Bryan Dewsbury

This year’s conference will feature Bryan Dewsbury, PhD, a dynamic keynote speaker from the Florida International University (FIU). Dr. Dewsbury is a Gardner Institute Fellow and the Principal Investigator for the SEAS (Science Education And Research) program. His research is focused on the social context of teaching and learning, including questions relating to identity constructs, bias, relationships, and the effects of those variables on learning in students (from K-PhD). Dr. Dewsbury has developed a number of teaching approaches and programs relating to social belonging and higher education and draws inspiration from the possibilities of education as a force for intellectual liberation.

Dr. Dewsbury was born and raised in Trinidad and Tobago. He pursued a Bachelor’s degree at Morehouse College and a Masters and PhD from FIU. At FIU, he explored a number of interesting questions in marine ecology and ecological economics and developed a number of teaching approaches and programs relating to social belonging and higher education. He is personally inspired by the possibilities ​of education as a force for intellectual liberation, and as a means to increase critical consumerism. In between, he tries to find time to keep up with his never ending reading list, try new microbrews, and teach himself and his wife Kizomba!


Past Keynotes




Wednesday, September 29th, 2021


Help Students Assume Their Role in the Learning Process: Teach Them How to Learn

Saundra Y. McGuire, Wednesday Keynoter

Dr. McGuire is the Director Emerita of the Center for Academic Success, Professor Emerita in the Department of Chemistry, and retired Assistant Vice Chancellor at Louisiana State University. She is an internationally recognized chemical educator, author and lecturer who has traveled the globe promoting sure-fire strategies to help students, including those underrepresented in science and math professions, to be successful in their coursework and careers.  She has delivered keynote addresses or presented workshops at over 400 institutions in 47 states and twelve countries.   Prior to joining LSU, she spent eleven years at Cornell University, where she received the coveted Clark Distinguished Teaching Award.  Her best-selling books, Teach Students How to Learn and Teach Yourself How to Learn were published by Stylus Publishing.

Dr. McGuire’s most recent accolades include being listed in the 2020 edition of Marquis Who’s Who in America, the 2019 Distinguished Lecturer Award from the National Institute for Staff and Organizational Development (NISOD), the 2019 Commitment to Excellence in Academic Support Award from the Commission for Academic Support in Higher Education, the 2017 American Chemical Society Award for Encouraging Disadvantaged Students to Pursue Careers in the Chemical Sciences, and induction in 2017 into the LSU College of Science Hall of Distinction.  She is an elected Fellow of the American Chemical Society (ACS), the American Association for the Advancement of Science (AAAS), and the Council of Learning Assistance and Developmental Education Associations (CLADEA). Additionally, she was awarded Lifetime Learning Center Leadership Certification by the National College Learning Center Association.




Thursday, September 30th, 2021


Igniting Our Collective Imagination

Bonni Stachowiak, Thursday Keynoter

Dr. Stachowiak is dean of teaching and learning and professor of business and management at Vanguard University of Southern California.

As the creator and host of the Teaching in Higher Ed podcast, she provides a space for discussing the art and science of facilitating learning. She also explores ways to improve our productivity, so we can be more present for our students and have more peace in our lives.

The podcast has welcomed such guests (including several past FTTC keynoters!) as James Lang, Stephen Brookfield, Cathy Davidson, Maha Bali, Saundra McGuire, Todd Zakrajsek, Clint Smith, José Bowen, Ken Bauer, Michelle M. Miller, Jesse Stommel, Kevin Gannon, Ainissa Ramirez, and Ken Bain. The Teaching in Higher Ed podcast was awarded a MERLOT Classics Award (2016) and has been profiled in The Chronicle of Higher Education, Inside Higher Ed, and EdSurge.

Her Doctorate of Education in Organizational Leadership degree is from Pepperdine University. She also earned a Master of Arts in Organizational Leadership from Chapman University. Her Bachelor’s degree is in social sciences, which is also from Chapman University.

Bonni has conducted workshops and presented keynotes at various academic conferences on how to more effectively facilitate learning. She’s also shared ways to use educational technology to improve teaching and approaches for providing greater agency to our students in their learning.

She is married to Dave Stachowiak, host of the Coaching for Leaders podcast. They have two young children, work full-time jobs, are both computer geeks, and are living joyfully ever after together.


Keynote Session: Igniting Our Collective Imagination


Keynote Session: Teaching Distracted Minds: Old Challenges, New Contexts


James M. Lang, Assumption College

James M. Lang is a Professor of English and the Director of the D’Amour Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of five books, the most recent of which are Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016) Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008).

His next book, Teaching Distracted Minds, will be published by Basic Books in late 2020. Lang writes a monthly column on teaching and learning for The Chronicle of Higher Education ; his work has been appearing in the Chronicle since 1999.  His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the Boston Globe, Chicago Tribune, and Time. He edits a series of books on teaching and learning in higher education for West Virginia University Press; he co-edited the second book in the series, Teaching the Literature Survey Course: New Strategies for College Faculty (2018).  He has conducted workshops on teaching for faculty at more than a hundred colleges of universities in the US and abroad, and consulted for the United Nations on the development of teaching materials in ethics and integrity for college faculty.  In September of 2016 he received a Fulbright Specialist grant to work with three universities in Colombia on the creation of a MOOC on teaching and learning in STEM education. He has a BA in English and Philosophy from the University of Notre Dame, an MA in English from St. Louis University, and a Ph.D. in English from Northwestern University.

Read more about James M. Lang.

