Leon Braswell has over 30 years of experience in higher education admissions, having held director roles at Northwestern University in Qatar, Columbia University, Tufts University, and Bowdoin College. He has a background in developing strategic enrollment and marketing plans, managing budgets, and establishing relationships to increase applications and enrollment. Braswell also has experience in consulting, teaching, and presenting on topics related to international admissions, recruitment, and technology.
This report evaluates the academic credentials of Daniele Lanzani from Italy. It finds that his Bachelor of Arts in European Economics from Universita Degli Studi di Roma Tor Vergata is equivalent to a bachelor's degree from a regionally accredited US institution. His Master of Arts in Social and Economic Sciences from the same institution is also found to be equivalent to a master's degree from a regionally accredited US institution. The report includes details of the programs such as length and documents reviewed to make the determinations.
Matthew Kwasiborski has over 15 years of experience in education and nonprofit leadership. He currently serves as the Director of the European Institutes for the Fund for American Studies, where he oversees academic programs in Prague for over 1600 students annually from 45 countries. Prior to this role, he held positions as Director for other organizations, implementing programs and advising on strategic development. He has an extensive professional network spanning over 50 countries.
Jermaine Taylor has extensive experience in journalism, college counseling, and education. He obtained a Master's in Journalism from CUNY Graduate School of Journalism and is pursuing a Certificate in College Counseling from UCLA Extension. Taylor has worked as a freelance reporter, at CNBC covering higher education, and currently founded and edits a college access news service. He also has experience working in libraries and residential life at a boarding school. Taylor maintains memberships in college counseling and journalism professional associations.
Jorge Segovia Jr. is a Ph.D. candidate at the University of Texas at Austin studying higher education leadership with a focus on Latino males. He has extensive research and teaching experience related to equity and access for underrepresented students. His professional experience includes coordinating mentoring programs through Project MALES and advising students at Austin Community College.
This document provides Anna Treacy's full curriculum vitae. It summarizes her education, including a Ph.D. in Education from the University of Nevada, Reno in 2016. Her dissertation focused on sexual health education for students with disabilities. She has held teaching and research positions at the University of Nevada, Reno since 2017. She has published refereed articles and presented at several conferences on topics related to special education and sexual health education.
This document provides a summary of Kari Azevedo's education and professional experience. It outlines her educational background, which includes a Ph.D. in Statistics from Iowa State University, and her current role as Academic Coordinator for the McNair Scholars Program at the University of Central Missouri. It also details her extensive experience in grant writing, evaluation, teaching, and mentoring students.
Integrating Information Literacy into the Core Curriculum: Creating Sustainab...Elisa Acosta
This document discusses integrating information literacy into core university curricula through sustainable models. It describes Loyola Marymount University's approach, including developing an information literacy tutorial for first-year seminars, assessing student learning outcomes, collaborating with faculty on curriculum mapping and training, and partnering across campus. The presentation provides strategies for planning, articulating learning goals, outreach, and evaluating information literacy programs.
This document discusses the leadership challenges faced by women of color in higher education. It notes that while the number of women and minorities in administrative positions has increased since 1988, the gains have been small and uneven across institution types. Women of color are especially underrepresented in presidential roles. It also outlines obstacles women of color face such as challenges with tenure and promotion, balancing work and family responsibilities, and facing stereotypes. The document recommends providing targeted professional development, mentoring, and leadership programs to help prepare more women of color for senior leadership positions in higher education.
This report evaluates the academic credentials of Daniele Lanzani from Italy. It finds that his Bachelor of Arts in European Economics from Universita Degli Studi di Roma Tor Vergata is equivalent to a bachelor's degree from a regionally accredited US institution. His Master of Arts in Social and Economic Sciences from the same institution is also found to be equivalent to a master's degree from a regionally accredited US institution. The report includes details of the programs such as length and documents reviewed to make the determinations.
Matthew Kwasiborski has over 15 years of experience in education and nonprofit leadership. He currently serves as the Director of the European Institutes for the Fund for American Studies, where he oversees academic programs in Prague for over 1600 students annually from 45 countries. Prior to this role, he held positions as Director for other organizations, implementing programs and advising on strategic development. He has an extensive professional network spanning over 50 countries.
Jermaine Taylor has extensive experience in journalism, college counseling, and education. He obtained a Master's in Journalism from CUNY Graduate School of Journalism and is pursuing a Certificate in College Counseling from UCLA Extension. Taylor has worked as a freelance reporter, at CNBC covering higher education, and currently founded and edits a college access news service. He also has experience working in libraries and residential life at a boarding school. Taylor maintains memberships in college counseling and journalism professional associations.
