This one-day Symposium will bring neuroscientists and educators together to explore how emotions influence learning, engagement, memory and achievement, as well as how stress, trauma and poverty affect emotional development in children. Explore strategies for improving engagement, emotional regulation, resilience, teen behavior and academic achievement.

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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)

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)

Afternoon Breakout Sessions A: 1:30 PM - 5:30 PM


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)

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)

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)

Afternoon Breakout Sessions B: 1:30 PM - 5:30 PM


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)

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)

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)

Afternoon Breakout Sessions C: 1:30 PM - 5:30 PM


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)

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)

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)