FEATURED SPEAKERS
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Carol S. Dweck, PhD, Lewis and Virginia Eaton Professor of Psychology at Stanford University; one of the world’s leading researchers in the field of motivation, why people succeed and how to foster success; Author, “The Secret to Raising Smart Kids” (2015, Scientific American), “The Perils and Promise of Praise (2007, Educational Leadership) and Mindset: The New Psychology of Success (2006); Co-Author, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning (2014) and Self-Theories: Their Role in Motivation, Personality and Development (2000) |
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Ron E. Ritchhart, EdD, Senior Research Associate, Harvard Project Zero, Harvard Graduate School of Education; Author, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools (2015), Making Thinking Visible (2011) and Intellectual Character (2004) |
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Christine L. Carter, PhD, Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The Sweet Spot: How to Find Your Groove at Home and Work (2015) and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011) |
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Joshua M. Aronson, PhD, Associate Professor of Applied Psychology; Director, Metro Center for Achievement Research and Evaluation, Steinhardt School of Culture, Education and Human Development, New York University; Author, “The Threat of Stereotype” (2004, Educational Leadership); Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002)
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Kelly M. McGonigal, PhD, Award-winning Psychology Lecturer, Stanford University, including the Stanford Center for Compassion and Altruism Research and Education and the Stanford School of Medicine’s Health Improvement Program; Co-Founder, Stanford Women’s Wellness Network; Author, The Upside of Stress: Why Stress is Good for You and How to Get Good at It (2015), The Willpower Instinct (2013) and The Neuroscience of Change (2012) |
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Kathleen Cushman, BA, Editor; Documentarian; Co-Founder, What Kids Can Do; Author, The Motivation Equation: Designing Lessons that Set Kids’ Minds on Fire (2013); Co-Author, Belonging and Becoming: The Power of Social and Emotional Learning in High Schools (2015) |
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Robert B. Brooks, PhD, Psychologist; Faculty, part-time, Harvard Medical School; Co-Author, “The Power of Mindsets: Nurturing Student Engagement, Motivation and Resilience in Students” (2012, Handbook of Research on Student Engagement), Raising Resilient Children (2001), The Power of Resilience: Achieving Balance, Confidence, and Personal Strength in Your Life (2004), Raising a Self-Disciplined Child (2007) and Handbook of Resilience in Children (2012) |
CONFERENCE PROGRAM TOPICS WITH A DISTINGUISHED FACULTY
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THE PSYCHOLOGY OF MINDSETS: ALTERING ATTITUDES TO ACHIEVE
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The Psychology of Mindsets and Achievement
Carol S. Dweck, PhD, Lewis and Virginia Eaton Professor of Psychology, Stanford University, Courtesy Professor of Education, Stanford Graduate School of Education; Author, Mindset: The New Psychology of Success (2006); Co-Author, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning (2014) and Self-Theories: Their Role in Motivation, Personality and Development (2000) |
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Making a Difference in Children's Lives: The Art and Science of Effective Mindsets
Joshua M. Aronson, PhD, Associate Professor of Applied Psychology; Director, Metro Center for Achievement Research and Evaluation, Steinhardt School of Culture, Education and Human Development, New York University; Author, “The Threat of Stereotype” (2004, Educational Leadership); Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002) |
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Paths to a Growth Mindset School Culture in K-12
Mary Cay Ricci, MA, Adjunct Professor, Johns Hopkins University Graduate School of Education; Supervisor of Advanced and Enriched Instruction, Prince George County Public Schools; Author, Ready to Use Resources for Mindsets in the Classroom (2015) and the New York Times Best Seller, Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools (2013) |
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Mind Your Mistakes: Illuminating Brain Mechanisms Linking Growth Mindsets to Effective Response to Errors
Jason S. Moser, PhD, Associate Professor, Department of Psychology, Michigan State University; Co-Author, "Mindset Induction Effects on Cognitive Control” (2014, Biological Psychology) and “Mind Your Errors: Evidence for a Neural Mechanism Linking Growth Mindset to Adaptive Post-error Adjustments” (2011, Psychological Science) |
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Think Smart: Mindsets, Metacognition and Intelligence