Jorge Segovia Jr. is a Ph.D. candidate at the University of Texas at Austin studying higher education leadership with a focus on Latino males. He has extensive research and teaching experience related to equity and access for underrepresented students. His professional experience includes coordinating mentoring programs through Project MALES and advising students at Austin Community College.
This document provides Anna Treacy's full curriculum vitae. It summarizes her education, including a Ph.D. in Education from the University of Nevada, Reno in 2016. Her dissertation focused on sexual health education for students with disabilities. She has held teaching and research positions at the University of Nevada, Reno since 2017. She has published refereed articles and presented at several conferences on topics related to special education and sexual health education.
This document provides a summary of Kari Azevedo's education and professional experience. It outlines her educational background, which includes a Ph.D. in Statistics from Iowa State University, and her current role as Academic Coordinator for the McNair Scholars Program at the University of Central Missouri. It also details her extensive experience in grant writing, evaluation, teaching, and mentoring students.
Integrating Information Literacy into the Core Curriculum: Creating Sustainab...Elisa Acosta
This document discusses integrating information literacy into core university curricula through sustainable models. It describes Loyola Marymount University's approach, including developing an information literacy tutorial for first-year seminars, assessing student learning outcomes, collaborating with faculty on curriculum mapping and training, and partnering across campus. The presentation provides strategies for planning, articulating learning goals, outreach, and evaluating information literacy programs.
This document discusses the leadership challenges faced by women of color in higher education. It notes that while the number of women and minorities in administrative positions has increased since 1988, the gains have been small and uneven across institution types. Women of color are especially underrepresented in presidential roles. It also outlines obstacles women of color face such as challenges with tenure and promotion, balancing work and family responsibilities, and facing stereotypes. The document recommends providing targeted professional development, mentoring, and leadership programs to help prepare more women of color for senior leadership positions in higher education.
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This document summarizes a study that examines how faculty mentorship influences the success of African American doctoral students. It investigates the belief systems students held about their doctoral experience through interviews. The study aims to understand how the student-faculty relationship facilitates degree completion from the students' perspective. Previous research found that mentorship is important for student development and success. However, African American students often face barriers like a lack of minority faculty and feelings of marginalization. The study uses a theoretical framework of socialization theory and case study analysis to explore how students were able to progress towards completing their degrees despite obstacles.
This curriculum vitae summarizes the education and professional experience of Andrea Vest Ettekal, Ph.D. She received her Ph.D. in Family and Human Development from Arizona State University in 2014, with a dissertation focused on Latino adolescents' organized activities. She is currently a Postdoctoral Scholar at Tufts University, where she directs an evaluation of a youth development program. Her research focuses on organized activities, culture, and adolescent development. She has over 10 publications in peer-reviewed journals and has presented her work widely at academic conferences.
Using Professional Competencies in a Global Context to Mentor the Next Genera...Dawn Harris Wooten
This presentation offers some global perspective (Kuwait, South Africa, UK, and US) on the the connection between competency development and career progression for emerging student affairs professionals and the importance of mentoring in both informal and formal methods. Presentation features an intro to NAFSA and ACPA/NASPA Competency Frameworks, resources, and the need for more research on the importance of mentoring to facilitate professionalization of the field.
Dr. Sandra Trejos is a professor of economics at Clarion University of Pennsylvania. She has been teaching at Clarion since 2004, and has received tenure, promotions, and several teaching awards. She is fluent in Spanish, English, and French. Dr. Trejos implements innovative teaching methods and has led study abroad programs to Costa Rica. She advises several student clubs and has mentored students' research presentations. Additionally, she serves in leadership roles in professional economics organizations and has received research grants.
This document provides biographical and professional information about Leslie Karn Goodyear. It includes her contact information, education history, selected evaluation and research experience, dissertation grants, adjunct faculty work, associate editor roles, external reviewing, publications, presentations, and program experience. Goodyear has over 25 years of experience in program evaluation and currently works as a Principal Research Scientist at Education Development Center, where she leads multiple large evaluation projects. She also has experience working for the National Science Foundation and other organizations.
Ann Rondeau is a retired Vice Admiral of the United States Navy with a distinguished career serving in various leadership roles. She served as the President of the National Defense University, overseeing its graduate programs and research centers. Rondeau is respected for her integrity, strategic leadership, and ability to lead organizational change. She has experience designing learning opportunities and managing large projects. Most recently, Rondeau has consulted for IBM's Watson Group on cognitive computing. She currently serves on multiple boards, including for American Public University System and the Council for Higher Education Accreditation. Rondeau holds a Doctorate in Education from Northern Illinois University and has received several awards for her leadership and public service.
