2026 Keynote Speakers

Kathleen Gabriel

California State University, Chico, Professor Emeritus

Teaching Unprepared Students: Building Skills, Grit, and Success in Today’s College Classroom

Kathleen F. Gabriel, professor emeritus at California State University, Chico, has an extensive teaching career—including 17 years in public education at the secondary level, first teaching Social Sciences first, then as a Resource Specialist. Moving to higher education, she developed an academic support program for underprepared college students and worked with college teachers to help them develop teaching strategies for promoting success and retention for our most vulnerable, at-promise students. She has several teaching awards at the university level along with two bestselling books on college teaching. The second edition of one will be available this fall, Teaching Underprepared Students: Building Skills, Confidence, and Success in Today’s College Classroom.

Key Statement: Variability in attention, motivation, and executive function is the norm. Designing for that variability strengthens engagement, reduces barriers, and improves learning outcomes for all students.

Keywords: Neurodiversity, Motivation, Executive Function

Abstract:

Many instructional approaches are built around an assumed “typical” learner—one who can sustain attention, regulate motivation, and manage cognitive demands with consistency. Neuroscience and learning science suggest a different reality. Attention shifts with context, motivation is shaped by reward and meaning, and executive function varies widely, even among high-achieving students.

This session reframes these differences not as deficits, but as expected variability. Drawing on current research in executive function, motivation, and emotion-cognition integration, participants will explore practical ways to design instruction that anticipates this variability. Strategies include structured autonomy, transparent assignment design, flexible demonstrations of mastery, and retrieval paired with reflection.

Designing with variability in mind does not dilute rigor—it strengthens it. Participants will leave with concrete approaches to increase engagement, reduce unnecessary barriers, and better support the full range of learners in their classrooms.

Outcomes:

Explain how variability in attention, motivation, and executive function shapes student learning and engagement.
Identify instructional practices that anticipate cognitive variability and reduce barriers to learning.
Apply at least one strategy (e.g., structured autonomy or transparent design) to improve engagement and access in their own course.

Tamara Rosier

ADHD Center of
West Michigan

Rethinking the

“Typical Learner”:

Designing for

Cognitive Variability

Tamara Rosier is an ADHD coach, author, and founder of the ADHD Center of West Michigan. She brings nearly two decades of experience in higher education as a faculty member, faculty developer, and academic leader, with a focus on teaching, learning, and how students think. Her work focuses on turning our knowledge of executive function, motivation, and emotional regulation into practical methods that boost learning and engagement. She is recognized for helping educators understand why capable students struggle—and what to do differently to reach them. Tamara is the author of Your Brain’s Not Broken and You, Me, and Our ADHD Family.

Key Statement: Since the pandemic, the number of unprepared student has grown. Teaching techniques, more than ever, are crucial for supporting and increasing students success in college.

Keywords: Unprepared, Skills, Success

Abstract:

Since the pandemic, faculty have reported greater numbers of unprepared students. What to do to help students rise to higher expectations and meet the rigors expected of them in college are topics often discussed, especially when considering efforts to maintain high standards. In this presentation, practical teaching techniques for improving students’ skills, their perseverance, and success will be explored. It is important to meet students where they are, but also vital to get them to where they need to go. Unlocking student potential not only can ignite students to accelerate academic skill levels, but can also be inspiring for faculty!

Outcomes:

Describe ways to identify their students’ academic strengths and weakness as well as their “mindset” outlook.
Analyze strategies from the session that may be used to accelerate their students’ academic skills.
Analyze strategies from the session that may be used to increase their students’ perseverance and grit in achieving their college goals.

Todd Zakrajsek

University of North Carolina, Chapel Hill

Why Try?: The Hidden Forces That Drive Learning, Motivation, and Meaning

Todd D. Zakrajsek is an Associate Research Professor in the School of Medicine at the University of North Carolina at Chapel Hill. He develops resources for faculty on teaching/learning, leadership, and publishing. Todd has served on many educationally related boards and work groups during his four decades of teaching and faculty development. For the past 20 years, Todd has directed Lilly Conferences on evidence-based teaching and learning. In his career, has given more than 300 campus workshops, conference presentations, and keynote addresses in 49 states, 12 countries, and 4 continents.

Key Statement: Why do people invest effort in difficult work? This keynote explores the forces that drive learning, persistence, and purpose. It also seeks to answer why so many of us continue to find meaning in higher education.

Keywords: Motivation and Meaning,, Belonging, Persistence

Abstract:
Every meaningful accomplishment in higher education requires effort. The question is: Why do people choose to invest it? Some embrace difficult challenges and persist through setbacks. Others disengage or abandon goals that once seemed important. Motivation is often treated as something people either possess or lack, yet research suggests a different story. This keynote explores the science behind human motivation and why people choose to learn, persist, and grow. Drawing from research in psychology and learning, participants will consider how these forces influence students, faculty, administrators, and ourselves. By better understanding what drives effort and meaning, we gain insight into why people learn and why so many of us chose higher education as our life's work.

Outcomes:

Describe key factors that influence motivation, persistence, and engagement.
Explain how motivation principles apply to students, faculty, administrators, and personal professional growth.
Identify one strategy for fostering greater purpose, belonging, or persistence within their educational environment.