International Conference on Learning, Teaching, and Student Success | November 3 - 5, 2016
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Terrell L. Strayhorn, PhD
Professor, Department of Educational Studies
Center for Higher Education Enterprise
The Ohio State University
Dr. Terrell Strayhorn is Professor and Director of the Center for Higher Education Enterprise (CHEE) at The Ohio State University. A renowned student success scholar, highly acclaimed public speaker, and award-winning writer, Strayhorn is author of 10 books, over 60 book chapters, and more than 150 journal articles and conference papers, and many other scholarly publications. He has presented over 300 keynotes and invited lectures across the globe.
Dr. Strayhorn maintains an active and highly visible research agenda focusing on major policy issues in education: student access and achievement; issues of race, equity and diversity; impact of college on students, and student learning and development. His book, College Students’ Sense of Belonging: A Key to Educational Success, has won a book award and sold record copies nationally. Strayhorn received a bachelor’s degree (BA) from the University of Virginia (UVA), a masters degree (MEd) in educational policy from the Curry School of Education at UVA, and doctorate (PhD) in higher education from Virginia Tech.
He is a member of Alpha Phi Alpha Fraternity, Incorporated and a native of Virginia Beach, Virginia. Known for using the hashtag #DoGoodWork on social media, Strayhorn was named one of the country’s top diversity scholars by Diverse: Issues in Higher Education in 2011, one of Business First’s “Top 40 under 40,” one of the “Top 20 to Know in Education,” and became the youngest full professor in Ohio State’s history in 2014. Prior to Ohio State, Strayhorn was Special Assistant to the Provost at the University of Tennessee-Knoxville and Research Associate at the Council of Graduate Schools (CGS) in Washington, DC.
David A. Laude, PhD
Senior Vice Provost and Professor of Chemistry
The University of Texas at Austin
Professor Laude has been a member of the faculty in the College of Natural Sciences at The University of Texas at Austin since 1987. During the first ten years of his tenure at UT Austin, he ran a large research program in mass spectrometry. From 1996 to 2012, he held various administrative positions in the Dean’s Office of the College of Natural Sciences and served as interim dean.
Professor Laude has an established reputation for teaching excellence and curriculum innovation at The University of Texas at Austin and has received many awards for his teaching, including membership in the Academy of Distinguished Teachers. For the past 17 years, Professor Laude has taught general chemistry in what has become one of the most popular courses on campus, and has the largest enrollment of any course taught in the College of Natural Sciences. Professor Laude has been a leader in program reform at the undergraduate level at UT Austin for the past 27 years. In 1996, he chaired the original committee that proposed the teacher preparation program known today as UTeach. In 1999, he created the Texas Interdisciplinary Plan as a way to provide a small college-learning environment for students with adversity indicators. Professor Laude was also instrumental in the creation of the Freshman Research Initiative that today enrolls 900 incoming freshman students in the research programs of science faculty.
In 2012 Professor Laude joined the Provost’s Office to champion four-year graduation rates. He developed the 360 Communities program that places all 7200 incoming freshmen in small communities to assist with acclimation to the university, and coordinates assignment of 1500 incoming freshmen from under-resourced backgrounds to freshman success programs. He has redefined the role of Financial Services to support new programs like Summer Bridge and University Leadership Network that further integrate students into the UT Austin community. All of these efforts have contributed to what are now the highest first and second year persistence rates in the university’s history.
Dr. Judy Willis, M.D. M.Ed.
Graduate School of Education
University of California Santa Barbara
Dr. Judy Willis, a board-certified neurologist combined her 15 years as a practicing neurologist with ten subsequent years as a classroom teacher to become a leading authority in the neuroscience of learning. With her unique background as both in neuroscience and education, she has written seven books and more than 100 articles about applying neuroscience research to classroom teaching strategies.
After graduating Phi Beta Kappa as the first woman graduate from Williams College, Willis attended UCLA School of Medicine where she was awarded her medical degree. She remained at UCLA and completed a medical residency and neurology residency, including chief residency. She practiced neurology for 15 years before returning to university to obtain her teaching credential and Master's of Education degree from the University of California, Santa Barbara. She then taught in elementary and middle school for 10 years.
Dr. Willis is on the adjunct faculty of the University of California Santa Barbara Graduate School of Education and travels nationally and internationally giving presentations, workshops, and consulting about learning and the brain. She has been interviewed by USA Today, Euronews, The Wall Street Journal, NBC News Education Nation, ABC Australia Radio, Lateline Australia, Popular Mechanics, Neurology Today, USA Today, Education Week, Medscope Neurology, Parenting Magazine among others, and writes staff expert blogs for NBC News Education Nation, Edutopia, Psychology Today, and The Guardian. In 2011, she was selected by Edutopia as one of their “Big Thinkers on Education.”
Dr. Terry Doyle
Ferris State University
Terry Doyle is an author, nationally recognized educational consultant and Professor Emeritus from Ferris State University where he worked for 38 years. From 1998 to 2009 he served as the Senior Instructor for Faculty Development and Coordinator of the New to Ferris Faculty Transition Program for the Faculty Center for Teaching and Learning at Ferris State.
Terry has presented 80 workshops on teaching and learning topics at regional, national and international conferences since 2000. During the past five years he has worked with faculty in Taiwan, Saudi Arabia, Pakistan, South Korea, Canada and faculty on one hundred and sixty different colleges and universities across the United States on ways to develop a learner centered approach to teaching.
He is the author of the book Learner Centered Teaching: Putting the Research on Learning into Practice which was featured in the Chronicle of Higher Education’s Selected New Books in Higher Education in 2012 and the book Helping Students Learn in a Learner Center Environment: A Guide to Teaching in Higher Education which was just translated into Mandarin and was originally published by Stylus in 2008. He is the co-author of the book New Faculty Transition - An Ideal Program published in 2004.
His latest book published in August 2013, co-authored with Dr. Todd Zakrajsek is titled The New Science of Learning: How to Learn in Harmony with your Brain and is written for college and high school students. It has been described as breaking new ground in helping students understand how learning happens and suggests a new paradigm for how students should prepare themselves for learning. The book was a finalist for the 2013 USA Best Book Award in the category of Education/Academics.
Terry is the CEO of Learner Centered Teaching Consultants and is currently working on a new book with Todd Zakrajsek titled How Students Learn-- Teaching in Harmony with the Brain scheduled to be published fall of 2017 by Stylus.
Dr. Omid Fotuhi
Dr. Omid Fotuhi is a Research Associate at Stanford University with joint affiliation in the Department of Psychology and the Graduate School of Education. He has served as Lead Project Manager for the College Transition Collaborative and provides strategy consulting on projects aimed at applying social psychological solutions to real-world environments through the Stanford Interventions Lab.
Much of his work is founded on the principles of (1) recognizing the importance of identifying psychological vulnerabilities that impede performance, motivation, and well-being; and (2) collaboratively developing well-timed, tailored, and targeted (3T) solutions and interventions that foster more adaptive mindsets and mitigate the harmful effects of those vulnerabilities--freeing people to reach their full potential.