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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…

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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…

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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 

Featured Clients

Samples of Invited Lectures & Workshops

Fortune 500 Companies

Schools of Medicine and Health 

Community Colleges 

  • Alamo Colleges 

  • Berkshire Community College

  • Des Moines Area Community College  

  • Tarrant County Community College

  • Collin County Community College

  • San Jacinto College 

  • Alvin Community College 

  • Union College 

  • Victoria College 

  • Navarro College 

  • AT&T

  • Charles Schwab

  • Price Waterhouse Coopers  

East Coast Universities

and Systems 

  • Bryant University

  • CUNY Brooklyn College 

  • Harvard University 

  • Yale University 

  • Cornell University 

  • Teachers College, Columbia University 

  • MIT 

  • The Julliard School 

  • Syracuse University  

  • Wesleyan University  

  • Florida International University 

  • Southeastern Missouri State  
    University 

  • New England Board of Higher 
    Education 

  • New Jersey City University 

  • Worcester Polytechnic University 

  • Rowan University 

  • Thiel College 

  • National Science Foundation 

  • Texas A & M School of Medicine

  • Weill Cornell Medical Center, 
    Hospital for Special Surgery 

  • Tufts School of Dental Medicine 

  • Southwest College of 
    Naturopathic Medicine 

  • The University of Tennessee 
    Health Science Center

International 

  • Aarhus University, Denmark 

  • University of Groningen, 
    Netherlands  

  • University of Aruba 

  • Ministry of Education, 
    Dominican Republic 

  • Ministry of Education, Brasil 

  • Ministry of Higher Education, 
    Chile

  • Mount Royal University 

  • Universidad del Norte, Colombia 

  • John Abbot College

  • Karlsruhe University 

  • Wilfred Laurier University 

  • Instituto Expertise Brasil 

  • Taibah University, Saudi Arabia 

  • University of Technology 
    Malaysia 

  • Singapore Polytechnic University 

  • University of Pretoria, 
    South Africa 

  • PolyU, Hong Kong 

Other Universities or Systems

  • Cal State University - Fullerton 

  • Cal State University - 
    Sacramento 

  • Norther Carolina AT&T University 

  • Western Kentucky University 

  • University of Texas at Austin 

  • Southwestern University 

  • University of North Texas 

  • University of Texas, Dallas 

  • University of Texas San Antonio 

  • University of Texas System Texas Higher Education Coordinating Board, Student Success Summit 

  • University of Houston Downtown 

  • Texas Women’s University 

  • Texas A&M International 
    University 

  • Texas A&M San Antonio 

  • University of Texas Pan American 

  • University of Houston-Central 

 

Schell, J. & Martin, R. (Accepted for publication). The powerful role of testing in designing student-centered learning and instruction in higher education (tentative). 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. 

Publications

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