Professor Emeritus; Distinguished Scholar Teacher, Department of Human Development and Quantitative Methodology, University of Maryland; Honorary Professor of Psychology, University of Heidelberg; Distinguished International Professor, Hector Research Institute for Education Sciences and Psychology, University of Tubingen; K-CLUB Adjunct Faculty, Department of Education and Brain and Motivation Research Institute, Korea University; Consultant, Digital Promise, Lexia Core5 Reading; Member, American Educational Research Association; Member, Society for Research in Child Development; Elected Member, National Academy of Education; Recipient of the 2019 AERA Division C “Sylvia Scribner” Award; Co-Author, Motivation, Achievement, and Situated Expectancy-Value Theory: Making One’s Future (2026), “’Can (A) I Do This Task?’: The Role of AI as A Socializer of Students' Self-Beliefs of Their Abilities” (2025, Learning and Individual Differences), “The Role of Children's Achievement Values in the Self-Regulation of Their Learning Outcomes” (2023, Self-Regulation of Learning and Performance), and “A Brief History of Research into Reading Motivation” (2023, Handbook of Research on Teaching the English Language Arts)

Assistant Professor of Educational Psychology, The University of Texas at Austin Fellow, Mind & Society Center, University of Southern California; Courtesy Appointment, LBJ School of Public Affairs, The University of Texas at Austin; Recipient of the “Rising Star” Award from the Association of Psychological Science and the “J Don Read Early Career Research” Award from the Society of Applied Research; Co-Author, “What Is the Purpose of School? Predictors and Consequences of Perceived School Relevance” (2024, Predictors and Consequences of Perceived School Relevance), “Becoming Better Learners, Becoming Better Teachers: Augmenting Learning via Cognitive and Motivational Theories” (2023, Human Arenas), Learning Styles, Classroom Instruction, and Student Achievement (2022), and “Who Is Part of the “Mindset Context”?: The Unique Roles of Perceived Professor and Peer Mindsets in Undergraduate Engineering Students’ Motivation and Belonging” (2021, Frontiers in Education)

Associate Professor; Louise Spence Griffeth Fellow for Excellence, Department of Educational Psychology, The University of Texas at Austin, Principal Investigator, Learning and Motivational Beliefs (LAMB) Lab; Associate Editor, Journal of Educational Psychology; Editorial Board Member, Review of Educational Research; Member, American Educational Research Association; Co-Author, “How Will I Be Graded? The Past, Present, and Future of Research on Grading Policies and Student Motivation in Secondary and Postsecondary Education” (2026, Educational Psychology), “Can Growth Grow? Measuring Growth Rate Orientation (GRO) Beliefs: An Unexplored Avenue into Understanding Mindsets” (2025, Social Psychology of Education), and “The Secret Language of Peers: How Peer Behaviors Signal Mindset and Influence Classroom Experiences” (2025, British Journal of Educational Psychology),

Associate Professor, Psychology and Psychiatry, Harvard Medical School; Psychologist, Psychology Leadership Team, Executive Director, Learning and Emotional Assessment Program (LEAP), Massachusetts General Hospital; Instructor, Colorado State University; Advisory Board, Magination Press, American Psychological Association; Member, International Academy for Research on Learning Disabilities; Co-Director of the Clay Center for Healthy Young Minds; Author, Bright Kids Who Couldn’t Care Less: How to Rekindle Your Child’s Motivation (2023); Co-Author, The Motivation Mindset Workbook: Helping Teens and Tweens Discover What They Love to Do (2025) and Bright Kids Who Can’t Keep Up: Help Your Child Overcome Slow Processing Speed and Success in a Fast-Paced World (2014)

Consultant; Central Office Administrator, Baltimore County and Prince Georges County Public Schools; Central Office Instructional Specialist, Montgomery County Public Schools; Author, Ready-to-Use Resources for Mindsets in the Classroom: Everything Educators Need for Building Growth Mindset Learning Communities (2020), Nothing You Can't Do!: The Secret Power of Growth Mindsets (2018), Create a Growth Mindset School: An Administrator's Guide to Leading a Growth Mindset Community (2018), and Mindsets in the Classroom (2017); Co-Author, Mindsets for Parents (2016)

