# Bio (short)

Conrad Borchers is an incoming Assistant Professor in the Learning, Policy, 
and Organizations department and the College of Connected Computing at 
Vanderbilt University. His research advances intelligent systems that promote 
student success, persistence, and self-regulated learning through human-centered 
design, learning analytics, and artificial intelligence. He develops adaptive 
learning technologies in partnership with educators and schools and studies how 
personal, contextual, and technological factors shape educational outcomes across 
K–12 and higher education settings. Borchers is completing a PhD in Human-Computer 
Interaction at Carnegie Mellon University and holds an MSc in Social Data Science 
from the University of Oxford and a BSc in Psychology from the University of Tübingen.

# Bio (long)

Conrad Borchers is an incoming Assistant Professor in the Learning, Policy, 
and Organizations department and the College of Connected Computing at 
Vanderbilt University. His research advances intelligent systems that promote 
student success, persistence, and self-regulated learning through human-centered 
design, learning analytics, and artificial intelligence. He studies the personal, 
contextual, and technological factors that shape educational outcomes across K–12 
and higher education settings, with the goal of designing systems that help more 
learners achieve their academic and career aspirations.

Borchers develops adaptive learning technologies in partnership with educators 
and schools and has created educational systems reaching nearly 1,500 middle 
school students. He also develops novel methods for understanding self-regulated 
learning through conversational interaction analysis, learner modeling, and 
educational data mining. His work spans AI-supported learning, learner motivation 
and persistence, educational decision-making, and scalable interventions that 
support students across educational pathways.

His research has been published in Computers & Education, Journal of The Royal 
Society Interface, The Internet and Higher Education, and the ACM Learning@Scale 
and Learning Analytics and Knowledge conferences. His work has received multiple 
honors, including six Best Paper Awards and a Siebel Scholarship. He is a contributing 
author to the OECD Digital Education Outlook, and his research has been supported 
by Digital Promise.

Borchers is completing a PhD in Human-Computer Interaction at Carnegie Mellon 
University. He holds an MSc in Social Data Science from the University of Oxford, 
where his thesis received the OII Thesis Prize for Best MSc Dissertation, and a 
BSc in Psychology from the University of Tübingen, Germany.