Emily Tallant has served as the Director of Records and Enrollment at Emory College of Arts & Sciences since 2018 and has worked in higher education since 2008. Prior to this role, she most recently served Emory as an associate university registrar, leading a student support services team. Emily started her higher education career in the registrar’s office at a small, private liberal arts institution, learning the breadth and variety of registrar tasks in that small-scale office. Her passion is leading teams to work efficiently, cooperatively, and toward a common goal of excellent student service.
Bridging the Silos: Strengthening Connections Between the Central Registrar and Decentralized Academic Units
Stephanie Liebnick is the Registrar and Associate Director for Enrollment Services at Yale University School of Nursing. She has a BA in Media and Communications, and Studio Art from Muhlenberg College in Allentown, PA. She also has an M.Ed. with advanced study in Higher Education from The Pennsylvania State University. Her areas of interest and expertise include practicing and implementing policy as well as systems integrations. Stephanie has been a member of AACRAO since 2015 and is currently the vice-chair for the Young Professionals Caucus.
Dr. Jeff King is Assistant Vice President for Transformative Learning and Executive Director of the Center for Excellence in Transformative Teaching and Learning (CETTL) at the University of Central Oklahoma (UCO). He is a chief architect of UCO’s Student Transformative Learning Record (STLR), which is UCO’s operationalization of its mission to provide a transformative education to students. In addition to having served as Principal Investigator for a U.S. Department of Education $7.8M (US) grant supporting STLR, Jeff is also subaward Principal Investigator for a National Science Foundation (NSF) grant investigating the use of Artificial Intelligence (AI) to scan students’ critical self-reflective narratives to search for language and contexts within the narratives that correlate with transformative experiences as assessed by trained faculty using robust rubrics. This NSF grant work has produced findings that will help learners and job-seekers find better matches for their skills and desires in the workplace and/or for future education.
Dr. Gloria Niles, the director of online learning for the University of Hawaiʻi System, is a visionary leader in online education and a pioneering strategist and policy advocate. In addition to her collaborative efforts within the University of Hawai’i system, Dr. Niles plays a pivotal role in shaping the future of higher education on regional and national levels.
At the University of Hawai'i System, Dr. Niles leads strategic initiatives in academic technologies, micro-credentials, and generative AI, harnessing the power of emerging technologies to enhance the educational experience for students across all ten campuses. Her forward-thinking approach ensures that the University remains at the forefront of educational innovation, providing students with opportunities to thrive in the digital age.
Furthermore, Dr. Niles's influence extends far beyond the boundaries of the University of Hawai’i. As an active participant in national organizations, she contributes her expertise to shaping policy and best practices in online education, focusing on micro-credentials and generative AI. Her leadership and advocacy in these areas profoundly impact the future trajectory of higher education, paving the way for transformative advancements in teaching and learning.
Drawing upon her extensive expertise, Dr. Niles plays a pivotal role in shaping the future of higher education at the University of Hawai’i and nationally. As an accreditation peer reviewer, she ensures the highest standards of quality and rigor in higher education. Furthermore, her role as faculty for the 2024 Cohort of the Institute for Emerging Leaders in Online Learning, offered by the prestigious Online Learning Consortium (OLC), underscores her dedication to nurturing the next generation of online education pioneers.
Dr. Niles actively shapes policy and best practices in online education. Her membership in the steering committee for the WICHE Cooperative for Educational Technologies (WCET) and participation in the NC-SARA Institutions Advisory Committee exemplify her commitment to advancing the field and fostering collaboration across institutions.
Dr. Niles's multifaceted expertise, unwavering dedication, and passion for transformative online learning make her a driving force in shaping the future of higher education in Hawai’i and beyond.
Lesley Voigt, Director, Digital Credentials Institute (DCI) at Madison College, has established Madison College as a leader in the digital credentialing space by creating new pathways into the college, creating/extending partnerships with organizations, and now boasts a growing list of worldwide clients underneath the DCI portfolio. Lesley is the primary designer and oversees all digital credentials at Madison College. Additionally, she contracts with organizations globally to consult, implement, build, and administer scalable and sustainable digital credentialing programs. Lesley has become a sought-after expert on the subject of digital badging. Her work has won multiple awards nationally and internationally.