Keynote Session: Making the Classroom a Relationship-rich Educational Environment

Executive Director Peter Felten, Elon University, North Carolina


Peter Felten is executive director of the Center for Engaged Learning, assistant provost for teaching and learning, and professor of history at Elon University. He works with colleagues on institution-wide teaching and learning initiatives, and on the scholarship of teaching and learning. As a teacher and mentor, he regularly writes and presents with Elon undergraduates, and he works with Elon College and Honors Fellows on their research. As a scholar, he is particularly interested in learning and teaching, individual and institutional change, and student experiences and agency in higher education. His books include the co-authored volumes: The Undergraduate Experience: Focusing Institutions on What Matters Most (Jossey-Bass, 2016); Transforming Students: Fulfilling the Promise of Higher Education(Johns Hopkins University Press, 2014); Engaging Students as Partners in Learning and Teaching(Jossey-Bass, 2014); Transformative Conversations (Jossey-Bass, 2013); and the co-edited book Intersectionality in Action (Stylus, 2016). He has served as president of the International Society for the Scholarship of Teaching and Learning (2016-17) and also of the POD Network (2010-2011), the U.S. professional society for educational developers. He is co-editor of the International Journal for Academic Development and a fellow of the John N. Gardner Institute for Excellence in Undergraduate Education.

Keynote Session: Teaching for Critical Thinking: What Students Say Helps them 'Get' Critical Thinking

Dr. Stephen D. Brookfield, University of St. Thomas in Minneapolis, Minnesota


Dr. Stephen D. Brookfield is the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis, Minnesota. He currently serves on the editorial boards of educational journals in Britain, Canada and Australia, as well as in the United States. During 2002, he was a Visiting Professor at Harvard University. In 2003, he was awarded an honorary doctor of letters degree from Concordia University (St. Paul). After 10 years as a Professor of Higher and Adult Education at Columbia University in New York, he now holds the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis-St. Paul, Minnesota where he recently won the university's Diversity Leadership Teaching & Research Award and also the John Ireland Presidential Award for Outstanding Achievement as a Teacher/Scholar.

In 2008 he also received the Morris T. Keeton Award of the Council for Adult and Experiential Learning for his outstanding contributions to adult and experiential learning. In 2009 he was inducted into the international Adult Education Hall of Fame and in 2010 he received an honorary doctor of letters degree from Muhlenberg College. In 2008 he was awarded the Morris T. Keeton Award of the Council for Adult and Experiential Learning for "significant contributions to the field of adult and experiential learning." He was also awarded the Coin of Excellence from the General Army Staff Command College.

He is an author of Teaching Race: How to Help Students Unmask and Challenge Racism, Becoming a Critically Reflective Teacher, The Discussion Book: 50 Great Ways to Get People Talking.

Read more about Dr. Stephen D. Brookfield.

Katie Linder

Dr. Katie Linder, eCampus Research Unit, Oregon State University


Dr. Katie Linder is a director at eCampus Research Unit, Oregon State University, an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. Currently, she hosts two weekly solo podcasts ( You’ve Got This and The Anatomy of a Book), a weekly interview-based podcast ( Research in Action), and writes a weekly essay series. Her most recent book is The Blended Course Design Workbook: A Practical Guide. Katie is also the director of the Oregon State University Ecampus Research Unit and an associate editor for the International Journal for Academic Development.

Plenary Address: Helping Students Learn in an Age of Digital Distraction


Dr. Therese Huston, Center for Excellence in Teaching and Learning, Seattle University


Therese Huston, Ph.D. is a cognitive scientist at Seattle University, and the New York Times calls her new book, How Women Decide (Houghton Mifflin Harcourt, 2016), “required reading on Wall Street.” Therese received her BA from Carleton College and her MS and PhD in Cognitive Psychology from Carnegie Mellon University, and she founded the Center for Excellence in Teaching and Learning at Seattle University. Her first book, Teaching What You Don't Know, was published by Harvard University Press. She’s also written for the New York Times and Harvard Business Review and recently gave her first TEDx talk on what smart groups have in common.


Derek Bruff, Vanderbilt University Center for Teaching


Derek Bruff is director of the Vanderbilt University Center for Teaching and a senior lecturer in the Vanderbilt Department of Mathematics. As director, he oversees the Center’s programming and offerings for faculty and graduate students, helping them develop foundational teaching skills and explore new ideas in teaching and learning. He also consults regularly with campus leaders about pedagogical issues, seeking to foster a university culture that supports effective teaching.

Bruff served on the board of directors of the Professional and Organizational Development (POD) Network from 2010 to 2013, and currently serves as co-PI on a three-year, $750,000 National Science Foundation grant supporting the creation of two MOOCs (massive open online courses) on evidence-based teaching practices for future STEM faculty.

Bruff’s research interests include educational technology, visual thinking, and social pedagogies. He blogs on these topics at, and his book, Teaching with Classroom Response Systems: Creating Active Learning Environments, was published by Jossey-Bass in 2009. Bruff has taught at Harvard University and has a PhD in mathematics from Vanderbilt University.

Plenary Address: Class Time Reconsidered

How can we make the most of the relatively limited time we have with our students during class? That is the central and very useful question at the heart of the flipped classroom, an idea that has caught the attention of higher education like few others. Answering this question requires attention to what we ask of students both during and outside of class time. In this talk, we’ll unpack the idea of the flipped classroom and explore learning principles and teaching practices that can help us make more intentional and effective use of class time—and engage our students in deeper learning.