Chris O'Connell '13 worked as a research assistant at the Collaborative on Academic Careers in Higher Education (COACHE) at Harvard Graduate School of Education. He assisted with data analysis from faculty surveys for member institutions and helped plan COACHE's summer conference. The experience reinforced Chris' interest in higher education and a career in the field, such as pursuing an advanced degree in education policy. He gained valuable skills in higher education research that he hopes to apply going forward.
Karin Klenke has over 30 years of experience in leadership education and research. She is currently the Chief Leadership Development Officer at Leadership Development Institute International, where she designs and implements customized leadership programs. Previously, she has held professor and leadership roles at various universities, teaching courses in research methods, leadership, and organizational behavior. Her research interests include women in leadership, cross-cultural leadership, and positive psychology approaches to leadership effectiveness.
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Presentation covers topics of Latino/as in higher education. Focus is on community college, four-year institutions, and graduate school. Talks about enrollment and retention strategies.
The document discusses issues related to data quality and policy initiatives focused on using data to improve education. It provides an overview of various actors and initiatives involved in student data systems and data use, such as the Data Quality Campaign and its 10 elements of preschool through postsecondary education data. The document also outlines recommendations and levels of evidence from a practice guide on using student achievement data to support instructional decision making.
This document is a resume for Javier Carmona Jr. that outlines his education and experience. It includes his degrees from Texas State University in Political Science and expected Master's from University of Illinois. It details his experience coordinating outreach programs at Texas Woman's University and advising underrepresented students at Texas State University. It also lists his community involvement, presentations, leadership roles, volunteer work and previous employment including with Grassroots Campaigns and a Congressman's office.
Demographics of Latinos in higher education as well as information about undocumented students. Strategies to recruit and retain Latino students in higher education. Information from the Pew Hispanic Center.
Jim Zhang is an ESL and international student advisor. He serves as co-chair of the ESL/International Student Advising Commission at NACADA and is a member of several international education associations. The document discusses issues related to international students in US higher education such as increasing enrollment numbers, economic contributions, and top international education news stories. It also addresses common challenges international students face like academic adjustment, culture shock, and visa issues. Recommendations are provided for developing international student support services including a newsletter, orientation, workshops, and mentorship program.
Consuella Lewis has over 30 years of experience in higher education administration, student affairs, faculty roles, and policy work. She has held leadership positions at various institutions and organizations and has taught courses on topics such as leadership, student development, and policy. Lewis has conducted research on issues of access and diversity in higher education. She holds a Ph.D. in Education from Claremont Graduate University and has received several honors and fellowships for her work.
This document is a resume for Daniel Schwartz, who has 24 years of experience leading progressive independent schools. It summarizes his qualifications and experience as the head of Baker Demonstration School, where he increased enrollment and student retention. It also outlines his experience as principal of Carleton Washburne School, where he oversaw curriculum development and facilities planning. The resume lists his areas of expertise in strategic leadership, fiscal administration, and developing strong community and board relations.
David Barnett has over 13 years of experience in accreditation. He has held several leadership roles related to accreditation, including Executive Director of Accreditation at Kaplan University and various coordinator roles at Rush University. He has strong skills in accreditation, assessment, evaluation, training, writing, and consultation. He has experience managing accreditation self-studies, site visits, and ensuring that institutions meet accreditation standards. He also has experience providing training and consultation to a variety of audiences on accreditation topics.
Dr. Nigar Khan has over two decades of experience in academic administration, including serving as Director of International Relations and Associate Dean of the Graduate School at the University of Massachusetts Amherst. She has achieved excellence in developing innovative programs, advancing faculty research, and establishing international partnerships. Her leadership resulted in new areas of study, increased collaborations, and additional funding. Dr. Khan is recognized for her work developing sustainable partnerships with universities worldwide, and has advised universities in Azerbaijan and Pakistan. Her research focuses on politics of education and the role of education in conflict resolution.
This document provides the curriculum vitae of Kijua Sanders-McMurtry, Ph.D., which outlines her education, certifications, professional experience, teaching experience, media relations, and publications. She has over 15 years of experience in higher education administration, currently serving as Associate Vice President and Dean for Community Diversity at Agnes Scott College. Her background includes positions such as Interim Vice President for Student Life, Associate Dean of Students, and Director of Multicultural Affairs. She also has experience in research, teaching, and diversity consulting.