My career accomplishments are due to what AACRAO has provided me with lifelong friends and colleagues through the volunteer, conference, and publication opportunities provided. I have enjoyed sharing my knowledge, information, and laughs with all of colleagues. I'm so lucky that I have had staff that believe in making a positive difference in students' lives and they are so committed to AACRAO and all it has to offer. One of my proudest accomplishments was increasing the 4-year graduation rate by over 33% to 78%. I would not be receiving this award from AACRAO for my accomplishments and the years of service to the profession if it was not for all of you, my colleagues, friends and former staff members. Thank you all.
Mary Allen is a brand and experience-driven marketing and communications professional with over a decade of experience in various industries including high-profile sports and entertainment, higher education and most recently, association technology. Mary is currently the Senior Manager of Associations and Brand at Personify, leading a team of talented marketing professionals committed to helping associations and nonprofits optimize their operations and most-importantly, their member experiences. Mary is uniquely able to bring a background in fan experience for two nationally-recognized brands into her strategies for elevating brands through client and member experiences.
Jennifer Hedrick Castrovinci is a Senior Specialist for the National Student Clearinghouse’s Audit Resource Center. She brings a wealth of knowledge on all things Title IV Compliance and Enrollment Reporting derived from her more than a decade of experience helping the Clearinghouse’s 3,600+ participating schools reduce and eliminate a broad range of audit findings. On a daily basis, Jennifer is responsible for fielding a variety of enrollment reporting compliance questions and audit inquiries from postsecondary school administrators who typically fulfill registrar and financial aid administrative service roles for their institution. Additionally, Jennifer leads the Audit Resource Center’s efforts to create meaningful compliance reporting resources for our schools. She is also a frequent presenter for a variety of the Enrollment Reporting and compliance webinars the Clearinghouse hosts and serves as a primary content contributor for the Clearinghouse’s Compliance Central site.
Dan has over 20 years of experience working in various departments within higher education administration. He has worked in admissions and recruitment, advising, and registration functions. He serves as the Executive Director of Military and Veterans Services, overseeing the support services for military-affiliated students and providing oversight for the college regarding the laws and regulations about receipt of Veterans Educational Benefits and Department of Defense Tuition Assistance programs. Over the past year, he served as the Co-Chair of the college’s Strategic Enrollment Plan and worked with faculty, staff, administrators, and leadership to develop it. Mr. Duffy is pursuing his Ph.D. in Higher Education Leadership. He earned his Master's of Business Administration from Liberty University and his Bachelor's of Arts in Communication Studies from Kent State University. He graduated from the most recent CCAC Leadership Development Institute cohort.
Tony Strode is a Higher Education administrator currently serving as the Director of Admissions at Middle Tennessee State University. A Nashville, Tennessee native, Tony attained his Bachelor’s degree in communications and sociology from Austin Peay State University and continued on to earn his Master of Education in administration and supervision from Middle Tennessee State University, where he is currently pursuing his Ed.D in assessment learning and student success. With over ten years of professional experience in recruitment, sales, and leadership, Tony believes empowering others is a cornerstone for cultivating thriving teams and advancing one’s professional journey. Tony’s future goals are to become a Vice President of Enrollment Management and lead a team to new heights using tools and resources to elevate student recruitment and foster success. Tony enjoys public speaking, particularly in front of diverse student audiences, on the benefits of investing in their education for long-term career success. During his free time, Tony enjoys spending time with family and friends and is passionate about traveling to new countries and experiencing their unique cultures.
Katelynn Carter-Rogers is an Assistant Professor at St. Francis Xavier University in the Gerald Schwartz School of Business, in Indigenous Business. Carter-Rogers is a highly skilled social science researcher and consultant with a decade of experience in advanced statistics, research design, transition intervention and success, and attitudes measurement. For a decade, she has been involved in research focused on barriers to success, criminal records and hiring decisions, interventions leading to successful transitions, and creating and evaluating inclusive practices within organizations for individuals who are from marginalized populations. Carter-Rogers is Red River Métis and has spent the last several decades reconnecting and learning what it means for her and her family to be Indigenous. She has multiple publications on student success, with a particular focus on supporting at-risk populations. She is actively working on several project topics including Merit in Higher Education, EDIA interventions within organizations, hiring and selection of minorities with criminal records, as well as reconnecting and learning Indigenous Methodologies applicable to social sciences and business education.
