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Past Speakers

The Saint Louis University Education Speaker Series has brought a series of speakers since 2018 for students, faculty and staff. 

2019-2020

Loretta Prater, Ph.D., September 12, 2019
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Excessive Use of Force: An Educator Shares Research and Personal Experiences
 
Loretta Prater, Ph.D., is an author, a retired professor, and the former dean of the College of Health and Human Services at Southeast Missouri State University.

Suggested Reading:
"Excessive Use of Force: One Mother's Struggle Against Police Brutality and Misconduct," published by Rowman and Littlefield. To purchase, click here.

Howard Fuller, Ph.D.,October 17, 2019
Howard Fuller, Ph.D.
 

Considering School Choice through a Social Justice Lens  
and
Why We Need Committed & Talented Educators in Urban Schools (more than ever) 

Howard Fuller, Ph.D., is a Distinguished Professor of Education and the Director of the Institute for the Transformation of Learning (ITL) at Marquette University.

Tiffany Anderson, Ed.D., November 15, 2019
Tiffany Anderson
 

Transformational Leadership: Eliminating Opportunity Gaps

Be inspired to think beyond the traditional methods used to disrupt poverty and low academic performance. Tiffany Anderson, Ed.D., will share inspirational stories that highlight strategies used to close opportunity gaps in schools resulting in improved achievement. Hear how staff members in three different school districts she led helped transform a school system to eliminate achievement gaps and meet over 90 percent of state standards. Anderson will share researched-based, tiered intervention systems of support that influence academic achievement and provide practical strategies that you can use to disrupt poverty and improve low academic performance. Participants will gain data-driven strategies that Anderson has successfully implemented and that have been highlighted nationally by universities, the New York Times, and the Washington Post.
 
Tiffany Anderson, Ed.D., is the Superintendent of Topeka Public Schools USD 501 and has been a public school educator for more than 24 years. Anderson will also be a keynote speaker at the 2019 ASCD Conference on November 9, 2019. She will be presenting, "Transforming Schools for Excellence Through Leadership: Eliminating Opportunity Gaps." 

Suggested Readings:

ASCD: Dispatch From Topeka: How Schools Can Carry Out the Promise of Brown v. Board
Heinemann Publishing: Equity Now: Realizing the Promise of Brown v. Board of Education

John Pijanowski, Ph.D., December 3, 2019
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Translating moral thinking into moral doing

Abstract: The judgment-action gap (the difficulty one often faces in moving from knowing to doing) has broad implications for all facets of how people navigate their personal and professional lives. The literature in public health, education, and ethics are replete with examples pointing to how the people who have already come to the conclusion of what they should do often fail to act on those decisions. Physical and emotional stressors, and contextual pressures, can heavily influence whether someone successfully moves from sound judgment to effective action. Self care and wellness are foundational to effective decision-making and ethical action, including those decisions that further support personal and public health. Therefore promoting self care and wellness are critical and foundational elements of how we help people make better choices, and ultimately act on those choices to improve their lives and the lives of others. This talk will focus on the implications of the judgment-action gap for the practice of educators.

John Pijanowski, Ph.D., is a current professor and former administrator with 25 years of experience. He regularly teaches classes at the University of Arkansas in the educational leadership program. He has also created several ethics courses including The Moral Mind in Action, Moral Courage, Teaching Character, and Leadership Ethics. Dr. Pijanowski's research and areas of expertise include ethics education, school leadership, and mindfulness and medication in education. He has led a National Science Foundation funded effort to develop ethics curriculum and teaching guides for future scientists and educators.

Shaun Dougherty, Ed.D., January 16, 2020
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 The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System

Dougherty presented a working paper, The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System. This paper estimates the causal effect of getting into and attending a set of specialized high schools that emphasize career and technical education. It estimates these effects on high school, college, and workforce outcomes using more than a decade’s worth of administrative data in a statewide system that serves nearly 10% of high school students in Connecticut.

Shaun M. Dougherty, Ed.D. is an associate professor of public policy and education at Vanderbilt’s Peabody College. His research emphasizes the use of quantitative research methods to evaluate the impact of educational policies and programs. He emphasizes understanding how the requirements, incentives and behaviors that those policies produce develop human capital.