R. Michael Haynes has extensive experience in institutional research and effectiveness at Tarleton State University. He currently serves as the Executive Director of Institutional Research and Effectiveness, overseeing various assessment, accreditation, and reporting activities. Haynes has a Ph.D. in Higher Education from the University of North Texas and has published and presented research on topics including financial aid, retention strategies, and underrepresented student populations. He serves on numerous university committees and holds memberships in several professional associations related to institutional research and assessment.
This document summarizes the education and experience of Kijua Sanders-McMurtry. It lists her positions at Agnes Scott College from 2006 to present, including Director of Multicultural Affairs, Associate Dean of Students, Associate Vice President for Inclusion and Global Diversity, and current role as Interim Vice President for Student Life and Dean of Students. It also provides a brief summary of her doctoral education and certifications. Key accomplishments are highlighted for each role, such as establishing new programs and committees focused on diversity, inclusion and supporting underrepresented students.
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This document summarizes a study that examines how faculty mentorship influences the success of African American doctoral students. It investigates the belief systems students held about their doctoral experience through interviews. The study aims to understand how the student-faculty relationship facilitates degree completion from the students' perspective. Previous research found that mentorship is important for student development and success. However, African American students often face barriers like a lack of minority faculty and feelings of marginalization. The study uses a theoretical framework of socialization theory and case study analysis to explore how students were able to progress towards completing their degrees despite obstacles.
This curriculum vitae summarizes the education and professional experience of Andrea Vest Ettekal, Ph.D. She received her Ph.D. in Family and Human Development from Arizona State University in 2014, with a dissertation focused on Latino adolescents' organized activities. She is currently a Postdoctoral Scholar at Tufts University, where she directs an evaluation of a youth development program. Her research focuses on organized activities, culture, and adolescent development. She has over 10 publications in peer-reviewed journals and has presented her work widely at academic conferences.
Using Professional Competencies in a Global Context to Mentor the Next Genera...Dawn Harris Wooten
This presentation offers some global perspective (Kuwait, South Africa, UK, and US) on the the connection between competency development and career progression for emerging student affairs professionals and the importance of mentoring in both informal and formal methods. Presentation features an intro to NAFSA and ACPA/NASPA Competency Frameworks, resources, and the need for more research on the importance of mentoring to facilitate professionalization of the field.
Dr. Sandra Trejos is a professor of economics at Clarion University of Pennsylvania. She has been teaching at Clarion since 2004, and has received tenure, promotions, and several teaching awards. She is fluent in Spanish, English, and French. Dr. Trejos implements innovative teaching methods and has led study abroad programs to Costa Rica. She advises several student clubs and has mentored students' research presentations. Additionally, she serves in leadership roles in professional economics organizations and has received research grants.
This document provides biographical and professional information about Leslie Karn Goodyear. It includes her contact information, education history, selected evaluation and research experience, dissertation grants, adjunct faculty work, associate editor roles, external reviewing, publications, presentations, and program experience. Goodyear has over 25 years of experience in program evaluation and currently works as a Principal Research Scientist at Education Development Center, where she leads multiple large evaluation projects. She also has experience working for the National Science Foundation and other organizations.
Ann Rondeau is a retired Vice Admiral of the United States Navy with a distinguished career serving in various leadership roles. She served as the President of the National Defense University, overseeing its graduate programs and research centers. Rondeau is respected for her integrity, strategic leadership, and ability to lead organizational change. She has experience designing learning opportunities and managing large projects. Most recently, Rondeau has consulted for IBM's Watson Group on cognitive computing. She currently serves on multiple boards, including for American Public University System and the Council for Higher Education Accreditation. Rondeau holds a Doctorate in Education from Northern Illinois University and has received several awards for her leadership and public service.
Chris O'Connell '13 worked as a research assistant at the Collaborative on Academic Careers in Higher Education (COACHE) at Harvard Graduate School of Education. He assisted with data analysis from faculty surveys for member institutions and helped plan COACHE's summer conference. The experience reinforced Chris' interest in higher education and a career in the field, such as pursuing an advanced degree in education policy. He gained valuable skills in higher education research that he hopes to apply going forward.
Karin Klenke has over 30 years of experience in leadership education and research. She is currently the Chief Leadership Development Officer at Leadership Development Institute International, where she designs and implements customized leadership programs. Previously, she has held professor and leadership roles at various universities, teaching courses in research methods, leadership, and organizational behavior. Her research interests include women in leadership, cross-cultural leadership, and positive psychology approaches to leadership effectiveness.
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Presentation covers topics of Latino/as in higher education. Focus is on community college, four-year institutions, and graduate school. Talks about enrollment and retention strategies.