Fostering Faculty Learning Communities: Reflections from an FYE Landscape of Practice
Vurain Tabvuma is the Sobey Professor in Management and an Associate Professor in the Sobey School of Business at Saint Mary’s University. Tabvuma’s research focuses on intrinsic motivation, employee and student onboarding, job satisfaction, organizational change, adaptation, student success, public service motivation, and pro-social motivation. His research has been funded by the Social Sciences and Humanities Research Council of Canada, the British Academy, The Research Fund for International Young Scientists under the National Natural Science Foundation of China, and the David Sobey Centre for Innovation in Retailing and Services.
D. William Kay manages academic program development and review at Saint Mary’s University. He received his B.A. (1994) from the University of Toronto and his M.A. (2010) from Macquarie University, Sydney Australia, and his Ed.D. (2018) from the University of Calgary. Kay has more than 20 years of teaching experience in adult education, and his current research interests are focused on educational leadership and social learning theories.
Keri Walters is the Assistant Provost for Transfer Initiatives at Methodist University in Fayetteville, North Carolina. She previously served as the registrar at Columbia College Chicago, where she gained an interest in federal compliance issues in higher education and a deep appreciation for her talented colleagues in financial aid. Walters earned her Master of Science in college student personnel services at Miami University (Ohio) and her Bachelor of Arts in theatre and music theory at Ashland University (Ohio). Her current research interests are centered around building equitable, state of the art processes and operations that serve transfer students throughout all phases of the student lifecycle.
The Financial Aid Office as an Essential Strategic Partner in SEM
Betsy Tippens Reinitz is the Director of the CIO and Senior Technology Leader Program at EDUCAUSE where she develops resources to support CIOs and IT leaders as they navigate strategic issues and challenges. Her current areas of focus are digital transformation and analytics. She is also involved in a variety of partnership activities with other associations and organizations. Before coming to EDUCAUSE, Reinitz was assistant vice chancellor for information technologies at the University of Washington Bothell, where she led efforts to align technology planning, resource allocation, and strategic direction with the mission and goals of a fast-growing public university.
The Future of Data Governance: Bridging Institutional Silos
Kathe Pelletier, Ed.D., has spent the last 20 years in higher education innovation of some form or another. Pelletier’s entry point into higher education was in an adult-serving institution that was fully online, and most of her work since then has been oriented around combining evidence-based practice with innovative delivery models. She has held roles in many different areas including advising, curriculum and instructional design, competency-based education, and academic support. Pelletier earned her Ed.D. in educational leadership and management from Capella University with research exploring the utilization of appreciative inquiry to make improvements to cross-institutional collaboration in curriculum and course development processes. Pelletier is currently the director of the teaching and learning program at EDUCAUSE, a non-profit membership organization that serves higher ed IT professionals.
Jenay Robert is a senior researcher at EDUCAUSE. Previously, she worked at Teaching and Learning with Technology at The Pennsylvania State University, focusing on emerging educational technology and experimental learning spaces. Robert’s current research interests include strategic foresight and equitable and inclusive education and work. Robert received a Ph.D. in curriculum and instruction from The Pennsylvania State University.
Sasidhar “Sasi” Sista is India’s first Fulbright Scholar to pursue a Master’s in Higher Education at the University of Pennsylvania. He has over ten years of experience in the global higher education sector. Sasi is Co-Founder and COO at GradRight, an Ed-FinTech company aiming to foster accountability and create a long-lasting impact in global higher education using the power of technology, data science and collaboration.
Sean O'Brien is the Senior Director of University Partnerships at GradRight, where he brings a background in making higher education accessible and affordable, having founded Affordable College PBC. His experience provided insight into the potential for GradRight to help international students dramatically reduce student debt while driving strategic enrollment goals for university partners. Sean enjoys partnering with university leaders by leveraging technology and data science to increase access and affordability, facilitating a bridge between students seeking valuable education opportunities, universities aiming to attract ideal candidates, and financial institutions offering efficient lending solutions. He started his professional career as a hockey player and is still happy to be on the ice in a pick-up game as often as possible.
Kristi Kaeppel earned her doctorate in Educational Leadership with a focus on Adult Learning from the University of Connecticut. She also has a Master of Education in Higher Education from Merrimack College and Bachelor of Arts in Philosophy from Mount Holyoke College. Kristi’s academic interests include the development of learners’ critical thinking skills, intellectual humility, learner agency and self-efficacy, transfer of learning, and women’s friendships in the workplace. Guided by the belief that learning can be transformative, Kristi is drawn to work that involves designing and delivering inclusive, meaningful learning experiences.