Dr. Vincent Tinto
Dr. Vincent Tinto is a Distinguished University Professor Emeritus at Syracuse University and the former Chair of the Higher Education Program. He has carried out research and has written extensively on higher education, particularly on student success and the impact of learning communities on student growth and attainment. His book, Leaving College, published by the University of Chicago Press, lays out a theory and policy perspective on student success that is considered the benchmark by which work on these issues are judged. His most recent book, Completing College, also published by The University of Chicago Press, lays out a framework for institutional action for student success, describes the range of programs that have been effective in enhancing student success, and the types of policies institutions should follow to successfully implement programs in ways that endure and scale-up over time. He has received numerous recognitions and awards. He was awarded the Council of Educational Opportunity Walter O. Mason 2012 Award for his work on the retention of low-income students, the Council of Independent Colleges 2008 Academic Leadership Award, the National Institute for Staff Development International 2008 Leadership Award and was named Distinguished Fellow in the Council of Learning Assistance and Developmental Education Associations. Most recently, he was named recipient of the 2015 President Harry S. Truman Award for the American Association of Community Colleges for his work for community colleges across America. He has some 50 notable publications, including books, research reports, and journal articles, to his credit and has lectured across the United States, Australia, Canada, Chile, Europe, Mexico, New Zealand, Norway, South Africa, and South America. From 1990 to 1996 he was associate director of the National Center for Teaching, Learning, and Assessment. He has worked with a number of organizations, foundations, and government agencies on issues of student success and sits on a number of advisory boards including the Community College Survey of Student Engagement, The Bill and Melinda Gates Foundation, and The Lumina Foundation. Dr. Tinto received his B.S. from Fordham in Physics and Philosophy, his M.S. from Rensselaer Polytechnic Institute in Physics and Mathematics, and his Ph.D. from the University of Chicago in Education and Sociology.
Dr. Todd Zakrajsek
Todd D. Zakrajsek, PhD Industrial/Organizational Psychology, is an Associate Professor and Associate Director of the Faculty Development Fellowship in the Department of Family Medicine at The University of North Carolina at Chapel Hill. In addition to his work at UNC providing resources for faculty on various topics related to teaching and learning, Todd’s experience serving on educationally-related boards include the Journal of Excellence in College Teaching; International Journal for the Scholarship of Teaching and Learning; Higher Education Teaching Learning Portal; Education Research Initiative (Lenovo Computer); Technology Enriched Instruction (Microsoft); and Communicating Science in K-12. Todd is also serving a three-year term as an elected core committee member for the Professional Organizational Developers Network. His current academic work and publications pertain to faculty development, effective instructional strategies, and student learning. His most recent books include The New Science of Learning (co-authored with Terry Doyle; Stylus; 2013) and Teaching for Learning (co- authored with Claire Major and Michael Harris, Routledge Publishing; 2015).
Dr. Tia Brown McNair
Dr. Tia Brown McNair is the Vice President in the Office of Diversity, Equity, and Student Success at Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact educational practices, and student success, including AAC&U’s Network for Academic Renewal series of yearly working conferences. McNair also directs AAC&U’s Summer Institute on High-Impact Educational Practices and Student Success. McNair serves at the project director for several AAC&U LEAP initiatives, “Advancing Roadmaps for Community College Leadership to Improve Student Learning and Success,” “Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success,” “Advancing Underserved Student Success through Faculty Intentionality in Problem-Centered Learning.” and a newly-funded effort “Purposeful Pathways: Faculty Planning and Curricular Coherence.” McNair chaired AAC&U’s Equity Working Group that was part of the General Education Maps and Markers (GEMs) project that represented a large- scale, systematic effort to provide “design principles” for 21st-century learning and long- term student success. She is the lead author of the book Becoming a Student-Ready College: A New Culture of Leadership for Student Success (July 2016). McNair is a co- author on the publication Assessing Underserved Students’ Engagement in High-Impact Practices. Prior to joining AAC&U, McNair served as the Assistant Director of the National College Access Network (NCAN) in Washington, DC. McNair’s previous experience also includes serving as a Social Scientist/Assistant Program Director in the Directorate for Education and Human Resources at the National Science Foundation (NSF), Director of University Relations at the University of Charleston in Charleston, West Virginia; the Statewide Coordinator for the Educational Talent Search Project at the West Virginia Higher Education Policy Commission; and the Interim Associate Director of Admissions and Recruitment Services at West Virginia State University. She has served as an adjunct faculty member at several institutions where she taught first- year English courses. McNair earned her bachelor’s degree in political science and English at James Madison University and holds an M.A. in English from Radford University and a doctorate in higher education administration from George Washington University.