The document discusses issues related to data quality and policy initiatives focused on using data to improve education. It provides an overview of various actors and initiatives involved in student data systems and data use, such as the Data Quality Campaign and its 10 elements of preschool through postsecondary education data. The document also outlines recommendations and levels of evidence from a practice guide on using student achievement data to support instructional decision making.
This document is a resume for Javier Carmona Jr. that outlines his education and experience. It includes his degrees from Texas State University in Political Science and expected Master's from University of Illinois. It details his experience coordinating outreach programs at Texas Woman's University and advising underrepresented students at Texas State University. It also lists his community involvement, presentations, leadership roles, volunteer work and previous employment including with Grassroots Campaigns and a Congressman's office.
Demographics of Latinos in higher education as well as information about undocumented students. Strategies to recruit and retain Latino students in higher education. Information from the Pew Hispanic Center.
Jim Zhang is an ESL and international student advisor. He serves as co-chair of the ESL/International Student Advising Commission at NACADA and is a member of several international education associations. The document discusses issues related to international students in US higher education such as increasing enrollment numbers, economic contributions, and top international education news stories. It also addresses common challenges international students face like academic adjustment, culture shock, and visa issues. Recommendations are provided for developing international student support services including a newsletter, orientation, workshops, and mentorship program.
Consuella Lewis has over 30 years of experience in higher education administration, student affairs, faculty roles, and policy work. She has held leadership positions at various institutions and organizations and has taught courses on topics such as leadership, student development, and policy. Lewis has conducted research on issues of access and diversity in higher education. She holds a Ph.D. in Education from Claremont Graduate University and has received several honors and fellowships for her work.
This document is a resume for Daniel Schwartz, who has 24 years of experience leading progressive independent schools. It summarizes his qualifications and experience as the head of Baker Demonstration School, where he increased enrollment and student retention. It also outlines his experience as principal of Carleton Washburne School, where he oversaw curriculum development and facilities planning. The resume lists his areas of expertise in strategic leadership, fiscal administration, and developing strong community and board relations.
David Barnett has over 13 years of experience in accreditation. He has held several leadership roles related to accreditation, including Executive Director of Accreditation at Kaplan University and various coordinator roles at Rush University. He has strong skills in accreditation, assessment, evaluation, training, writing, and consultation. He has experience managing accreditation self-studies, site visits, and ensuring that institutions meet accreditation standards. He also has experience providing training and consultation to a variety of audiences on accreditation topics.
Dr. Nigar Khan has over two decades of experience in academic administration, including serving as Director of International Relations and Associate Dean of the Graduate School at the University of Massachusetts Amherst. She has achieved excellence in developing innovative programs, advancing faculty research, and establishing international partnerships. Her leadership resulted in new areas of study, increased collaborations, and additional funding. Dr. Khan is recognized for her work developing sustainable partnerships with universities worldwide, and has advised universities in Azerbaijan and Pakistan. Her research focuses on politics of education and the role of education in conflict resolution.
This document provides the curriculum vitae of Kijua Sanders-McMurtry, Ph.D., which outlines her education, certifications, professional experience, teaching experience, media relations, and publications. She has over 15 years of experience in higher education administration, currently serving as Associate Vice President and Dean for Community Diversity at Agnes Scott College. Her background includes positions such as Interim Vice President for Student Life, Associate Dean of Students, and Director of Multicultural Affairs. She also has experience in research, teaching, and diversity consulting.
R. Michael Haynes has extensive experience in institutional research and effectiveness at Tarleton State University. He currently serves as the Executive Director of Institutional Research and Effectiveness, overseeing various assessment, accreditation, and reporting activities. Haynes has a Ph.D. in Higher Education from the University of North Texas and has published and presented research on topics including financial aid, retention strategies, and underrepresented student populations. He serves on numerous university committees and holds memberships in several professional associations related to institutional research and assessment.
This document summarizes the education and experience of Kijua Sanders-McMurtry. It lists her positions at Agnes Scott College from 2006 to present, including Director of Multicultural Affairs, Associate Dean of Students, Associate Vice President for Inclusion and Global Diversity, and current role as Interim Vice President for Student Life and Dean of Students. It also provides a brief summary of her doctoral education and certifications. Key accomplishments are highlighted for each role, such as establishing new programs and committees focused on diversity, inclusion and supporting underrepresented students.
This document provides an agenda for a symposium on leadership and innovation in international education. The event will take place on May 26, 2015 in Boston and feature presentations on seismic shifts in global higher education, examples of institutional innovation, and developing leadership competencies for international education and change management. Presenters include administrators from universities and non-profits with experience in internationalization, strategy, and leadership.