Director, Reading and Dropout Prevention Institute; Executive Director, The Meadows Center for Preventing Educational Risk; Manuel J. Justiz Endowed Chair in Education; Professor, Department of Special Education; Principal Investigator, i-SMART: Intervention to Support Mindsets and Reading Together; The University of Texas at Austin; Recipient of several awards, including the “Distinguished Faculty and Research” Award, the Jeannette E. Fleischner Award for “Outstanding Contributions in the Field of LD” from the CEC; the AERA SIG “Distinguished Researcher” Award, and College of Education Dean’s “Distinguished Research” Award; Co-Author, Strategies for Teaching Students With Learning and Behavior Disabilities (2024, 11^th Edition) and Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Educational Classroom (2023, 8^th Edition), Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction (2020), and Effective Instruction for Middle School Students With Reading Difficulties: The Reading Teacher's Sourcebook (2012)

Educational Consultant; Former Teacher and Literacy Instructor; Former Program Developer, Northeast Foundation for Children; Author, Rekindle Your Professional Fire (2024), Tackling the Motivation Crisis (2021), and What We Say and How We Say it Matters: Teacher Talk That Improves Student Learning and Behavior (2019)

Social Psychologist; Professor of Psychology, School of Psychological Science, Oregon State University; Founding Co-Editor of APA’s Scholarship of Teaching and Learning in Psychology Journal; Co-Chaired the APA Introductory Psychology Initiative, and Past President of Psi Chi, the International Honor Society in Psychology and the Society for the Teaching of Psychology; TED Speaker; Recipient of the American Psychological Foundation’s “Charles L. Brewer Award for Distinguished Teaching in Psychology” Award and Oregon State University’s highest teaching award, the “Elizabeth P. Ritchie Distinguished Professor” Award in 2024; Co-Author, Teach Like a Champ: The Psychology-Based Guide to Effective and Efficient Teaching (2026) and Study Like a Champ: The Psychology-Based Guide to “Grade A” Study Habits (2023)

Assistant Professor, Department of Educational Psychology, College of Education; Director, Motivation and Self-Regulation Lab, The University of Texas at Austin; Co-Author, “A Strategic Mindset Enhances Children’s Generation of Effective Strategies and Delay of Gratification Across Tasks” (2026, Developmental Psychology), “A Strategic Mindset Predicts and Promotes Effective Learning and Academic Performance” (2025, Science of Learning), “A Teacher Strategic Mindset Predicts Efficacious and Effective Teaching” (2023, Educational Psychology), and “Fanning the Flames of Passion: A Develop Mindset Predicts Strategy-Use Intentions to Cultivate Passion” (2021, Frontiers in Psychology)

Chartered Psychologist with the British Psychological Society; Practitioner Psychologist with the Health Care Professionals Council; Director, InnerDrive; Former Associate Lecturer, The Open University, UK; Translator on teaching and learning research; Leading Expert on cognitive science in education; Co-Author, Teaching and Learning Illuminated: The Big Ideas, Illustrated (2023), The Science of Learning: 99 Studies That Every Teacher Needs to Know (2021), Retrieval Practice 2: Implementing, Embedding and Reflecting (2021), A Parent’s Guide to The Science of Learning (2021), and Release Your Inner Drive (2017)

Professor Emerita; Director Emerita, Center for Academic Success, Louisiana State University; Awarded the 2007 “US Presidential Award for Excellence in Mentoring”; Author, The High School Students' Studying and Learning Handouts: A Companion to The Parents' Guide to Studying and Learning (2022), Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level (2018), and Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation (2015); Co-Author, “Metacognition and Peer Tutoring” (2025, The Handbook of Peer Tutoring) and “Metacognition: The Foundation of the 21^st Century Learning Center” (2018, Learning Centers in the 21^st Century)

President, Educational Research in Action, LLC, an internationally recognized leader in applying cognitive rigor, depth of knowledge, and the design of competency-based and school-based curriculum and assessment systems; Technical Advisor to EL Education,  Renaissance Learning, and to more than thirty state departments of education on NH’s model competencies in ELA, math, and science; Author, Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment (2023) and A Local Assessment Toolkit to Promote Deeper Learning: Transforming Research Into Practice (2018); Co-Author, Applying Depth of Knowledge and Cognitive Rigor: An Educator’s Guide to Supporting Deeper Learning (2025), Elevating Competency-Based Learning in a PLC at Work®: Actionable Assessment, Defensible Evidence, and Equitable Grading (2024), and Deeper Competency-Based Learning: Making Equitable, Student-Centered, Sustainable Shifts (2020)

