Active Learning Techniques, Reading Comprehension Strategies, Note-taking Methods
& Study Skills
Kimberly Carraway, Ed.M.
Carraway Center for Teaching & Learning
Nashville, Tennessee

Kimberly Carraway, Ed.M., is a learning specialist and an educational consultant specialized in teaching and learning strategies. She holds degrees in Cognitive Studies and Elementary Education from Vanderbilt University and in Learning and Teaching from Harvard University’s Graduate School of Education. Ms. Carraway focuses her work on the integration of cognitive neuroscience and educational practice. She speaks nationally to educators bringing the latest research on how learning occurs and relevant applications of the research directly to the classroom. Ms. Caraway’s passion for students and their learning process is what inspires her to design personalized strategies for different kinds of learners. Ms. Carraway currently lives in Nashville, Tennessee, where she directs the Carraway Center for Teaching and Learning.

Knowledge Design, Lesson Design, Math & the Brain & Motivation
Michael Connell, Ed.D.
Institute for Knowledge Design
Cambridge, Massachusetts

Michael W. Connell, Ed.D. holds a Master's degree in Computer Science from the Massachusetts Institute of Technology and a Doctorate in Education from Harvard University.  He has been a Software Design Engineer at Microsoft Corporation, an Instructor at the Harvard Graduate School of Education, and a Visiting Assistant Professor in the Educational Neuroscience program at Dartmouth College.  Dr. Connell’s primary research focus is on translating insights from brain and cognitive science into useable knowledge for educators.  He has applied insights from his theoretical research to develop applications in a variety of domains, including adult learning, intelligence analysis, the psychology of storytelling, and intelligent tutoring systems for K-12 classrooms. Dr. Connell is a principal at the Institute for Knowledge Design in Arlington, Massachusetts.

Action Research, Public Policy, Reading & Cognitive Development
Christina Hinton, Ed.M.
Doctoral candidate, Harvard University Graduate School of Education
Cambridge, Massachusetts

Christina Hinton works on issues at the nexus of neuroscience and education in affiliation with the Organization for Economic Co-Operation and Development (OECD) and Harvard’s Graduate School of Education.  Christina is a true trans-disciplinary expert – she holds degrees in both neuroscience and education, as well as the interdisciplinary field of mind, brain and education.  Her experiences range from working in a laboratory investigating the effects of exercise on neurogenesis to teaching in a 3rd/4th grade classroom.  At OECD, Christina has worked on the Centre for Educational Research and Innovation’s (CERI) Learning Sciences and Brain Research project since 2004.  Working from OECD’s headquarters in Paris, she participated in MBE conferences across Europe and Asia, and has a deep understanding of international issues in MBE.  Christina was a primary author and editor of Understanding the Brain: Birth of a Learning Science. Christina is now a doctoral candidate at Harvard’s Graduate School of Education and is deeply committed to connecting MBE research with educational policy and practice.

Emotions & Learning, Social Interaction & Neuroanatomy
Mary Helen Immordino-Yang, Ed.D.
Brain and Creativity Institute
University of Southern California

Mary Helen Immordino-Yang, Ed.D., studies the neuroscience of emotion and its relation to cognitive, linguistic and social development at the Brain and Creativity Institute/Rossier School of Education, University of Southern California. She lectures nationally and abroad on the implications of brain and cognitive science research for curriculum and pedagogy, and is the North American editor for the journal Mind, Brain and Education. Dr. Immordino-Yang earned her doctorate in human development and psychology at the Harvard University Graduate School of Education, where she was the recipient of grants from the Spencer Foundation and the American Association of University Women Educational Foundation. Before returning to graduate school, she taught French at an independent high school and seventh grade science at a public junior/senior high school. Her background as a researcher, teacher, and mother has made her especially interested in the connection between learning and emotion.

Long Term Memory, Attention, Assessment & Best Practices
Jeb Schenck, Ph.D.
Knowa Educational Workshops, Wyoming
Adjunct Professor, University of Wyoming; High School Biology Teacher

Dr. Jeb Schenck is a classroom teacher, memory researcher and Adjunct Professor with the University of Wyoming. His teaching has received repeated national recognition, including the National Science Teacher of the Year, Tandy Scholar Teacher, Genentech Access Excellence Fellow, Einstein Finalist, and Presidential Awardee.  Dr. Schenck also currently teaches graduate courses on the brain and learning, conducts a program on long-term memory research, and directs a neurofeedback program for ADHD students. He received his doctorate in memory research at the University of Wyoming. He conducts workshops and speaks across the country and internationally. He is the author of Learning, teaching, and the Brain and has a forthcoming book called Teaching the Brain, Best Ideas & Practices.

Cognitive Development, Testing & Evaluation
Zachary Stein, Ed.M.
Senior Analyst, Developmental Testing Service, LLC
Doctoral candidate, Harvard University Graduate School of Education
Cambridge, Massachusetts

Mr. Stein received his bachelors of arts in Philosophy at Hampshire College in 2004 and his Masters in Education in Mind, Brain, and Education from Harvard University Graduate School of Education in 2006. He has received many awards at Harvard including the Intellectual Contribution Award and Faculty Tribute Fellowship. Mr. Stein enjoys teaching fellowships under Howard Gardner and Kurt Fischer and boasts numerous academic publications, presentations, and editorships. Zachary has been a senior analyst at the Developmental Testing Service since 2004: wielding meta-disciplinary models and developmental assessments.

Reading Research, Cognition & Reading, Assessments and Evaluations for Reading
Joanna Christodoulou: 
Harvard University Graduate School of Education, Cambridge, Massachusetts

Joanna Christodoulou studies reading development and reading difficulties through cognitive neuroscience at the Harvard Graduate School of Education and the Massachusetts Institute of Technology. Her work focuses on developmental research to understand the behavioral and brain processes involved in reading for children as they learn, coordinate, and automatize skills, as well as in adults to understand the brain bases of reading performance and disabilities. Joanna brings experiences as a clinician, reading teacher, program coordinator, and researcher to her collaborations with colleagues across disciplines in the field of Mind, Brain, and Education.

Psycho-Educational Evaluations
Patti van Eys, Ph.D.: 
Vanderbilt University, Nashville, Tennessee

Patti van Eys, Ph.D., a licensed clinical psychologist, is an Assistant Clinical Professor of Psychology and Psychiatry at Vanderbilt University in Nashville, Tennessee. She is the clinical director of The Center of Excellence for Children in State Custody within the Vanderbilt University Medical Center and a professor for clinical psychology graduate students in the Department of Psychology and Human Development. In both positions, she conducts comprehensive assessments regarding complex emotional and learning problems of children and teens.  She teaches the Cognitive Assessment course for doctoral level graduate students and mentors them in learning the art and science of assessment.  Dr.van Eys received both her M.A. and Ph.D. in clinical psychology at Bowling Green State University in Ohio and completed her clinical internship at Harvard Medical School within Boston Children’s Hospital and Judge Baker Children’s Center.