how exemplar programs in Boston are intentionally cultivating critical thinking.

Programs can use the following strategies to work on critical thinking skills with youth.

Research shows that critical thinking is an important skill for young people. Programs can use these resources to inform their practices.

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Business Analysis Certification Training Course in Boston

• Intensive Business Analysis Certification Training Course in Boston by Invensis Learning
• 4-day Business Analysis Foundation and Practitioner Program accredited by EXIN
• Equips professionals with the skills and insights necessary for success in business analysis
• Comprehensive coverage of critical areas, including planning, monitoring, elicitation, requirements management, and strategy analysis

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Business Analysis Certification Training Course Overview

Business Analysis certification in Boston enhances one's credibility, enhancing career prospects and opportunities for professional growth. In a world where adaptability and agility are key, being a certified Business Analyst sets you apart as a valuable asset to any organization, capable of driving positive change and delivering tangible results.

Business Analysis Course in Boston by Invensis Learning is designed to provide professionals with the skills and knowledge needed to become successful business analysts. The course ....... read more

What You Will Learn from the Business Analysis Certification Course?

Skills you'll gain with business analysis training in boston.

Embarking on our Business Analysis Training in Boston empowers you with a diverse skill set that establishes your proficiency as a business analyst. Acquire the expertise required to lead successful projects, align them with organizational goals, and propel your career to new heights.

Key Highlights of Business Analysis Certification Training Course in Boston by Invensis Learning

Why consider obtaining the business analysis certification.

Thriving Career Prospects

The world of business analysis is on an upward trajectory, with projected growth of up to 25% by 2030.

Be in High Demand

Research indicates that demand for business management analysts will surge by 11% between 2019 and 2029, far outpacing the average growth rate for all professions.

Elevated Income Potential

Business analysts with recognized certifications are poised for a more substantial income.

Training Delivery Options

Live virtual instructor-led training, corporate group training-onsite, embark on the road to business analysis exam success in boston.

Achieving success in the Business Analysis exam in Boston not only results in your Business Analysis Foundation and Practitioner certification but also accelerates your project management career to new heights. To excel in the BA exam on your initial attempt, rely on a proven learning journey designed by industry professionals. This thoughtfully constructed pathway takes you through precise steps, ensuring your attainment.

Qualification Assessment: Measure your skills and experience against the EXIN's eligibility criteria to ensure you meet the Business Analysis Foundation and Practitioner exam requirements.

Preparation: Fortify your chances of success by thoroughly studying the BABOK Guide and establishing a solid foundational understanding of business analysis concepts.

In-Depth Learning: Immerse yourself in business analysis theories, methodologies, and industry best practices to enhance your skill set. ....read more

Business Analysis Course Outline

Business analysis foundation course overview.

What is Business Analysis?

• The Origins of Business Analysis
• The Development of Business Analysis
• The Scope of Business Analysis Work
• Taking a Holistic Approach
• The Role and Responsibilities of a Business Analyst

The Competencies of a Business Analyst

• Personal qualities
• Business knowledge
• Professional techniques
• The development of competencies

Strategy Analysis

• The context for strategy
• The definition of strategy (Johnson, Scholes, and Whittington 2008)
• Strategy development
• External environment analysis
• Internal environment analysis
• SWOT analysis
• Executing strategy

The Business Analysis Process Model

• An approach to problem-solving
• Stages of the business analysis process model
• Objectives of the process model stages
• Procedure for each process model stage
• Techniques used within each process model stage

Investigation Techniques

• Observation
• Prototyping
• Quantitative approaches
• Documenting the current situation

Stakeholder Analysis and Management

• Stakeholder categories and identification
• Analyzing stakeholders
• Stakeholder management strategies
• Managing stakeholders
• Understanding stakeholder perspectives
• Business activity models

Modeling Business Processes

• Organizational context
• An alternative view of an organization
• The organizational view of business processes
• Value propositions
• Process models
• Analyzing the as-is process model
• Improving business processes (to-be business process)