Suggested Readings:
The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System

Michael Hayes, Ph.D., February 11, 2020
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The Effect of the New Jersey Superintendent Salary Cap on Superintendent Turnover

Abstract: Previous education policy research have examined possible explanations for why school leaders and teachers remain or leave their schools. One potentially important factor is salary. Interestingly, there has been only a few studies that have attempted to estimate the causal effect of salary reductions on school leaders. This study fills this gap through an analysis of a natural experiment in New Jersey. Starting in 2011, New Jersey set a salary cap for all future superintendent contracts based on student enrollment. The salary cap caused large and sudden reductions in base salaries for a significant number of NJ school superintendents in the initial year. Using a self-compiled dataset on NJ superintendent contracts, he finds that an additional $10,000 reduction in base salary due to the salary cap corresponds to a 16% increase in the likelihood of superintendent turnover. This is an important contribution to the field of educational administration because the study’s main finding suggests that the relationship between salary and turnover is quite strong for superintendents, especially those in districts with a relatively high number of at-risk students.

Brian Kisida is an assistant professor in the Truman School of Public Affairs at the University of Missouri. He focuses on education policy, experimental design, and causal inference. His research has examined the broad educational benefits of school partnerships with cultural institutions and community arts organizations, teacher diversity, and school integration. His work has been cited in congressional testimony before the U.S. House and Senate, and it has appeared in numerous media outlets, including The New York Times, USA Today, The Washington Post, The Wall Street Journal, and CNN.

Brian Kisida, Ph.D., March 5, 2020
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 The Benefits of Arts Education

Brian Kisida is an Assistant Professor in the Truman School of Public Affairs at the University of Missouri. He focuses on education policy, experimental design, and causal inference. His research has examined the broad educational benefits of school partnerships with cultural institutions and community arts organizations, teacher diversity, and school integration. His work has been cited in congressional testimony before the U.S. House and Senate, and it has appeared in numerous media outlets, including The New York Times, USA Today, The Washington Post, The Wall Street Journal, and CNN.

Suggested Readings:
New Evidence of the Benefits of Arts Education
The Educational Value of Field Trips
Art Makes You Smart

Gavin Schiffres, M.A. and Jack Krewson, M.A., May 7, 2020
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Kairos Academies: What Pandemic Says About The Failures Of Our Education System

From the Speakers:
Families across the country are seeing firsthand how unprepared their kids are to succeed outside the artificial environment of traditional schooling. No real-world setting—not remote working, not an Information Age career, and certainly not college—looks like the average K-12 classroom. Students today are discovering a hard truth that most only learn after graduation: their education didn't really teach them how to navigate real-life choices over when, where, how, and with whom to work.

Kairos and Kairos Oikoi are both designed to empower students to direct their own lives and learning. Kairos kids have transitioned seamlessly to remote learning (just ask our parents) not because they're any smarter than other children (although we DO adore them), but because they've spent time intentionally building executive functioning skills. Kairos students learn how to learn independently the only way anyone learns anything—with 1-1 coaching and a lot of authentic practice (in our case, self-directed studies through real-world challenges and incentives).

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Among its lessons, this pandemic has taught us that the question isn't whether our children will need to take ownership of their education, work, and life. It's how, as adults, we're going to prepare them for that challenge.

Jack Krewson graduated from Washington University-St. Louis, where he studied political and racial inequity in the city. He has taught in Hong Kong, held leadership roles at Normandy High School, and supported high-quality instruction through the St. Louis Teacher Residency. He holds a master's in education and joined Kairos because he believes every child deserves a school that meets their unique needs and strengths.

Gavin Schiffres graduated magna cum laude from Yale University, with honors for his thesis work on educational innovation. Gavin has taught in New Haven, Israel, and St. Louis, and he's worked to advance educational equity at StudentsFirst and the Louisiana Department of Education. Gavin holds a master's in education and joined Kairos to bring every child the cutting-edge tools and techniques he's seen in his work around the world.

View the Zoom Presentation

Steve Zwolak, M.Ed., June 4, 2020
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COVID-19 Impact of Schools Sudden Closure and its Impact on the Re-entry or Reunion process - Foundations of Attachment/Reattachment with Adults and Children - Attachment and Reattachment with and within Adults and Children - the Healing Process

Abstract: A time of loss and grieving for what we experienced as "normal," can provoke emotions that are sadly too familiar or, surprisingly unfamiliar. How do we support each other during this time of grieving when we are Removed from our environments? Let's explore the power of attachments and relationships as a critical pathway to love and healing.