Professor Emeritus of Educational Psychology, College of Education, University of Kentucky; Visiting Professor at 10 universities in the US; Visiting Scholar at universities in Australia, Canada and New Zealand; Fellow, American Educational Research Association; Former Director, Center for the Improvement of Teaching and Learning; Author, Evaluating Professional Learning (2025, 2^nd Edition), The Teacher as Assessment Leader (2025, 2^nd Edition), and Implementing Mastery Learning (2022); Co-Author, Grading With Integrity (2024), Get Set, Go!: Creating Successful Grading and Reporting Systems (2020) and On Your Mark: Challenging the Conventions of Grading and Reporting (2014)

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, Microlearning in the K–12 Classroom: Short Bursts of Instruction for Breakthrough Understanding (2026), The Engagement by Design Playbook: Creating Learning Environments Where Students Thrive (2026), The Artificial Intelligence Playbook: Time-Saving Tools for Teachers That Make Learning More Engaging (2025, 2nd Edition), Rigor Unveiled (2025), Teaching Students to Drive Their Learning (2023), and Confronting the Crisis in Engagement (2022)

Social Psychologist; Professor of Psychology, School of Psychological Science, Oregon State University; Founding Co-Editor of APA’s Scholarship of Teaching and Learning in Psychology Journal; Co-Chaired the APA Introductory Psychology Initiative, and Past President of Psi Chi, the International Honor Society in Psychology and the Society for the Teaching of Psychology; TED Speaker; Recipient of the American Psychological Foundation’s “Charles L. Brewer Award for Distinguished Teaching in Psychology” Award and Oregon State University’s highest teaching award, the “Elizabeth P. Ritchie Distinguished Professor” Award in 2024; Co-Author, Teach Like a Champ: The Psychology-Based Guide to Effective and Efficient Teaching (2026) and Study Like a Champ: The Psychology-Based Guide to “Grade A” Study Habits (2023)

Cognitive Psychologist; Professor of Psychology, Howard College of Arts and Sciences, Samford University; Chair, National Institute on the Teaching of Psychology; Carnegie Scholar; Named “U.S. Professor of the Year” by The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education; Author, “How Students Fool Themselves” (2025, The Teaching Professor), “The Indicator of a Great Teacher” (2024, The Teaching Professor), and “The (Often Misconstrued) Relationship between Learning, Effort, and Difficulty” (2023, The Teaching Professor); Co-Author, “The Cognitive Challenges of Effective Teaching” (2020, The Journal of Economic Education), “Practice What We Teach: Improving Teaching and Learning in Psychology” (2018, Teaching of Psychology), and “The Cognitive Principles of Effective Teaching” (2015, APA)

Chartered Psychologist with the British Psychological Society; Practitioner Psychologist with the Health Care Professionals Council; Director, InnerDrive; Former Associate Lecturer, The Open University, UK; Translator on teaching and learning research; Leading Expert on cognitive science in education; Co-Author, Teaching and Learning Illuminated: The Big Ideas, Illustrated (2023), The Science of Learning: 99 Studies That Every Teacher Needs to Know (2021), Retrieval Practice 2: Implementing, Embedding and Reflecting (2021), A Parent’s Guide to The Science of Learning (2021), and Release Your Inner Drive (2017)

Professor Emeritus of Educational Psychology, College of Education, University of Kentucky; Visiting Professor at 10 universities in the US; Visiting Scholar at universities in Australia, Canada and New Zealand; Fellow, American Educational Research Association; Former Director, Center for the Improvement of Teaching and Learning; Author, Evaluating Professional Learning (2025, 2^nd Edition), The Teacher as Assessment Leader (2025, 2^nd Edition), and Implementing Mastery Learning (2022); Co-Author, Grading With Integrity (2024), Get Set, Go!: Creating Successful Grading and Reporting Systems (2020) and On Your Mark: Challenging the Conventions of Grading and Reporting (2014)