Defining the solution

• Gap analysis
• Introduction to Business Architecture
• Definition of Business Architecture
• Business Architecture techniques

Making a Business and Financial Case

• The business case in the project lifecycle
• Identifying options
• Assessing project feasibility
• Structure of a business case
• Investment appraisal

Establishing the Requirements

• A Framework for Requirements Engineering
• Actors in requirements engineering
• Requirements elicitation
• Requirements analysis
• Requirements validation
• Documenting and Managing Requirements
• The requirements document
• The requirements catalog
• Managing requirements

Modeling Requirements

• Modeling system functions
• Modeling system data

Delivering the Requirements

• Delivering the solution

Delivering the Business Solution

• BA's role in the business change lifecycle
• Design stage
• Implementation stage
• Realization stage

Business Analysis Practitioner Course Overview

The Rationale for Business Analysis

• Explain the role of the BA throughout the business change lifecycle
• Understand the scope of the BA role within the context of the range of analysis activities: strategic analysis and definition, business analysis, and IT systems analysis
• Identify three competency areas for a BA: personal qualities, business knowledge, and professional techniques

Understanding the Strategic Context

• Apply the MOST technique to analyze the internal environment of an organization
• Apply the resource audit technique to analyze the internal environment of an organization.
• Apply the PESTLE technique to analyze the external environment of an organization
• Apply Porter’s Five Forces technique to analyze the external environment of an organization
• Explain the purpose of a SWOT analysis
• Identify strengths, weaknesses, opportunities, and threats for a given scenario
• Define and explain the relationship between Critical Success Factor, Key Performance Indicator, and Performance Targets.
• Define the elements of the balanced business scorecard and describe how it may be used to identify Critical Success Factors and Key Performance Indicators

Understanding the Current Situation

• Identify the generic stakeholder categories defined in the stakeholder wheel
• Identify relevant investigation techniques for a given scenario
• Interpret the business situation represented in rich pictures, mind maps, and fishbone diagrams
• In a given scenario, describe stakeholders in terms of their power/influence and level of interest
• Select an appropriate stakeholder management strategy based on the position on the Power/Interest Grid
• Apply the CATWOE technique to explore stakeholder business perspectives.
• Explain different stakeholder business perspectives based on elements of CATWOE to identify similarities and differences in their worldviews

Analyzing and Modelling Business Activities

• Explain the rationale for building conceptual models of a business situation
• Understand how to construct a conceptual business activity model based on a given scenario
• Understand how the five types of high-level activity within a business activity model (and the dependencies between them) represent a stakeholder’s business perspective
• Explain the role of the planning activities in determining performance targets for a business system represented in the business activity model
• Explain the role of the enabling activities, in acquiring and replenishing resources for a business system represented in the business activity model
• Explain the role of the activities in conducting the work of the transformation, as defined in the stakeholder’s CATWOE
• Explain the role of monitoring and control activities, in regulating a business system represented in the business activity model
• Explain the three types of business events
• 5n a given business activity model, identify the business events that will be handled by particular business activity
• Explain the rationale for the consensus business activity model

Identifying Potential Solutions

• In a given business scenario, distinguish between the different categories of business rules
• Describe the process for carrying out gap analysis by comparing the conceptual business activity model and existing business situation
• Define the components of a new business model

Building the Business Case

• Explain the rationale for the development of a business case.
• Describe the contents of a business case
• Interpret a scenario to identify tangible and intangible costs and benefits, risks, and impacts
• Understand the rationale for the development of the financial case and the appraisal techniques
• Explain where a business case sits within the business change lifecycle and the rationale for reviewing it at each stage

90 Days Roadmap to Business Analysis Exam

Navigate the journey to the Business Analysis Certification Exam with this structured timeline for success

Who Should Attend Business Analysis Certification?

Business analysis certification eligibility criteria in boston.