Kathleen M. Kryza, MA, President, Infinite Horizons; Co-Author, Developing Growth Mindsets in the Inspiring Classroom (2011) and Differentiation for Real Classrooms (2009) and Jack A. Naglieri, PhD, Professor of Psychology, Department of Psychology, George Mason University; Senior Research Scientist, Devereux Foundation Center for Resilient Children; Author, Helping Children Learn (2011, 2nd Edition); Co-Author, Handbook of Executive Functioning (2014) and Handbook of Intelligence (2014) |
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Getting Brains to Mind
David B. Daniel, PhD, Professor of Psychology, James Madison University; Managing Editor, Mind, Brain and Education Journal; Author, "Promising Principles: Translating the Science of Learning to Educational Practice" (2012, Journal of Applied Research in Memory and Cognition) |
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A Mindset for Learning: Teaching the Traits for Student Growth in School
Kristine Mraz, MA, Kindergarten teacher, New York City Public Schools; Co-Author, Smarter Charts for Math, Science and Social Studies (2014); and Christine Hertz, MEd, Teacher, Shelburne Community School, Shelburne, Vermont; both Co-Authors, A Mindset for Learning: Teaching the Traits of Joyful, Independent Growth (2015) |
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Emotions, Motivation and Empathy
Jamil Zaki, PhD, Director, Social Neuroscience Lab; Assistant Professor, Department of Psychology, Stanford University; Co-Director, The People’s Science; Co-Author, “The neuroscience of empathy: progress, pitfalls and promise” (2012, Nature Neuroscience) |
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Malleable Minds: Persistence and Fadeout in the Impacts of Child and Adolescent School Interventions
Greg J. Duncan, PhD, Distinguished Professor, School of Education, University of California, Irvine; Co-Author, Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education (2015); Co-Editor, Whither Opportunity (2011)
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Smart is Something You GET: How to Foster a Growth Mindset in Your School
Kristen Gracia, MA, Principal, Oak Knoll School, which has incorporated growth mindsets into it curriculum; with staff members: Joyce Chan, K-2 Team Leader; Jennifer Ryan, School Psychologist, Dylan Cline, 5th Grade Teacher; Jacqueline Cebrian, Reading Specialist; and Nicole Scott, Counselor |
THE SCIENCE OF STRESS: PROMOTING GRIT AND PERSISTENCE
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The Science of Stress: Creating a Mindset of Courage, Connection and Persistence
Kelly M. McGonigal, PhD, Award-winning Psychology Lecturer, Stanford University, including the Stanford Center for Compassion and Altruism Research and Education and the Stanford School of Medicine’s Health Improvement Program; Co-Founder, Stanford Women’s Wellness Network; Author, The Upside of Stress: Why Stress is Good for You and How to Get Good at It (2015), The Willpower Instinct (2013) and The Neuroscience of Change (2012) |
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Fostering Academic Success By Doing Less
Christine L. Carter, PhD, Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The Sweet Spot: How to Find Your Groove at Home and Work (2015) and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011) |
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Overloaded and Unprepared: Strategies for Stronger Schools and Healthy, Successful Children
Denise C. Pope, PhD, Senior Lecturer, Stanford Graduate School of Education; Co-Founder, Challenge Success; Co-Author, Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015); Author, Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students (2003) |
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Perceived Control Influences the Brain's Responses to Setback: Implications for Persistence
Jamil P. Bhanji, PhD, Post-Doctoral Fellow, Social and Affective Neuroscience Lab, Rutgers University; Co-Author, "Perceived Control Influences Neural Responses to Setbacks and Promotes Persistence" (2014, Neuron) and "The Social Brain and Reward: Social Information Processing in the Human Striatum" (2014, Cognitive Science) |
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The Motivational Brain: Growth Mindsets vs. Grit
Fumiko Hoeft, MD, PhD, Associate Professor of Child and Adolescent Psychiatry; Director of UCSF Hoeft Laboratory for Educational Neuroscience (brainLENS.org), University of California, San Francisco School of Medicine; Researcher on connections between brain systems, mindsets and grit |
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A Brain-Based Approach to the Achievement Gap: The Role of Beliefs, Relationships and Resilience
Horacio Sanchez, MEd, President/CEO, Resiliency Inc.; Teacher; School Administrator; Clinical Health Director; Leading authorities on child and adolescent behavioral disorders and resiliency; Author, A Brain Based Approach to Closing the Achievement Gap (2008) and A Mentor's Guide to Promoting Resiliency (2003) |
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College Students’ Sense of Belonging & Grit: Keys to Success
Terrell L. Strayhorn, PhD, Director, Center for Higher Education Enterprise; Professor, College of Education and Human Ecology, The Ohio State University; Author, College Students’ Sense of Belonging (2012) |
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The Neuroscience of College Stress: Enhancing Engagement, Resilience and Persistence