Quantitative and qualitative public policy analyst, evaluator and researcher in economic development and human development fields with over 15 years of pro-poor policy, evaluation and research experience. Adjunct lecturer and Teaching Assistant (2009-2011) in sustainable international development and poverty measurement. Collaborating researcher for United Nations Research Institute for Social Development. Non-resident adviser on monitoring and evaluation Center for Global Development and Sustainability, Heller School for Social Policy and Management, Brandeis University. Developer of financial resources through donor research, grant proposal writing, and direct requests to foundations.
Quantitative and qualitative public policy analyst, evaluator and researcher in economic development and human development fields with over 15 years of pro-poor policy, evaluation and research experience. Adjunct lecturer and Teaching Assistant (2009-2011) in sustainable international development and poverty measurement. Collaborating researcher for United Nations Research Institute for Social Development. Non-resident adviser on monitoring and evaluation Center for Global Development and Sustainability, Heller School for Social Policy and Management, Brandeis University. Developer of financial resources through donor research, grant proposal writing, and direct requests to foundations.
Roger Mancastroppa has over 20 years of experience in education, including as the Associate Director for Academic Skills at the University of Richmond since 2010. He coordinates the Peer Academic Student Tutoring program and Peer Advisor and Mentor program. Mancastroppa also has experience as an instructor, coordinator of first year experience programs, and administrator at other colleges. He holds multiple degrees in education and religious studies.
Elisha Reynolds is a senior student development specialist at the University of Texas at San Antonio with over 10 years of experience advising and managing graduate students. She earned a master's degree in educational leadership and policy studies from UTSA and a bachelor's degree in history from UT Austin. Her responsibilities include advising students, coordinating recruitment events, managing budgets, and serving as a liaison between academic departments. Previously she held roles as an administrative assistant and swimming coach.
Kijua Sanders-McMurtry has extensive experience in higher education administration and research. She currently serves as Associate Dean of Students and Special Assistant to the President on Diversity at Agnes Scott College. Previously, she held roles as Director of Multicultural Affairs and research positions at ORC Macro International and Georgia State University. She has taught courses in sociology as an adjunct faculty member at several institutions.
This document provides a summary of Terri Nadine Thomas's education, experiences, and involvement. She has a Master of Science in Higher Education from Florida State University and a Bachelor of Arts in Strategic Communication from the University of the Ozarks. Her experiences include serving as a graduate assistant at Florida State University coordinating social justice programs and as a teaching assistant. She has also held internships in student government, residential life, and disability services. Thomas has been involved in several professional associations related to higher education and student affairs.
Sharon Morgenthaler has over 30 years of experience supporting underserved populations through education. She currently works as a Learning Products Manager at University of Maryland University College, where she supports academic partnerships and oversees projects involving instructional design. Previously, she held positions as a Project Director, Director of Academic Success, and coordinator of various educational programs focused on literacy, family involvement, and college access for low-income communities. Morgenthaler has a PhD in Educational Administration from American University and has received awards for her work developing online academic support systems and community partnerships.
Lydia Butler is a graduate student pursuing a Master's degree in Higher Education Administration. She has over 3 years of experience advising fraternity and sorority life organizations and developing leadership programs for students. Her experience also includes planning orientation programs and serving as an intern for the Office of Orientation and Transition Programs at the University of North Texas. She maintains strong involvement in professional associations related to her field.
Carrie Otto has over 15 years of experience in student services at the University of Minnesota, where she currently serves as Associate Director of One Stop Student Services. She oversees a team of five managers and is responsible for key projects improving the student experience. Previously, she held roles as Assistant Director, Assistant to the Director, and Counselor. Otto has a Master's degree in Organizational Leadership, Policy, and Development from the University of Minnesota and a Bachelor's degree in Education. She has authored and presented extensively on best practices in student services.
Denise Bradby is a senior research associate with over 20 years of experience directing complex projects related to K-12 education. She has specialized in developing course classification systems, analyzing student data, and integrating quantitative and qualitative evaluation methods. Bradby is currently recovering from a double lung and heart transplant. Some of her most notable projects include directing the development of the School Codes for the Exchange of Data taxonomy, evaluating California's Transcript Evaluation Service, and assessing career academies through the ConnectEd initiative.
Tomas Sanchez Jr. has over 15 years of experience in residential life and student affairs. He currently serves as the Senior Assistant Director for Residential Life at the University of Vermont. His experience includes serving as an Interim Associate Director, Assistant Director, Residence Director, and Graduate Assistant. He has extensive experience supervising and training residential life staff. Sanchez also has experience teaching courses related to human relations in residence halls and the college experience. He has presented at numerous conferences and served on various committees related to diversity, social justice, and residential life.