• There are no prerequisite criteria to take up Business Analysis Foundation training
• There are no prerequisites for a Practitioner Certificate in Business Analysis Practice training. However, it is recommended that professionals have practical experience in business analysis

Business Analysis Certification Exam Format

Exam Format of Business Analysis Foundation Certification

Exam Format of the Business Analysis Practitioner Certification

Business AnalysisTraining Material You’ll Receive

Organize corporate group business analysis foundation and practitioner certification training in boston for your teams.

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• Deliver Sessions across continents via In Person/ Virtual Instructor-Led Training
• Customized Trainings

Know About Your Business Analysis Certification

Our Business Analysis Certification Training in Boston by seasoned trainers equips professionals with essential business management skills through the comprehensive syllabus. We prepare individuals to pass the BA exam and earn a globally recognized certification, enhancing career opportunities.

What is Business Analysis Certification?

Business Analysis Certification is a formal recognition granted to individuals who have demonstrated their proficiency and knowledge in business analysis. It validates their ability to analyze business needs and provide solutions effectively.

Why should I pursue a Business Analysis Certification Course?

Earning a Business Analysis Certification can enhance your career prospects, increase earning potential, and demonstrate your commitment to the field. It can also provide valuable skills and knowledge for effectively performing business analysis tasks.

How do I prepare for a Business Analysis Certification exam in Boston?

Preparation typically involves:

• Studying the certification body's official materials
• Taking training courses if available
• Practicing with sample questions and mock exams

Is certification required to work as a Business Analyst?

Certification is only sometimes required, but it can be highly beneficial. Many employers prefer or require certified business analysts as it demonstrates their competency and commitment to the profession.

Which certification is best for Business Analysis in Boston?

There are multiple certifications available for professionals. But, if you seek certification with minimum to no eligibility requirements, BCS Exin Business Analysis Certification can help you become a certified Business Analyst with a globally recognized credential and Business Analysis skills.

How do you maintain a Business Analysis certification credential?

Maintaining the credential is unnecessary; the Business Analysis Certification remains for life.

FAQs on Business Analysis Foundation and Practitioner Certification in Boston

How is the Business Analyst career path?

The Business Analyst Career Path is quite diverse. A person can start as an entry-level Business analyst and then move onto project management or even go for a leadership role after certain years of experience and domain knowledge.

How do I become a Business Analyst with no experience in Boston?

Certain domain knowledge is a plus point, but if you are looking to become a Business Analyst without experience. Your best bet is the entry-level Business Analysis Certifications that do not require work experience as eligibility criteria. Invensis Learning provides BCS Exin Business Analysis Certification training in Boston that does not have any prerequisites to appear for the certification exam.

There are multiple certifications available for professionals. But, if you are looking for certification with no requirements as to eligibility criteria, BCS Exin Business Analysis Certification training in Boston can help you become a certified Business Analyst with a globally recognized credential and Business Analysis skills.

How do you become a certified Business Analyst?

To get a BCS Exin Business Analysis training in Boston, You can enroll in Invensis Learning’s Business Analyst training. Upon completion, you can take the Business Analysis exam (Foundation & Practitioner)to become a certified Business Analyst.

What is the objective of the Business Analysis Certification(Practitioner) Training in Boston?

After completing your Practitioner Certificate in Business Analysis Practice training in Boston, you will gain a comprehensive understanding of:

• Role and competencies of a Business Analyst in an organization
• Performing strategy analysis
• Identifying and analyzing stakeholder perspectives
• Deploying industry-standard investigation and modeling techniques
• Identifying various solutions to critical business needs
• Building a proper business case for every project

What is the objective of a Business Analysis Certification(Foundation) Training in Boston?