Marilee Bresciani Ludvik, EdD, Professor, Administration, Rehabilitation, and Postsecondary Education, San Diego State University; Editor, The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education (forthcoming) |
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What About Us: Building Resiliency in K-12 Teachers
Bryan K. Harris, EdD, Director of Professional Development and Public Relations, Casa Grande Elementary School District; Educational Consultant; Author, Creating a Classroom Culture That Supports the Common Core: Teaching Questioning, Conversation Techniques and Other Essential Skills (2013) and Battling Boredom (2010); Co-Author, 75 Quick and Easy Solutions to Common Classroom Disruptions (2012) |
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Teacher Mindsets and Persistence
Emily Diehl, BA, Director, K-12 Professional Learning and Curriculum Design, Mindset Works; Former K-12 Teacher and Instructional Coach; Author, "Persistence in the Face of Setbacks: Teacher With-It-Ness Can Be Grown" (2013, Growth Mindset Newsletter) and "As Above, So Below" (2013, Resilience and Learning, Educational Leadership) |
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Got Grit: Fostering Grit in the School Setting
Amy Lyon, PhD, Fifth Grade Teacher, The Kearsarge Regional School District, NH; Developer of a "grit curriculum" who has studied ways to foster qualities of grit in the classroom; Adjunct Professor, Colby-Sawyer College; Team member with the University of Pennsylvania to look at ways to instill grit and feelings of belonging with inner city school children in Baltimore, Maryland
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SOCIAL BRAINS: SUPPORTING SOCIAL-EMOTIONS, MOTIVATION AND BELONGING IN HIGH SCHOOL
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Failing at High School: Supporting Adolescent Motivation, Mindsets and Development
Camille A. Farrington, PhD, Research Associate, Consortium on Chicago School Research, University of Chicago; Co-Author, Foundations for Young Adult Success: A Developmental Framework (2015) and Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012); Author, Failing at School: Lessons for Redesigning Urban High Schools (2014) |
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Belonging and Becoming: Social-Emotional Learning in Secondary Schools
Kathleen Cushman, BA, Editor; Documentarian; Co-Founder, What Kids Can Do; Author, The Motivation Equation: Designing Lessons that Set Kids’ Minds on Fire (2013); Co-Author, Belonging and Becoming: The Power of Social and Emotional Learning in High Schools (2015) |
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Teen Brains on Emotions: Parents, Peers, Culture and Risks
Mary Helen Immordino-Yang, EdD, Associate Professor of Education, Psychology and Neuroscience, Rossier School of Education; Associate Professor of Psychology, Brain and Creativity Institute, University of Southern California; Co-Author, “Neural Correlates of Adolescents’ Viewing of Parents’ and Peers’ Emotions: Associations With Risk-Taking Behavior and Risky Peer Affiliations” (2015, Social Neuroscience) and “Correlations Between Social-Emotional Feelings and Anterior Insula Activity are Independent from Visceral States but Influenced by Culture” (2014, Frontiers in Human Neuroscience) |
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Student Voice and the Motivational Power of Teachers' Autonomy-Supportive Talk
Tanner L. Wallace, PhD, Associate Professor, Psychology in Education, University of Pittsburg School of Education; Center Associate, Learning Research and Development Center, University of Pittsburg; Co-Author, "The Defining Features of Teacher Talk within Autonomy-Supportive Classroom Management" (2015, Teaching and Teacher Education), “‘Fitting In’ in High School: How Adolescent Belonging is Influenced by Locus of Control Beliefs” (2014, International Journal of Youth and Adolescence) and "Bridges and Barriers: Adolescent Perceptions of Student-Teacher Relationships (2013, Urban Education) |
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Social-Emotional Learning: How Three Urban High Schools Educate, Engage and Empower Youth
MarYam G. Hamedani, PhD, Associate Director, Center for Comparative Studies in Race and Ethnicity, Stanford University; Co-Author, “Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate and Empower Youth” (2015, Stanford Center for Opportunity Policy in Education) and "Closing the Social-Class Achievement Gap” (2014, Psychological Science) |
BIASED BRAINS: STEREOTYPES, PREJUDICE AND PERFORMANCE
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Income Inequality and Achievement Gaps
Sean F. Reardon, PhD, Professor of Poverty and Inequity in Education; Professor of Sociology, Stanford Graduate School of Education; Co-Author, “Patterns and Trends in Racial/ethnic and Socioeconomic Achievement Gaps” (2015, Handbook of Research in Education Finance and Policy), “Inequality Matters” (2014, William T. Grant Foundation Report) and “The Widening Income Achievement Gap” (2013, Educational Leadership) |
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Blindspot: The Hidden Biases of Good People
