Concordia University

Researchers are from Concordia (Education and Psychology), McGill, Université de Montréal, UQAM, Bishop's, Louisiana State, Johns Hopkins, Simon Fraser, UBC, Guelph, and McMaster universities, and at Collège Montmorency and Vanier and Dawson Colleges. CSLP partnerships span the Ministry of Education (Anglophone Services), the LEARN-RECIT, eight English language school boards, and some French language school boards.

executive board
annual report
contact us


The CSLP conducts solution-oriented research on learner success and the fulfillment of learning potential within the scope of its two core axes. The overall focus is to develop evidenced-based tools and strategies that would positively impact prekindergarten to secondary education, postsecondary education, health and social services and the NGO/community sector.

General objectives and priorities
  1. To establish collaborative and productive partnerships among researchers, educational practitioners and policy-makers.
  2. To conduct basic and applied research and systematic reviews.
  3. To address a range of learner and professional populations, including the disabled and gifted minorities, from preschool to postsecondary, all of whom face barriers, temporary or long-term, to achieving their potential in personal, academic and professional domains.
  4. To develop and evaluate curricular and technology-enhanced tools consistent with best practices in contemporary educational reform that have meaningful and generalizable effects and important social impact.
  5. To assemble an outstanding team of researchers and thinkers, from both within and outside Québec, involved in a range of basic and applied disciplines devoted to our mission.
  6. To transfer effective and widely applicable strategies promoting basic literacy and numeracy, core academic competencies, additional language learning, language and literacy, and enhanced learning capabilities that complement modern learning environments.
  7. To educate the next generation of innovators, including practitioners, scholar-researchers, and policy-makers, and to promote the blending of these roles wherever possible.
Back to top

© Concordia University