Assistant Professor, Champlain College; Author, The Wisdom of the Body: What Embodied Cognition Can Teach Us About Learning, Human Development, and Ourselves (2020), The Indoor Epidemic (2017), Wild Curiosity: How to Unleash Creativity and Encourage Lifelong Wondering (2015), and “How Can Teachers Foster Curiosity?” (2014, Education Week)

K-12 Climate and Culture Specialist, Stand Tall Enterprises, LLC; Former Adjunct Professor, Rutgers University; Consultant, New York State Education Department; Assistant Scoutmaster, Cubmaster, Boy Scouts of America; Member, Association for Supervision and Curriculum Development; Member, Atlantic County Association of School Administrators; Member, New Jersey Association of School Administrators; Author, Just Do This...The Educator’s Guide to Improve Culture and Climate in the Classroom, School, District (2025), Stand Tall Leadership (2020), and Ideas, Ideas, Ideas (2016); Co-Author, 10-Minute Classroom Openers (2023); Contributor, Because of a Teacher: Stories of the Past to Inspire the Future of Education (2021)

Associate Professor of Psychiatry; Director of Learning Services, St. Louis University School of Medicine; National Steering Committee Member, researchED; Distinct Interest Group Executive Committee Member, Association of Medical Education Learning Specialists; Author, “The Impact of Confidence on Anxiety and Motivation” (2025, The Learning Scientists), “Help Students Believe in Themselves: Self-Efficacy Boosts Exam Scores” (2022, The Learning Scientists), and “Considerations for Applying Six Strategies for Effective Learning to Instruction” (2020, Medical Science Educator); Co-Author, Ace That Test: A Student’s Guide to Learning Better (2023)

Assistant Professor of Educational Psychology, The University of Texas at Austin Fellow, Mind & Society Center, University of Southern California; Courtesy Appointment, LBJ School of Public Affairs, The University of Texas at Austin; Recipient of the “Rising Star” Award from the Association of Psychological Science and the “J Don Read Early Career Research” Award from the Society of Applied Research; Co-Author, “What Is the Purpose of School? Predictors and Consequences of Perceived School Relevance” (2024, Predictors and Consequences of Perceived School Relevance), “Becoming Better Learners, Becoming Better Teachers: Augmenting Learning via Cognitive and Motivational Theories” (2023, Human Arenas), Learning Styles, Classroom Instruction, and Student Achievement (2022), and “Who Is Part of the “Mindset Context”?: The Unique Roles of Perceived Professor and Peer Mindsets in Undergraduate Engineering Students’ Motivation and Belonging” (2021, Frontiers in Education)

Associate Professor, Psychology and Psychiatry, Harvard Medical School; Psychologist, Psychology Leadership Team, Executive Director, Learning and Emotional Assessment Program (LEAP), Massachusetts General Hospital; Instructor, Colorado State University; Advisory Board, Magination Press, American Psychological Association; Member, International Academy for Research on Learning Disabilities; Co-Director of the Clay Center for Healthy Young Minds; Author, Bright Kids Who Couldn’t Care Less: How to Rekindle Your Child’s Motivation (2023); Co-Author, The Motivation Mindset Workbook: Helping Teens and Tweens Discover What They Love to Do (2025) and Bright Kids Who Can’t Keep Up: Help Your Child Overcome Slow Processing Speed and Success in a Fast-Paced World (2014)

Professor of Educational Psychology, Learning Sciences and Educational Research Department; Coordinator for the Curriculum and Instruction EdD Program, University of Central Florida; Founder and Board Chairperson, Galileo School for Gifted Learning, an award-winning K-8 Florida charter school; Recipient of the 2022 “Distinguished Contributions of Applications of Psychology to Education and Training” Award by the American Psychological Association (APA), and Recognized in 2018 as a “Citizen-Psychologist” by APA for her work in education reform; Fellow of APA’s Division 15; Member of the Board of Educational Affairs, APA; Author, Millennials' Guide to K-12 Education: What No One Ever Told You About How to Help Your Child THRIVE in School (2021); Co-Editor, International Handbook of Research on Teachers’ Beliefs (2026, 2^nd Edition)