Anthony G. Greenwald, PhD, Social Psychologist; Professor of Psychology, University of Washington; Co-Author, Blindspot: Hidden Biases of Good People (2013), "Math–Gender Stereotypes in Elementary-School Children" (2010, Child Development) and “Implicit Social Cognition: Attitudes, Self-Esteem, and Stereotypes” (1995, Psychological Review) |
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Invisible But Powerful: Social Psychological Processes that Shape Student Success in School
Geoffrey L. Cohen, PhD, Professor, Department of Psychology, Stanford University; Professor of Education, Stanford Graduate School of Education; Co-Author, "The Psychology of Change: Self-Affirmation and Social Psychological Intervention" (2014, Annual Review of Psychology) and “Addressing Achievement Gaps with Psychological Interventions” (2013, Phi Delta Kappan) |
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Reducing Prejudice by Enhancing Self-Determination
Lisa Legault, PhD, Assistant Professor, Department of Psychology, Clarkson University; Co-Author, "In Search of Best Practices for Multicultural Education” (2015, Making Sense of Beliefs and Values), “Self-Determination, Self-Regulation and the Brain: Autonomy Improves Performance by Enhancing Neuroaffective Responsiveness to Self-Regulation Failure” (2013, Journal of Personality and Social Psychology) and “Ironic Effects of Anti-Prejudice Messages: How Motivational Interventions Can Reduce (But Also Increase) Prejudice” (2011, Psychological Science) |
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Cultivating the Diverse Students' Positive Mindset: Counter-Narratives That Challenge Bias and Stereotypes
Zaretta L. Hammond, MA, Lecturer, Kalmanovitz School of Education, Saint Mary’s College of California; Chief Instructional Strategist, Transformative Learning Solutions; Past Curriculum Development Manager, National Equity Project; Blogger, Ready for Rigor; Author, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (2014) |
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Motivating Reluctant Learners: Strategies for Success
Kathy Perez, EdD, Professor of Education; Director of Outreach and Professional Development, Saint Mary’s College of California; Author, New Inclusion: Differentiated Strategies to Engage ALL Students (2013) and More Than 100+ Brain-Friendly Tools and Strategies for Literacy Instruction (2008) |
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Restoring Opportunity: The Crisis of Inequity and the Challenge to American Education
Greg J. Duncan, PhD, Distinguished Professor, School of Education, University of California, Irvine; Co-Author, Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education (2015); Co-Editor, Whither Opportunity (2011) |
MOTIVATING MINDS: ENGAGING SELF-CONTROL, PRAISE AND PURPOSE
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Beyond Academics: Nurturing Mindsets for Connections, Caring and Purpose in Students
Robert B. Brooks, PhD, Psychologist; Faculty, part-time, Harvard Medical School; Co-Author, “The Power of Mindsets: Nurturing Student Engagement, Motivation and Resilience in Students” (2012, Handbook of Research on Student Engagement), Raising Resilient Children (2001), The Power of Resilience: Achieving Balance, Confidence, and Personal Strength in Your Life (2004), Raising a Self-Disciplined Child (2007) and Handbook of Resilience in Children (2012) |
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Hidden in Plain View: The Role of Situational Self-Control in Academic Success
James J. Gross, PhD, Professor of Psychology; Director, Psychophysiology Laboratory, Stanford University; Editor, Handbook of Emotional Regulation (2015, 2nd Edition); Co-Author, “Self-Control in School-Age Children” (2014, Educational Psychologist), and “Self-Control and Grit: Related but Separable Determinants of Success” (2014, Current Directions in Psychological Science) |
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A Purpose for Learning: Why It Matters and How to Encourage It
David S. Yeager, PhD, Assistant Professor of Psychology, University of Texas at Austin; Co-Director, Mindset Scholars Network; Fellow, Productive Persistence, Carnegie Foundation for the Advancement of Teaching, Stanford University; Co-Author, “Academic Tenacity: Mindsets and Skills That Promote Long-Term Learning" (2015, Gates Foundation Report) and "Mindsets that Promote Resilience: When Students Believe that Personal Characteristics Can Be Developed" (2012, Educational Psychologist) |
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Motivation + Mindsets + Rigor = Student Success
Barbara R. Blackburn, PhD, Consultant; Former Faculty, University of North Carolina at Charlotte; Author, Motivating Struggling Learners: 10 Ways to Build Student Success (2015), Rigor in Your Classroom: A Toolkit for Teachers (2014) and Classroom Motivation from A to Z (2005) |
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The Importance of Self-Regulation and Executive Functioning in Classroom Settings
Jelena Obradovic, PhD, Director, Stanford Project on Adaptation and Resilience in Kids (SPARK); Assistant Professor, Developmental and Psychological Sciences Program, Stanford Graduate School of Education; Research Investigator, The Peers and Wellness Study (PAWS), University of California, Berkeley; Co-Author, “An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement and Teacher-Child Relationship Quality” (2015, Child Development) |