After completing your Business Analysis training(Foundation) in Boston, you will gain a comprehensive understanding of:

• Roles and responsibilities of a Business Analyst
• A new investigation, interview, and observation techniques
• Managing stakeholders and categorizing and analyzing requirements
• Modeling business processes
• Creating a business case and assessing the feasibility
• Establishing, documenting, and modeling requirements

Why take up a Business Analysis Foundation course in Boston?

In today’s fast-changing marketplace, many enterprises are yet to implement effective Business Analysis as an integral part of their project and program works. With an increase in project complexity and indifferent market demands, Business Analysis is one of the key competencies that SMBs and Large MNCs need to address to deliver projects successfully as per customer needs.

The Business Analysis Foundation training is one of the popular certifications for globally managing projects and part of project teams in an organization. This Business Analysis Course provides individuals and enterprises a fundamental knowledge of Business Analysis roles, including roles and competencies, strategic analysis, process modeling, business system, and business case development. Moreover, this Business Analysis certification acts as a foundation for the various modular certificates in the areas of Business Analysis, business change, and IS consultancy.

How to start a career in Business Analysis in Boston?

There are several conventional ways one can follow to get their career started as a Business Analyst in Boston:

• Earn a Bachelor’s Degree
• Get an Entry Level Business Analysis Certification
• Gain Work Experience
• Gain a Master’s Degree, or
• Earn an advanced Business Analysis Certification

Who can become a Business Analyst?

Job roles that can benefit from Business Analysis course (Foundation)in Boston include, but are not limited to:

• Business Analysts
• Project Managers
• Product Owners
• Requirement Engineers
• Business Change Managers
• Business Managers and members of their team
• Anybody who is interested in Business Analysis training/certification

Why take up a Business Analysis course (Practitioner) in Boston?

In today’s technology-driven business landscape, the majority of changes and optimizations are related to software projects. In this regard, teams are responsible for creating, maintaining, and delivering IT systems that create actual value. Traditionally, this has become a major hurdle due to communication gaps or misinterpretations that lead to wasted effort/project failures. Business Analysis is a critical aspect of any project. Business Analysts will help organizations understand business justification, establish proper requirements and standards for the team, facilitate communication with the development team and stakeholders, anticipate estimated costs for the project, and more.

The EXIN BCS Practitioner Certificate in Business Analysis Practice is one of the popular certifications for globally managing projects and part of project teams in an organization. This Business Analysis Practitioner certification in Boston provides individuals and enterprises a comprehensive knowledge of the subject, improving business situations, and developing effective and feasible business solutions.

What is the Business Analysis exam format( Practitioner certification) in Boston?

The Business analysis exam format(Practitioner certification) is as follows:

• Type: Multiple Choice Questions
• No. of Questions: 40
• Exam Duration: 60 Mins
• Passing score: 65%
• Type: Closed Book

What is the Business Analysis exam format( Foundation Certification in Boston?

The Business Analysis exam format( Foundation certification)is as follows:

• Exam Type: Multiple Choice Questions

How to maintain the Business Analysis certification credential in Boston?

There is no need to maintain the credential; the Business Analysis Certification remains for life.

What is the eligibility for Business Analysis certification?

There are no pre-requisite criteria to take up Business Analysis training.

If I want to take an online proctored Business Analysis exam in Boston, what are the rules and regulations I need to consider?

The proctor of the examination will go through your exam footage once you are done , so you will have to follow certain rules and regulations. For example: You need to stay alone in your room and you are not supposed to leave your examination hall.

What are the modes of training provided by Invensis Learning?

Invensis Learning provides 5 different modes of training in the form of:

• Instructor-led live online (virtual) training
• Instructor-led classroom training
• On-site group training
• Focused 1-to-1 training
• Self-paced E-learning

How do I enroll for training?

You can enroll for training by following below mentioned points:

• Select a course
• Select a schedule of your choice
• Select the mode of your training
• Click on “Enrol Now” button
• Fill the necessary details to make the payment
• Get all the course materials to prepare for the training
• Join the training on the scheduled date

Can I opt for a customized schedule other than what is mentioned on the website?