Samantha Schenk has over 10 years of experience in higher education including roles in student affairs, research, and teaching. She holds a Master's degree in Higher Education from Grand Valley State University and a Bachelor's degree in Psychology from the same institution. Currently, she works as a Research Assistant at College of Lake County where her responsibilities include conducting institutional research, survey development, and data analysis. Previously, she has held positions as a Residence Director at DePaul University and New Mexico State University, where she oversaw residential communities and staff supervision.
1. Leon Melvin Braswell, III
STE 3112, NU-Q Support
1801 Maple Ave
Evanston, IL 60208
(M) +1 443 825 1837 (M) + 974 3309 8595 (W) +974 4454 5088
leon.braswell@northwestern.edu
braswele@gmail.com
C.A.S., Harvard University, Cambridge, MA
Ed.M., Harvard University, Cambridge, MA
B.A., cum laude, University of Massachusetts, Amherst, MA
Northwestern University in Qatar, Doha, Qatar
Director of Admission (August 2013 – present): Develop and implement innovative
strategic enrollment plans for Northwestern University in Qatar (NU-Q). Lead an
empowered team to foster collaboration and enthusiasm for recruitment and other facets of
admissions. Represent the department and NU-Q to key internal and external constituents.
Develop, in consultation with marketing and communication professionals, admissions
publications, web presence, and other outreach materials. Manage the day-to-day
operations and budget. Implemented new CRM system (Slate) to improve efficiency and
management of the application review process. Following data analysis, revamped the
approach and underlying philosophy of application review of students to NU-Q. Establish
and cultivate relationships with key Qatari constituencies that have resulted in a rise in
applications and enrollment of Qatari nationals, which is a principal goal of the institution.
Columbia University Graduate School of Journalism, New York, NY
Director of Admission and Financial Aid (November 2007 – July 2013): Developed, lead
and managed the marketing, communication and recruitment strategies to increase the
visibility of academic programs offered by the Graduate School of Journalism. Directed
staff of five in the day-to-day management and operations of the office as well as the
administration of a $750,000 budget. Implemented and shepherded, for use by 30-plus
faculty and staff, a database for processing, reading, and evaluating applications to the
School. Chaired the application review committees for the Master of Science and Master of
Science in Computer Science and Journalism programs. Worked in partnership with the
Associate Director of Admission and Financial Aid to develop financial aid and scholarship
packages and policies to enhance recruitment efforts.
Education
Professional Admissions Experience
2. Braswell - 2
Tufts University, Medford, MA
Director, International and Transfer Admission (June 2004 – August 2006): Worked
directly with the Dean of Admission and Enrollment Management to develop and execute
an enrollment management and communications plan based on admissions modeling to
assist in marketing strategies and application review. Provided leadership for the planning
and implementation of recruitment and review strategies, and management of financial aid
for international and transfer students. Lead and directed a team of four admissions officers
in the recruitment, review, and selection of students for Alaska, California (Silicon
Valley), Connecticut (New Haven/New London), Iowa, Kansas, Massachusetts (Boston,
Central and Western), Maryland, Missouri, Nebraska, New Hampshire, New Mexico, New
York (Upstate), Oklahoma, Oregon, Rhode Island, Tennessee, and Washington.
Administered an alumni admissions program with over 700 national and international
volunteers.
Senior Associate Director of Admission (August 1997- June 2004): Member of the senior
management team with the primary tasks of directing and supervising a three-member staff,
recruitment activities, and application review of 4,500-plus applicants for the Midwest,
New York State - except New York City - Maine, New Hampshire, Vermont,
Western/Central Massachusetts, Europe, and Canada. Managed and coordinated strategies
for the recruitment and admission of international students. Served as the primary
admissions liaison with the athletic department and coordinated admissions procedures
with coaches and the Director of Athletics. Managed an alumni admissions program with
over 500 national and international volunteers.
Bowdoin College, Brunswick, ME
Assistant Dean of Admission (June 1987 - June 1992): Directed and coordinated the
student of color recruitment efforts for the college. Responsibilities included directing staff
members to formulate strategies for student of color recruitment and overseeing the
management and implementation of the budget for student of color recruitment programs.
Performed general admissions duties including the review of 1300 applications and
conducted in excess 400 interviews; managed the communications with guidance
counselors, parents, prospective students, and alumni for the Mid-Atlantic and Southeast.
