Judy Anderson is the Director of Career Readiness in the College of Liberal Arts at the University of Minnesota. She has spent her career working with young adults both on the college campus and in businesses. Her expertise is in the area of young adult development and emerging adulthood. She has been a consultant and speaker in her own company Emerging Advantage as well as in roles in higher education. Currently, she is directing an important effort in the College of Liberal Arts at the University of Minnesota to provide 13,000 students with an understanding of how their liberal arts education prepares them for future success. Her background includes an MA in College Student Development from the University of Iowa, as well as experience in entry-level talent development which uniquely positions her to shape a critical conversation about how graduates with a liberal arts background are essential to meeting the current workforce needs in the state of Minnesota and in the nation.

As the Director of Experiential Education, Urszula Zalewski oversees experiential education initiatives including successful implementation of experiential learning opportunities including internships, student employment initiatives and community outreach programs. Urszula brings her expertise in career readiness, employer relations, assessment and has raised more than $1Million in grants to support capacity building in experiential education & community engagement.

She is a recipient of the SUNY Chancellor’s Award for Excellence in Professional Service, the Sister Margaret Ann Landry Lifetime Achievement Advising Award, Excellence in Service to Students Award, Peter Baigent Leadership Award and serves on the Board of Directors for SEE and Response Crisis Center. Just recently, Urszula was recognized with the 2023 Forage Experiential Educator Award. She received her Bachelor of Science Degree in Economics, and MBA from the University of Economics in Krakow, Poland and Master of Science in Management and Policy from Stony Brook University. 

Dr. Emily Perl has extensive experience in higher education administration across the divisions of student affairs, academic affairs, and enrollment management.  At various points in her career, her work has focused on the areas of student success and retention, academic advising, first-year experience, student engagement, leadership development, and civic engagement programs.  Currently serving as Associate Vice President for Student Success, Dr. Perl is in her 27th year of employment at Goucher College, having held several previous positions there.  Dr. Perl is known at Goucher as a bridge builder and collaborator, who works across traditional higher education divisions to build campus-wide initiatives and strong opportunities for student learning and development. She has executed several college-wide projects, including co-chairing a successful institutional accreditation process; partnering across the institution to develop the college’s community principles; establishing a themed semester initiative; and launching student success software.  Dr. Perl has recently added the supervision of the registrar’s office to her portfolio, working with them to develop and clarify processes in anticipation of launching a new student information system. She is a committed advocate for equity and inclusion and is proud to have worked with the campus community to create the LAUNCH Network initiative.

Dr. Perl received her Ph.D. in College Student Personnel Administration, with a graduate certificate in Women’s Studies at the University of Maryland; her M.A. from The Ohio State University; and her B.A. in religious studies and sociology from The College of Wooster in Ohio. 

Jasmine A. Lee, M.S.W., Ph.D. is a diversity, equity, inclusion, and justice scholar, practitioner, trainer, and coach. She currently serves as the Vice President of Equity and Inclusive Excellence at Goucher College. She works with students, staff, and faculty to create inclusive campus environments through direct programming and strategic divisional leadership. 

In addition to her experience in higher education, Lee is a qualified administrator of the Intercultural Development Inventory® (IDI), a certified diversity trainer with the National Coalition Building Institute, and a certified Mental Health First Aid instructor. As a social worker, Lee holds a BSW from Eastern Michigan University and an MSW from the University of Michigan. She earned her Ph.D. at Michigan State University, using Critical Race Theory as a framework to study the experiences of Black, first-generation, low-income college students pursuing degrees at a Predominantly White Institution. 

Lori Henehan, Accommodations Coordinator for Student Access and Accommodation Services at Illinois State University, has 20 years of experience providing accommodations and transition support to students with various disabilities and chronic medical and/or mental health conditions. She has served two terms as Secretary for the Illinois-Iowa Association of Higher Education and Disability. She has given several presentations on suicide prevention, mental health, and autism within her local affiliate. She is a member of the Autism Training and Technical Assistance Project - a grant-funded program to issue autism resources. She supports to professionals and families involved in postsecondary education, secondary education and employment. She has also served the Association of Higher Education and Disability as a peer reviewer for proposals for their annual conference. Lori is passionate about neurodivergent student success in their studies and future employment.

For over 20 years, Charles Titus Boudreaux has been a Staff Psychologist at Student Counseling Services, Illinois State University. Dr. Boudreaux is passionate about group work, individual counseling, and clinical supervision. Throughout his career, Dr. Boudreaux has had the privilege of assisting neurodiverse clients with navigating college alongside the neurotypical majority. He has watched individuals cope with Autistic Spectrum Disorder, Attention Deficit/Hyperactivity Disorder, and other related difficulties. Dr. Boudreaux has learned to recognize not only such persons’ struggles and hurts, but their gifts. He offers clinical wisdom drawn from both group and individual counseling, in particular highlighting ways in which groups can be helpful to people with autism.

Dimitrios Jason Stalides is the Director of the TRIO Student Support Services program at Augustana College, a program that provides in-depth and individualized support and guidance to low-income, first-generation, and disabled students. He has worked with disabled students in TRIO and other programs for over ten years, as well as disabled veterans with PTSD and other mental health issues in both the college and clinical settings. As an autistic person himself, support and advocacy work for disabled students is a work of personal passion for him and a budding area of research expertise. The doctoral dissertation he is working on for the Higher Education Administration program at Illinois State University explores the unique strengths and challenges of neurodiverse leaders in higher education and how neurodivergent leaders can help foster a more inclusive and accessible environment that better meets the needs of not only disabled students but also underrepresented students in general.

