Timothy Renick

Founding Executive Director of the National Institute for Student Success and Professor of Religious Studies · Georgia State University · company speakers →

Timothy Renick is the founding Executive Director of the National Institute for Student Success and Professor of Religious Studies at Georgia State University. Between 2008-2020, he directed the student success efforts of the university, overseeing a 62% improvement in graduation rates and the elimination of all equity gaps based on students’ race, ethnicity, or income level. For six consecutive years, Georgia State has graduated more African American students with bachelor’s degrees than any other not-for-profit college or university in the nation. Dr. Renick has testified on strategies for helping university students succeed before the U.S. Senate and has twice been invited to speak at the White House. His work has been covered by the New York Times , the Wall Street Journal , Time and CNN and cited by former President Barack Obama. He was named one of the "Most Innovative People in Higher Education" by Washington Monthly and one of the "World’s 50 Greatest Leaders" by Fortune magazine. Dr. Renick was the recipient of the Award for National Leadership in Student Success Innovation and was awarded the McGraw Prize in Higher Education. He has been principal investigator for more than $50 million in research grants focused on promoting better and more equitable outcomes for college students. At Georgia State, he has served as Chair of the Department of Religious Studies, Director of the Honors Program and Senior Vice President. A summa cum laude graduate of Dartmouth College, Dr. Renick holds his M.A. and Ph.D. in Religion from Princeton University.

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Speaking history

Higher Learning

1 April 2028 Denver, United States “The New Student Reality: Understanding and Responding to the Pressures Shaping Today’s Learners”

Higher Learning Commission Annual Conference

17 April 2027 Phoenix, United States “The New Student Reality: Understanding and Responding to the Pressures Shaping Today’s Learners”

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