Recent research suggests that brief exercises designed to change how students think or feel in school can raise students' achievement over months and years. For instance, “growth-mindset of intelligence” interventions that teach students that intelligence isn't fixed but, instead, can grow like a muscle, can raise adolescents' and college students' achievement months into the future. "Value-affirmation" interventions that remind students of important sources of worth in school settings that are otherwise threatening can raise at-risk middle-school students' grade-point-average as long as three years into the future and women college students' grades in STEM fields like physics. Social-belonging interventions that give students confidence that they belong in school can raise at-risk college students' grade-point-average as long as three years into the future. These interventions are not magic. Instead, they address core psychological concerns students’ experience in school, which can prevent students from taking advantage of learning resources. We will review this literature in a manner that is accessible for educators and advisors; focusing on how can these interventions could be adapted by educators and implemented at scale in university and college settings. Using as an example, ongoing research-intervention collaboration between Dr. Bette Bottoms, Vice Provost for Undergraduate Affairs, Dean of the Honors College, and Professor of Psychology, University of Illinois at Chicago; Dr. Mary Murphy, Assistant Professor, Department of Psychological and Brain Sciences , Indiana University; and Dr. Gregory M. Walton, Assistant Professor, Department of Psychology, Stanford University, this presentation will discuss how researchers and educators can collaborate to engineer these kinds of exercises for diverse school environments to benefit students' learning and achievement.