Yes, you can opt for a customized schedule which is not there on the website. But getting custom schedules will depend on few criteria mentioned below:

• Focused 1-to-1 training can be customized as per your choice
• Group training of more than 5 participants can be customized
• On-site training can be customized as per clients’ requirement

How much discount will I get if I enroll for training?

What is the certification that I will get after completing my training?

What will be included in my training?

Once you enroll for training from Invensis Learning, you will receive:

• A copy of course material
• Study guide Prepared by SMEs
• Practice Tests
• Retrospective session
• Access to free resources
• Complimentary additional training session
• PDUs for relevant courses
• Course completion certificate/Official certificate

What is the refund amount I will get if I cancel my enrollment?

Please check out our refund policy page to know more if you cancel your enrollment.

Will the training be delivered in a native language if a participant choses to?

If I want to know more about a course, whom should I connect with?

What job roles can I choose after taking this Lean Six Sigma Yellow Belt course?

Post-certification, typical roles can include:

• Quality assurance coordinators
• Team leaders in process improvement projects
• Junior project managers
• Operational support roles in a Six Sigma team

We also deliver Business Analysis Foundation and Practitioner Certification Training across multiple cities in

• Business Analysis Foundation and Practitioner Certification Anchorage
• Business Analysis Foundation and Practitioner Certification Phoenix
• Business Analysis Foundation and Practitioner Certification Fort Smith
• Business Analysis Foundation and Practitioner Certification Little Rock
• Business Analysis Foundation and Practitioner Certification Los Angeles
• Business Analysis Foundation and Practitioner Certification Sacramento
• Business Analysis Foundation and Practitioner Certification San Diego
• Business Analysis Foundation and Practitioner Certification San Francisco
• Business Analysis Foundation and Practitioner Certification San Jose
• Business Analysis Foundation and Practitioner Certification Colorado Springs
• Business Analysis Foundation and Practitioner Certification Denver
• Business Analysis Foundation and Practitioner Certification Hartford
• Business Analysis Foundation and Practitioner Certification New Haven
• Business Analysis Foundation and Practitioner Certification Wilmington
• Business Analysis Foundation and Practitioner Certification Washington
• Business Analysis Foundation and Practitioner Certification Jacksonville
• Business Analysis Foundation and Practitioner Certification Miami
• Business Analysis Foundation and Practitioner Certification Orlando
• Business Analysis Foundation and Practitioner Certification Tampa
• Business Analysis Foundation and Practitioner Certification Atlanta

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Critical Thinking

Our trainings are available in-person or virtual online with live instructor via MS Teams

In today’s society, many people experience information overload. We are bombarded with messages to believe various ideas, purchase things, support causes, and lead our lifestyle in a particular way. How do you know what to believe? How do you separate the truth from the myths?

The answer lies in critical thinking skills. The ability to clearly reason through problems and to present arguments in a logical, compelling way has become a key skill for survival in today’s world. This three-days workshop will give you some practical tools and hands-on experience with critical thinking and problem solving.

Personal Development Unit

What Will Students Learn?

• Define critical and non-critical thinking
• Identify your critical thinking style(s), including areas of strength and improvement
• Describe other thinking styles, including left/right brain thinking and whole-brain thinking
• Work through the critical thinking process to build or analyze arguments
• Develop and evaluate explanations
• Improve key critical thinking skills
• Use analytical thought systems and creative thinking techniques
• Prepare and present powerful arguments

Course Overview

We will spend the first part of the day getting to know other participants and discussing what will take place during the workshop. Students will also have an opportunity to identify their personal learning objectives.

Understanding Critical Thinking

The first session of the course will look at what critical thinking is, some characteristics of critical thinkers, and key critical thinking skills. Participants will also explore ways to develop their critical thinking skills.

Where Do Other Types of Thinking Fit In?

Next, participants will look at left- and right-brain and whole-brain thinking.