Vice Provost for Regional Campuses, Office of Academic Affairs; Professor, Educational Psychology, Department of Psychology, College of Education and Human Ecology, Ohio State University; Fellow of both the American Psychological Association and the American Educational Research Association; Editor, Theory Into Practice; Author, Sparking Student Motivation: The Power of Teachers to Rekindle a Love for Learning (2020); Co-Author, Educational Psychology: Developing Learners (2024, 11^th Edition), “Deeper Learning and Motivation: Striving for Mastery” (2021, Educational Leadership), Classroom Motivation: Linking Research to Teacher Practice (2020, 3^rd Edition), Visible Learning Guide to Student Achievement (2019), Adolescent Development for Educators (2018), and Psychology of Classroom Learning: An Encyclopedia (2009)

Clinical Psychologist; Lead Assistant Instructor, Consultant, University of Pennsylvania, International Best-Selling Author; Writer; Popular TED Speaker with over 15 million views; Managing Editor, Hoover Institute; Board Member, Project Wayfinder; Author, The Power of Meaning: Crafting a Life That Matters (2017)

Educational Consultant; Gifted Education Specialist; Digital Innovation Specialist, Education Service Center (ESC) Region 12; Named one of the “Top People in Education to Watch” in 2016 by the Academy of Education Arts and Sciences; Blogger for A Meaningful Mess; Author, Designing for Depth in the Classroom (2022), Genius Hour (2022, 2^nd Edition), and A Meaningful Mess: A Teacher's Guide to Student-Driven Classrooms, Authentic Learning, Student Empowerment, and Keeping It All Together Without Losing Your Mind (2019)

Founder, Adaptable Learning; Director, Learning and Innovation; Instructor, Graduate School of Education, University of Pennsylvania; Author, Meaningful and Relevant: Engaging Learners in An Age of Distraction (2025), Adaptable: How to Create an Adaptable Curriculum and Flexible Learning Experiences That Work in Any Environment (2021), The PBL Playbook (2018), Intentional Innovation (2017), Learning by Choice (2015), and Inquiry and Innovation in the Classroom (2014); Co-Author, Empower: What Happens When Students Own Their Learning (2017) and LAUNCH (2016)

President, Educational Research in Action, LLC, an internationally recognized leader in applying cognitive rigor, depth of knowledge, and the design of competency-based and school-based curriculum and assessment systems; Technical Advisor to EL Education,  Renaissance Learning, and to more than thirty state departments of education on NH’s model competencies in ELA, math, and science; Author, Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment (2023) and A Local Assessment Toolkit to Promote Deeper Learning: Transforming Research Into Practice (2018); Co-Author, Applying Depth of Knowledge and Cognitive Rigor: An Educator’s Guide to Supporting Deeper Learning (2025), Elevating Competency-Based Learning in a PLC at Work®: Actionable Assessment, Defensible Evidence, and Equitable Grading (2024), and Deeper Competency-Based Learning: Making Equitable, Student-Centered, Sustainable Shifts (2020)

Assistant Professor of Educational Psychology, The University of Texas at Austin Fellow, Mind & Society Center, University of Southern California; Courtesy Appointment, LBJ School of Public Affairs, The University of Texas at Austin; Recipient of the “Rising Star” Award from the Association of Psychological Science and the “J Don Read Early Career Research” Award from the Society of Applied Research; Co-Author, “What Is the Purpose of School? Predictors and Consequences of Perceived School Relevance” (2024, Predictors and Consequences of Perceived School Relevance), “Becoming Better Learners, Becoming Better Teachers: Augmenting Learning via Cognitive and Motivational Theories” (2023, Human Arenas), Learning Styles, Classroom Instruction, and Student Achievement (2022), and “Who Is Part of the “Mindset Context”?: The Unique Roles of Perceived Professor and Peer Mindsets in Undergraduate Engineering Students’ Motivation and Belonging” (2021, Frontiers in Education)

Professor, Psychological and Brain Sciences, College of Arts and Sciences, Texas A&M University; Psychology of Progress Fellow, Archbridge Institute; Fellow, Society for Personality and Social Psychology; Co-Author, “Interpersonal Mattering and the Experience of Meaning in Life” (2025, Positive Psychology), “The Science of Meaning in Life” (2021, Annual Review of Psychology), and “Awe and Meaning: Elucidating Complex Effects of Awe Experiences on Meaning in Life” (2020, European Journal of Social Psychology)