Managed the hiring and training of 12 to 15 students to interview prospective students,
supervised a student admissions volunteer organization, and assisted with recruitment
travel planning.
University of Vermont, Burlington, VT
Assistant Director of Admission (June 1983 - June 1987): A member of the admissions
staff with the primary responsibility to recruit students of color. Evaluated and maintained
admissions standards for applicants to the College of Arts and Sciences and the School of
Business Administration; coordinated the review of independent schools in the Mid-
Atlantic, Midwest, and the South.
3. Braswell - 3
Edvice Ltd, London, England
Director (August 2006 – October 2007): Key member of small consultancy company
committed to assisting families in the United Kingdom and Europe unfamiliar with U.S.
higher education and university admissions processes. Helped students identify
universities and colleges that matched his or her academic profile and career objectives.
Provided guidance and coaching for students developing applications for university
admission.
Panel presentations on international admissions, recruitment, and technology:
UNITY Conference (July 2012); National Association of Black Journalists (July 2013, July
2012, August 2011); National Association of Hispanic Journalists (June 2012); HBCU
Media Conference (February 2011); CIS pre-Conference (November 2006); OACAC (June
2006), ECIS Conference (November 2005); OACAC (July 2004); CIS pre-Conference
(November 2004); CIS pre-Conference (November 2003)
Panel Presentation:
The Missing Link: The Black Admissions Professional, National Association of Admission
Counseling, 55th National Conference, Orlando, FL (September 1999)
Refereed Panel:
Issues of Black Female Relationship and Authority, National Scientific Meeting of A.K.
Rice, Tavistock, Washington, DC (May 2001)
Chair, Education City/Qatar Foundation Directors of Admissions, (2014 - present)
Co-Chair, New England Association for College Admissions Counseling Summer Workshop,
Quinnipiac University (August 2002)
Member, Jack Kent Cook Scholarship Selection Committee (June 2002 - 2005)
Faculty/Mentor, New England Association for College Admission Counseling Summer
Workshop, Springfield College (August 2001)
Member, Madison Park Development Corporation Scholarship Committee (April 2000 -
2006)
Member, Presidential Scholars Review Committee (March 1999 - 2012)
Team member, Conference Planning, Tavistock Group Relations Conference: Authority,
Leadership and Organizational Life, Teacher’s College, Columbia University (June 2000,
February 1999, March 1998) Diversity, Authority and Leadership in the Community and
Organizational Life from a Social Systems Perspective, Washington, DC (May 1998 and
College Counseling Experience
Professional and Community Service
Select Presentations
4. Braswell - 4
1999); Authority, Leadership and Power in Organizational Life, Harvard Graduate School of
Education, John F. Kennedy School of Government and Weston Jesuit School of Theology,
Cambridge, MA (March 1997); Authority in Religious Institutions, Washington, DC (February
1997); Exploring Authority and Exercising Leadership in Today’s Church, Washington, DC
(February 1996); Group Dynamics, Leadership and the Politics of Identity, John F. Kennedy
School of Government, Harvard University, Cambridge, MA (March 1996, 1995); Authority,
Leadership and Organizational Change, Harvard Graduate School of Education, Cambridge,
MA (February 1996); Authority, Community and Organizational Change, Harvard Graduate
School of Education and Massachusetts Institute of Technology, Cambridge, MA (April 1995)
Member, Governing Boards Subcommittee on Minority Affairs, Bowdoin College (June
1989 -June 1992)
Teaching Fellow, Harvard University Graduate School of Education and the John F. Kennedy
School of Government, Cambridge, MA (September 1994 - May 1997):
Dr. Linda C. Powell, Community and Diversity, Advanced Study of Group Processes,
Authority, Community and Organizational Change, and Authority, Leadership and Urban
Schools.
Dr. Ronald Heifetz, Exercising Leadership: Mobilizing Group Resources
Dr. Ronald David, Group Dynamics, Leadership, and the Politics of Identity
Dr. Charles V. Willie, Contributions of Historically Black Colleges and Universities
Dr. Richard Chait, Academic Administration
Teaching Staff for Exercising Leadership: Mobilizing Group Resources, John F. Kennedy
School of Government of Harvard University (September 1996 - January 1997)
Principal Center, Institute on Leadership, Harvard Graduate School of Education
(November 1995, April 1996)
College Access Program of the Philadelphia Education Fund (September 1995)
Harvard Institute for School Leadership, Programs in Professional Education, Harvard
Graduate School of Education (July 1995)
Violence Prevention in Urban Schools, Programs in Professional Education, Harvard
Graduate School of Education (July 1995)
Teaching Experience
Consulting and Training Experience