Pitfalls to Reasoned Decision Making

This session will look at some of the barriers to good decision making and explore how to get around them.

The Critical Thinking Process

Next, participants will delve into the seven phase critical thinking model. They will also learn about the standards of critical thinking that serve as the foundation for this model. Participants will then practice the process through a case study.

A Critical Thinker’s Skill Set

This session will give participants some skills necessary for critical thinking: asking questions, probing, and active listening.

Creating Explanations

Another important part of critical thinking is being able to clearly explain why something is a particular way. This session will help participants build that skill.

Dealing with Assumptions

Although assumptions can help us get through our everyday lives, they can be a major impediment to critical thinking. In this session, participants will discuss how to reduce the number of assumptions that they rely on.

Common Sense

This session will explore a frequently overlooked thinking tool: common sense.

Critical and Creative Thought Systems

Next, participants will look at some analytical and inventive thought systems, including De Bono’s thinking hats and brainstorming.

Putting It Into Practice

This final session will give participants some tips on preparing and presenting a powerful, logical argument. Participants will also have an opportunity to prepare and present a critical thinking presentation, and to evaluate others’ presentations with the skills that they have learned.

Workshop Wrap-Up

At the end of the course, students will have an opportunity to ask questions and fill out an action plan.

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FREE Central Sterile Processing Training Program can help you begin your career, as a CSP, in just 12 weeks!

Central sterile processing technicians (csp), are the unsung heroes of every surgery. central sterile processing is the step-by-step practice of decontaminating medical devices, tools and instruments used in a healthcare setting. every healthcare institution that uses medical devices requires the sterilization of equipment. , want to learn more and get started sign up for an information session below., training overview.

• FREE training for all participants
• Includes 10 hours per week of hands-on training in a CSP lab at a hospital, every Wednesday
• Prepares participants to pass the National Certified Registered Central Service Technician (CRCST) Exam
• Serves participants in Boston and surrounding areas

Job Placement

• Individualized job placement services at hospital employers in the Boston area upon successful completion of the training program and required externship hours
• Starting pay rate: $18-22 per/hour
• Potential employer partners include: Boston Children’s Hospital, Massachusetts General Hospital, Brigham and Women's Hospital, Faulkner Hospital, South Shore Health, and the Dana-Farber Cancer Institute

Am I eligible for this program?

• Fluent or strong English skills required
• Massachusetts Resident
• Must have a desire to work as a CSP Technician
• Able to commit to working rotating shifts, including rotating weekends
• HS Diploma, GED or equivalent required
• Must be 18+ years old
• Applicants are required to successfully complete CORI, SORI, background and drug screenings
• Have attention to detail, problem solving and critical thinking skills
• Must commit to a full-time, 12-week training program, complete required externship hours and CRCST Exam Prep

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Harvard-trained neuroscientist with 20+ years experience: 7 tricks I use to keep my memory sharp

It's happened to just about everyone: You try to remember what happened last week, your Netflix password, your grocery list, where you parked your car or the name of that guy you see at the coffee shop — and just draw a blank.

Memories can be tougher to access with time and age. It's perfectly normal and not necessarily indicative of disease or illness, but it can still be unsettling. However, there are things you can do right now to make yourself more resistant to forgetting.

As a Harvard-trained neuroscientist with more than 20 years of experience, when people ask how they can enhance their ability to remember, I like to share these strategies with them. Here are my most commonly used memory tricks. 

When you create a mental image of what you're trying to remember, you add more neural connections to it. You're deepening the associations, making the formation of that memory more robust, so you'll better remember later. 

If you're writing down something that you want to remember, write it in all caps, highlight it in pink marker or circle it. Add a chart or doodle a picture. Make what you're trying to remember something you can easily see in your mind's eye

2. Use your imagination

People with the best memories have the best imaginations. To help make a memory unforgettable, use creative imagery. Go beyond the obvious and attach bizarre, surprising, vivid, funny, physically impossible and interactive elements to what you're trying to remember, and it will stick. 

