# Bio (short)

Conrad Borchers is an Assistant Professor in the Department of Leadership, Policy, and Organizations 
and the College of Connected Computing at Vanderbilt University. His research focuses on intelligent 
systems that support student success, persistence, and self-regulated learning through human-centered 
design, learning analytics, and artificial intelligence. He develops adaptive learning technologies 
with educators and schools and studies how personal, contextual, and technological factors shape 
educational outcomes across K-12 and higher education. Borchers holds a PhD in Human-Computer 
Interaction from Carnegie Mellon University, 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 Assistant Professor in the Department of Leadership, Policy, and Organizations 
and the College of Connected Computing at Vanderbilt University. His research focuses on the design 
and study of intelligent systems that support student success, persistence, and self-regulated learning. 
He combines human-centered design, learning analytics, and artificial intelligence to study how personal, 
contextual, and technological factors shape educational outcomes across K–12 and higher education.

Borchers develops and evaluates adaptive learning technologies in partnership with educators and schools, 
including systems that have reached nearly 1,500 middle school students. His work examines how learners 
set goals, regulate effort, persist through challenges, and interact with educational technologies. He 
also develops methods for studying learning processes through conversational interaction analysis, 
learner modeling, and educational data mining. Across this work, he aims to design scalable systems that 
help students make sustained progress toward academic goals.

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 selection as a Siebel Scholar. 
He is also a contributing author to the OECD Digital Education Outlook.

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