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Engaging Brains: Children’s Motivation from a Developmental Science Perspective
Wendy L. Ostroff, PhD, Visiting Professor of Interdisciplinary Liberal Arts, Cognitive Science and Developmental Psychology, Sonoma State University; Author, Understanding How Young Children Learn (2012) |
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Implications of Self-Distancing for Self-Regulation
Ozlem Ayduk, PhD, Professor, Department of Psychology, University of California, Berkeley; Co-Author, “The role of emotion and emotion regulation in the ability to delay gratification” (2013, Handbook of Emotion Regulation) and “Making meaning out of negative experiences by self-distancing” (2011, Current Directions in Psychological Science) |
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Educating for Purpose and Civic Motivation
William Damon, PhD, Director, Stanford Center on Adolescence; Professor of Education, Stanford University; Editor, The Handbook of Child Psychology (2006, Sixth edition); Author, Failing Liberty 101: How We Are Leaving Young Americans Unprepared for Citizenship in a Free Society (2011); Co-Author, The Power of Ideals: The Real Story of Moral Choice (2015)
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THINKING MINDSETS: TEACHING MATH, SCIENCE & REASONING
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Making Thinking Visible: Developing Powerful Mindsets for Thinking
Ron E. Ritchhart, EdD, Senior Research Associate, Harvard Project Zero, Harvard Graduate School of Education; Author, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools (2015), Making Thinking Visible (2011) and Intellectual Character (2004) |
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Mathematical Mindset Revolution: Unleashing Student Potential Through Brain Science and Creative Teaching
Jo Boaler, PhD, Professor, Stanford Graduate School of Education; Author, Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching (2015) and What’s Math Got To Do with It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject (2009) |
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Creating Classrooms That Produce Powerful Mathematical Thinkers
Alan H. Schoenfeld, PhD, Elizabeth and Edward Conner Professor of Education; Affiliate Professor of Mathematics, Graduate School of Education, University of California, Berkeley; Author, “What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them?” (2014, Educational Researcher) and How We Think (2010); Co-Editor, Mathematical Thinking and Problem Solving (1994) |
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"Plan B": Changing Our Mindset to "Education to Improve the World"
Marc Prensky, MBA, Executive Director/Vice President of the Board of Directors, The Global Education Foundation and Institute, LTD; Consultant; Futurist; Author, Global Empowered Kids: Reimagining K-12 Education for a New Age (Forthcoming), The World Needs a New Curriculum (2014), Brain Gain: Technology and the Quest for Digital Wisdom (2012) and Teaching Digital Natives (2010) |
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Enhancing Adolescents' Growth Mindset: Lessons from Research in the Science Classroom
Lee B. Shumow, PhD, Presidential Teaching Professor of Educational Psychology, Department of Leadership, Educational Psychology and Foundations, College of Education, Northern Illinois University; and Jennifer A. Schmidt, PhD, Associate Professor, Department of Leadership, Educational Psychology and Foundations, College of Education, Northern Illinois University; Co-Authors, Enhancing Motivation for Science: Research-Based Strategies for Teaching Male and Female Students (2013) and “Growth Mindset of Gifted Seventh Grade Students in Science” (2014, NCSSSMST Journal) |
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Brain Networks Supporting Growth and Mindsets in Mathematic Proficiency: Predicting Childhood Trajectory of Numerical Abilities
Tanya M. Evans, PhD, Post-Doctoral Research Fellow in Child Psychiatry, Cognitive & Systems Neuroscience Lab, Stanford University School of Medicine; Author, “Brain Structural Integrity and Intrinsic Functional Connectivity Forecast 6-Year Longitudinal Growth In Children's Numerical Abilities” (2015, Journal of Neuroscience) |
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Organizing Brain Circuits for Numbers: How it Affects Later Math Ability
Bruce D. McCandliss, PhD, Professor, Stanford University Graduate School of Education; Faculty Affiliate, Center for Mind, Brain and Computation, Stanford University; Author, "Foundational Changes in Number Representation Induced by Early Elementary Education" (2014, American Association for the Advancement of Science); Co-Author, "Hemispheric Specialization for Visual Words is Shaped by Attention to Sublexical Units During Initial Learning" (2015, Brain and Language), "The Emergence of ‘Groupitizing’ in Children’s Numerical Cognition” (2014, Journal of Experimental Child Psychology) and "Educational Neuroscience: The Early Years" (2010, Proceedings of the National Academy of Sciences) |