Steve Zwolak is the CEO of LUME Institute and Executive Director of University City Children’s Center. He has over 50 years’ experience as a student of children, tirelessly advancing and advocating for children. Steve’s years as a classroom teacher and leader in the field of education enabled him to build the LUME Approach to education, which focuses on Emotionally Responsive Teaching. In addition, there is preliminary evidence that his work has the potential in closing the racial and socioeconomic achievement gap. The approach emphasizes that the emotional development of children is critical to future success. All learning happens in relationships. Steve has been recognized locally, regionally and nationally for his work with children, families and educators.

View the Zoom Presentation

Christie Huck, July 9, 2020
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 Teaching an Anti-Biased, Anti-Racist (ABAR) Curriculum While Facing COVID-19 and the Ongoing Pandemic of Racism

Abstract: Schools play an instrumental role in shaping our society and culture. As such, schools have tremendous influence to either perpetuate or interrupt racism and bias. Christie Huck will talk about City Garden Montessori School’s intentional focus on anti-bias, antiracism (ABAR) in their school’s curriculum, culture and organizational structure, and the importance of all schools taking an active and explicit anti-biased, antiracist approach during this moment in history.

Christie Huck is Executive Director of City Garden Montessori School in St. Louis, Missouri. With a background in community organizing and social justice activism, Huck entered education as a parent and community member concerned about racism and segregation in schools. She worked with City Garden’s founder and parents to develop City Garden Montessori Charter School, an anti-biased, antiracist neighborhood Montessori school community. Huck is a member of the 17th Pahara-Aspen Education Fellowship cohort and received the Missouri Charter School Leader of the Year Award in 2017. She lives in St. Louis with her three children and her corgi.

View Huck's Zoom Presentation

 

2018-2019

Liz Stosich, Ed.D., May 3, 2019

Leaders Respond to Standards-based Accountability Policies: Crafting Coherence Between the Common Core and Teacher Evaluation

Location: Busch Student Center, Room 254

Liz Stosich, Ed.D., is an assistant professor in the Division of Education Leadership, Administration and Policy at Fordham University.

Suggested Readings:

Margie Vandeven, Ph.D., April 11, 2019
 

Missouri's Show-Me Success Plan to Provide Educational Opportunities for all Children

Location: Sinquefield State Room Hall

Margie Vandeven, Ph.D., is Missouri’s commissioner of education.

Cory Koedel, Ph.D., March 7, 2019
 

High School Course Access and Postsecondary STEM Enrollment and Attainment

Location: Busch Student Center, Room  254

Cory Koedel, Ph.D., is an associate professor of economics and public policy at the University of Missouri-Columbia.

Suggested Readings:

High School Course Access and Postsecondary STEM Enrollment and Attainment

Tomas Monarrez, Ph.D., February 21, 2019
Anna J. Egalite, Ph.D., January 24, 2019

The Benefits of Teacher Diversity: A Summary of the Research to Date 

Location: Sinquefield State Room Hall

Anna J. Egalite, Ph.D., is an assistant professor in the Department of Educational Leadership, Policy and Human Development at North Carolina State University.

Suggested Readings:

Stephen Raudenbush, Ed.D., December 4, 2018 

 The Ambitious Elementary School and Educational Inequality

Location: Boileau Hall

Stephen Raudenbush, Ed.D.
 is the Lewis-Sebring Distinguished Service Professor in the Department of Sociology at the University of Chicago.

Whitney Harris, November 13, 2018

What Disney Has Taught Us About Retaining Teachers in Low-Income Schools

Location: Boileau Hall

Whitney Harris is the director of secondary English language arts at the Arkansas Academy of Education Equity

Suggested Readings

John Q. Easton, Ph.D., October 9, 2018

Research-Practice Partnerships: Promises and Challenges

Location: Boileau Hall

John Q. Easton, Ph.D. , is a senior fellow at the University of Chicago Consortium on School Research.

Suggested Readings

Kelvin Adams, Ph.D., September 13, 2018

Education by the Numbers: How Data Makes the Difference 

Location: Boileau Hall

Kelvin Adams, Ph.D.
, is superintendent of St. Louis Public Schools.