For example, if I need to remember to pick up chocolate milk at the grocery store, for example, I might imagine Dwayne "The Rock" Johnson milking a chocolate brown cow in my living room. 

3. Make it about you

I rarely endorse self-centeredness, but I make an exception when it comes to enhancing your memory. You are more likely to remember a detail about yourself or something that you did, than you are to retain a detail about someone else or something someone else did.

So make what you're learning unique to you. Associate it with your personal history and opinions, and you'll strengthen your memory.

People with the best memories have the best imaginations. Lisa Genova Author of "Remember: The Science of Memory and the Art of Forgetting"

4. Look for the drama

Experiences drenched in emotion or surprise tend to be remembered: successes, humiliations, failures, weddings, births, divorces, deaths.

Emotion and surprise activate your amygdala, which then sends a loud and clear message to your hippocampus: "Hey! What is going on right now is extremely important. Remember this!" 

5. Practice makes perfect 

Repetition and rehearsal strengthen memories. Quizzing yourself enhances your memory for the material far better than simply rereading it.

Muscle memories become stronger and are more efficiently retrieved the more you rehearse a skill. Because these memories tell the body what to do, your body gets better at doing these physical tasks with practice.

6. Use plenty of retrieval cues 

Cues are crucial for retrieving memories. The right cue can trigger the memory of something you haven't thought of in decades. Cues can be anything associated with what you're trying to remember — the time of day, a pillbox, concert tickets by the front door, a Taylor Swift song, the smell of Tide detergent. 

Smells are especially powerful memory cues because your olfactory bulb, where smells are perceived (you smell in your brain, not your nose), sends strong neural inputs to the amygdala and the hippocampus, the parts of your brain that consolidate memories.

7. Externalize your memory 

People with the best memories for what they intend to do later use aids like lists, pillboxes, calendars, sticky notes, and other reminders.

You might be worried that this is somehow cheating or that you'll worsen your memory's capabilities if you rely too much on these external "crutches" instead of using your brain. Our brains aren't designed to remember to do things later. Write them down.

Here are a few other helpful reminders:

• Context matters.  Memory retrieval is far easier and faster when the internal and external conditions match whatever they were when that memory was formed. Your learning circumstances matter, too. For example, if you like to drink a mocha Frappuccino while studying for a test, have another one when you take the exam to get your brain back into that mindset.
• It helps to chill out.  Chronic stress is nothing but bad news for our ability to remember. In addition to making you more vulnerable to a whole host of diseases, it impairs memory and shrinks your hippocampus. While we can't necessarily free ourselves from the stress in our lives, we can change how we react to it. Through yoga, meditation, exercise, and practices in mindfulness, gratitude and compassion, we can train our brains to become less reactive, put the brakes on the runaway stress response, and stay healthy in the face of chronic, toxic stress.
• And to get enough sleep. You need seven to nine hours of sleep to optimally consolidate the new memories you created today. If you don't get enough sleep, you'll go through the next day experiencing a form of amnesia. Some of your memories from yesterday might be fuzzy, inaccurate or even missing.  Getting enough sleep is critical for locking whatever you have learned and experienced in your long-term memory, and it reduces your risk of developing Alzheimer's.

Lisa Genova is a neuroscientist New York Times bestselling author of " Remember: The Science of Memory and the Art of Forgetting ." Lisa graduated valedictorian from Bates College with a degree in biopsychology and holds a PhD in neuroscience from Harvard University. She travels worldwide speaking about brain health, memory and neurological diseases and has appeared on PBS, NBC, CNN and NPR. Her first TED talk, " What You Can Do To Prevent Alzheimer's " has been viewed over eight million times.

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This is an adapted excerpt from "Remember: The Science of Memory and the Art of Forgetting," by Lisa Genova, published by Harmony. Copyright © 2021 by Lisa Genova.