Portfolio.
Featured Talks
Featured Masterclasses
In the News
At UT’s design school, Fortune 500 firms investing to ‘stay in front’ Around the start of the year, broadband conglomerate AT&T embarked on a new customer relations initiative…
What Power Lifting Taught This Innovator. A conversation with Julie Schell, Executive Director of Learning Design, Effectiveness and Innovation at UT Austin’s College of Fine Arts. “There’s an unprecedented demand for design thinking right now,” says Dr. Julie Schell. And during…
Master Class on Design Thinking
University of Groningen 2019
Keynote for Lecturer of the Year Event University of Groningen
How to Help People Learn
SXSW 2019. Austin Women Innovating Through Design Thinking
Fennema Lectureship, 2017
How to Help People Learn
Institute of Food Technologists, Las Vegas Nevada
Julie Schell was named the Fennema Lecturer for 2017 and gave a talk that was then turned into a journal article
SXSWedu 2018. Design Thinking has a Pedagogy Problem
Keynote for Lecturer of the Year Event University of Groningen
How to Help People Learn
SXSW 2019. Austin Women Innovating Through Design Thinking
Fennema Lectureship, 2017
How to Help People Learn
Institute of Food Technologists, Las Vegas Nevada
Julie Schell was named the Fennema Lecturer for 2017 and gave a talk that was then turned into a journal article
Samples of Invited Lectures & Workshops
Fortune 500 Companies
Schools of Medicine and Health
Community Colleges
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Alamo Colleges
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Berkshire Community College
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Des Moines Area Community College
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Tarrant County Community College
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Collin County Community College
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San Jacinto College
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Alvin Community College
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Union College
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Victoria College
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Navarro College
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AT&T
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Charles Schwab
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Price Waterhouse Coopers
East Coast Universities
and Systems
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New York University
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Bryant University
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CUNY Brooklyn College
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Harvard University
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Yale University
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Cornell University
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Teachers College, Columbia University
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MIT
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The Julliard School
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Syracuse University
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Wesleyan University
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Florida International University
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Southeastern Missouri State
University -
New England Board of Higher
Education -
New Jersey City University
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Worcester Polytechnic University
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Rowan University
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Thiel College
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National Science Foundation
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Texas A & M School of Medicine
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Weill Cornell Medical Center,
Hospital for Special Surgery -
Tufts School of Dental Medicine
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Southwest College of
Naturopathic Medicine -
The University of Tennessee
Health Science Center
International
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Aarhus University, Denmark
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University of Groningen,
Netherlands -
University of Aruba
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Ministry of Education,
Dominican Republic -
Ministry of Education, Brasil
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Ministry of Higher Education,
Chile -
Mount Royal University
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Universidad del Norte, Colombia
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John Abbot College
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Karlsruhe University
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Wilfred Laurier University
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Instituto Expertise Brasil
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Taibah University, Saudi Arabia
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University of Technology
Malaysia -
Singapore Polytechnic University
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University of Pretoria,
South Africa -
PolyU, Hong Kong
Other Universities or Systems
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Cal State University - Fullerton
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Cal State University -
Sacramento -
Norther Carolina AT&T University
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Western Kentucky University
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University of Minnesota
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University of Texas at Austin
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Southwestern University
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University of North Texas
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University of Texas, Dallas
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University of Texas San Antonio
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University of Texas System
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Texas Higher Education Coordinating Board
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University of Houston Downtown
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Texas Women’s University
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Texas A&M International
University -
Texas A&M San Antonio
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University of Texas Pan American
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University of Houston-Central
Schell, J. (2023). Designing For Academic Resilience in Hands-On Courses in Times of Crisis: Two Models for Supporting Hands-On Online Learning Drawn From the COVID-19 Pandemic. American Behavioral Scientist.
Schell, J. Butler, A. (2023). Adapting Peer Instruction for online learning. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. 171-184). Society for the Teaching of Psychology.
Schell, J. & Martin, R. (2020). The powerful role of testing in designing student-centered learning and instruction in higher education. Routledge Handbook of Student-Centered Learning and Instruction in Higher Education.
Schell, J. & Porter, J. (2018). The critical importance of aligning learning and assessment. In Journal of Food Science Education.
Schell, J., Butler, A. (2018). Insights From the Science of Learning Can Inform Evidence-Based Implementation of Peer Instruction. In Frontiers Research Topic organized by J.D. Slotta, N. Lasry, E.S. Charles on Active Learning: Theoretical Perspectives, Empirical Studies and Design Profiles, publication date Spring 2018.
Müller, M., Araujo, I., Veit EI., Schell, J. (2017). A literature review on the implementation of Peer Instruction interactive teaching method. Revist Brasileira de Ensino de Física, Volume 39, No. 3.
Schell, J., (2016). Flipping learning by design: How to use cognitive science research to design flipped classrooms that help people learn best. Leadership: Journal for Postsecondary Educators, Volume 22, Issue 2.
Miller, K, Schell, J., Ho, A., Lukoff, B., & Mazur, E. (2015). Response switching and self-efficacy in Peer Instruction classrooms. Physical Review Special Topics, 11.
Schell, J. & Mazur, E. (2015). Flipping the chemistry classroom with Peer Instruction. Chemistry Education: Best Practices, Opportunities and Trends, Wiley-VCH.
Miller, K., Lasry, N., Lukoff, B., Schell, J., & Mazur, E. (2014). Conceptual question response times in Peer Instruction classrooms. Physical Review Special Topics 10 (2).
Schell, J., Lukoff, B., & Alvarado, C. (2014). Using early warning signs to predict academic risk in interactive, blended teaching environments. Internet Learning, 3(2).
Lindstrøm, C., & Schell, J. (March 21 2013). Leveraging technology to enhance evidence-based pedagogy: A case study of Peer Instruction in Norway, Association for Communication and New Technologies, Simposio Las Sociedades ante el Reto Digital, Madrid, Spain, ISBN: 978-84-15816-04-1.
Schell, J., Lukoff, B., Mazur, E. (2013). Catalyzing learner engagement using cutting-edge classroom response systems in higher education. Increasing Student Engagement and Retention using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies, Cutting-edge Technologies in Higher Education by Emerald Group Publishing.
Schell, J. (2012). Student-centered university teaching. Turning traditional education models upside down, in ReVista, Harvard Review of Latin America.
Schell, J. (2012). How to transform learning – with teaching. Leaders of Leaners, 5, 3-5.
Neumann, A. , LaPointe Terosky, A., Schell, J. (2006). Strategies for assuming agency in the construction of a tenured faculty career. The Balancing Act: Gendered Perspectives in Faculty Roles and Work Lives, edited by Susan J. Bracken, Diane Dean, and Jeanie Allen. Women’s Caucus of the American Association for Higher Education. Stylus Publishing, LLC.