MORNING KEYNOTES
OPENING KEYNOTE: The Emotional Brain
 Joseph E. LeDoux, PhD, New York University
Henry and Lucy Moses Professor of Science; Professor of Neural Science and Psychology, New York University; Director, Emotional Brain Institute, a collaboration between NYU and the Nathan S. Kline Institute for Psychiatric Research (NKI); Author, Synaptic Self: How Our Brains Become Who We Are (2003) and The Emotional Brain: The Mysterious Underpinnings of Emotional Life (1998) |
 Stress, Play and the Learning Brain
Sam Wang, PhD, Associate Professor of Neuroscience and Molecular Biology, Princeton University; W.M. Keck Foundation Distinguished Young Investigator; winner of the National Science Foundation Young Investigator Award; Co-Author, Welcome to Your Child's Brain: How the Mind Grows from Conception to College (2011) and Welcome to Your Brain: Why You Lose Your Car Keys but Never Forget How to Drive and Other Puzzles of Everyday Life (2008)
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 We Feel, Therefore, We Learn
Mary Helen Immordino-Yang, EdD, Assistant Professor of Education and Psychology, Rossier School of Education; Assistant Professor, Brain and Creativity Institute, University of Southern California; Author, "Implications of affective and social neuroscience for educational theory" (2011, Educational Philosophy and Theory); Co-Author, "We feel, therefore we learn: The relevance of affective and social neuroscience to education" (2007, Mind, Brain and Education Journal)
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Afternoon Breakout Sessions A: 1:30 PM - 5:30 PM
USING EMOTIONS TO INCREASE STUDENT ENGAGEMENT AND LEARNING
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 Using Brain Research to Promote Emotional Positivity and Engaged Learning for School Success
Judy Willis, MD, EdM, Board-Certified Neurologist, Adjunct Lecturer, Graduate School of Education, University of California, Santa Barbara; Author, Learning to Love Math (2011), Inspiring Middle School Minds (2009), Research-Based Strategies to Ignite Student Learning (2006), and "Current impact of neuroscience on teaching and learning" (2010, Mind, Brain ghj_amp Education: Neuroscience Implications for the Classroom)
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Building Emotional Literacy in Schools
Marc A. Brackett, PhD, Research Scientist; Deputy Director, Health, Emotion and Behavior Lab; Director, Emotional Intelligence Unit, Edward Zigler Center in Child Development and Social Policy, Yale University; Co-Developer, The RULER Approach to Social and Emotional Learning; Recipient, Joseph E. Zins Award for Early Career Contributions to Research on Social and Emotional Learning; Co-Author, Emotional Literacy in the Elementary School (2008) and Emotional Literacy in the Middle School (2004)
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 Emotional Intelligence in Parenting
Robin Stern, PhD, Psychoanalyst; Adjunct Assistant Professor of Education, Teachers College, Columbia University; Consultant, Health, Emotion and Behavior Lab, Yale University; Lead Facilitator and Senior Supervisor, Inner Resilience Program; Member, Emotional Intelligence Consortium; Author, The Gaslight Effect: How to Spot and Survive the Hidden Manipulation Others Use to Control Your Life (2007); Co-Author, Project Rebirth (2011) and "Emotionally Intelligent Parenting" (2007, Educating People to be Emotionally Intelligent)
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Afternoon Breakout Sessions B: 1:30 PM - 5:30 PM
EMOTIONS AND THE TEEN BRAIN
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 The Emotional Teen Brain: Insights from Neuroimaging
Jay N. Giedd, MD, Child and Adolescent Psychiatrist; Chief, Brain Imaging in the Child Psychiatry Branch, National Institute of Mental Health, National Institutes of Health; Co-Author; "Anatomical brain magnetic resonance imaging of typically developing children and adolescents" (2009, Journal of American Academy of Child Adolescent Psychiatry)
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 The Neuroscience of Teens: Emotions, Risk and Decision-Making
Abigail A. Baird, PhD, Developmental Neuroscientist; Associate Professor of Psychology, Vassar College; researcher focusing on emotion and cognition in adolescents; Rising Star in Psychology, Association for Psychological Science; Author, THINK Psychology (2009) and "Adolescent Moral reasoning: The integration of emotion and cognition" (2008, Moral Psychology)
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 Teaching to the Adolescent Social-Emotional Brain
Glenda W. Crawford, EdD, Director of Teaching Fellows; Professor, School of Education, Elon University; Author, Differentiation for the Adolescent Learner (2008), Brain-Based Teaching With Adolescent Learning in Mind (2007) and Managing the Adolescent Classroom (2004)
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Afternoon Breakout Sessions C: 1:30 PM - 5:30 PM
AFFECT, ANXIETY AND ACHIEVEMENT
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 Teaching in the Presence and Aftermath of Stress and Trauma
Janet N. Zadina, PhD, Assistant Professor in Cognitive Neuroscience, Department of Psychiatry and Neurology, Tulane University; Assistant Professor, Department of Psychology, University of South Florida; Researcher on projects at a VA Hospital on post-traumatic stress disorder; Founder, Brain Research ghj_amp Instruction; Author, Six Weeks to a Brain-Compatible Classroom (2008)
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 The Effects of Stress on the Developing and Adult Brain: Social Environments, Plasticity and Resiliency
Bruce S. McEwen, PhD, Alfred E. Mirsky Professor, Harold and Margaret Milliken Hatch Laboratory of Neuroendocrinology, Departmemt of Neuroscience, The Rockefeller University; Former President, Society for Neuroscience; Member, the National Academy of Sciences, the American Academy of Arts and Sciences and the Institute of Medicine; Winner of the Gold Medal Award from the Society for Biological Psychiatry; Author, The End of Stress as We Know It (2002); Co-Author, Social Neuroscience: Gene, Environment, Brain, Body (2011)
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 Stress, Poverty and Early Childhood: How Experience Shapes a Child's Brain, Self-Regulation Ability and School Success
Clancy B. Blair, PhD, Professor of Applied Psychology, Department of Applied Psychology, New York University; Developmental Psychologist; Research focus on self-regulation in young children; Author, "Stress and the development of self-regulation in context" (2010, Child Development Perspectives) and "Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood" (2011, Child Development)
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