Dr. Kevin Correa is the Executive Director of Student Success at Texas A&M University. He oversees advising, analytics, first-year experience, the Routh First-Generation Center, and the Transfer Student Program in this role. Nearly his entire career has been devoted to the engagement, retention, and success of diverse student populations at large public universities, and much of his work has been in leadership capacities. Before his recent transition to Texas A&M, Dr. Correa served as Director of the Arizona State University (ASU) Student Success Center, providing individualized and holistic peer coaching services to thousands of students on four campuses each year. Dr. Correa has also had a faculty role teaching higher education graduate students for the past six years. Moreover, he co-authored a chapter in the book Cultivating Student Success: A Multifaceted Approach to Working with Emerging Adults in Higher Education, published in 2022. Dr. Correa earned a doctorate of education in Leadership and Innovation, and a master's degree in Higher and Postsecondary Education from ASU, and he earned a bachelor of arts in Sociology degree from the University of Michigan. Dr. Correa has also earned a certificate in personal development coaching from the Coaching and Positive Psychology Institute and is a member of the International Coaching Federation.

Dr. Adrienne White is currently the Director of Student Success Coaching at George Mason University. Dr. White leads a team of 35 staff members, including paraprofessionals, graduate students, and professional staff members.  She led the efforts to implement student success coaching across the institution for its 7,000+ incoming first-year students. Dr. White has worked in higher education for 13 years, ranging in experiences from residence life, co-curricular programming, living-learning communities, off-campus student services, student success initiatives, transfer programs, student success technology implementation, retention initiatives, advising, and success coaching. Her research interests include transfer students, sense of belonging, student success, retention, and college student development. Dr. White holds a Doctorate in Education, specializing in Higher Education from George Mason University, a Master's degree in Higher Education and Student Affairs from Indiana University Bloomington, and a Bachelor's degree in Audiology from the University of Tennessee. Dr. White also serves as an Affiliate Faculty member for the Higher Education Program at George Mason University and a reviewer for the Journal of College Student Development's Research in Brief section.

Dr. Daniel Easton started his career as resident director at Western Washington University, where he learned that community development and student support were found not in just giving students experiences but in helping students make meaning of their experiences, their identities, and their connections to others. He then moved to the University of Colorado Boulder, where he was a Conduct Coordinator, Assistant Director, Associate Director, and Interim Director in Student Conduct and Conflict Resolution, where he developed and implemented a more educational and restorative approach to accountability. He was also an associate registrar at the University of Colorado Denver, prioritizing developing processes and procedures that fit around the student’s experience, not fitting the student’s experience around processes and procedures. Daniel has been Program Director for Academic Coaching and Success Initiatives since Fall 2021 at CU Boulder, where he oversees the Academic Coaching program in the College of Arts and Sciences as well as, more broadly any academic success programs with the advising and coaching unit. Daniel holds a B.A. in philosophy and religious studies from the University of Denver, an M.S. in higher education administration from the University of Kansas, and an Ed.D in leadership for educational equity from the University of Colorado Denver. Outside of work, he enjoys running, reading horror novels, or playing Dungeons and Dragons. His two dogs, Ahsoka and Adama, wish he would take them on more walks.

As the Dean of Student Success at Oberlin College, Dr. Harmony Morel is responsible for supporting the college’s strategic goals by cultivating, strengthening, and providing oversight and leadership to the Center for Student Success and the implementation of a comprehensive student retention and persistence strategy. She is an innovative and forward-thinking leader who is passionate about student success and excels in creating department structures and designing sustainable practices that promote efficiency. Harmony is passionate about removing inequitable barriers for marginalized populations, cultivating a sense of belonging and safe space, increasing students’ social and cultural capital, and providing relevant opportunities for students to be fully engaged in the collegiate experience.

Katie Collins is originally from Boston, Massachusetts, and holds a Bachelor of Science in Biology from Massachusetts College of Liberal Arts. She learned through her involvement in the Student Government Association, Peer Advising program, Student Activities Council and more that she enjoyed working with students in college instead of being in a lab and made the career move to go into student affairs. Katie earned her Master’s degree in Higher Education Administration (Student Affairs) from the University at Buffalo, where she worked within Campus Living doing marketing and assessment, organization advising, and working with the leadership team on major projects. She was able to work across the campus in new student programs and closely with student activities to help make experiences for the students that would continue to shape their college experience. Katie is a program manager in the Student Success Center at Arizona State University (ASU).  Her focus is on digital inclusion and integration practices for the Center and finding and promoting ways for students to utilize their services digitally to help overcome their barriers to success at ASU or move from good to great in their lives holistically. Katie holds a Bachelor of Science in Biology from Massachusetts College of Liberal Arts and a Masters in Education in Student Affairs Administration from the University at Buffalo.

Norma Nuñez-Pacheco(she/her) serves as the Director of Academic Advising & Retention for Owl Advising at Kennesaw State University. She is also a Doctoral candidate in College Student Affairs Administration at the University of Georgia. Her research interests include Latinx students, access, and retention strategies. Her dissertation explores the experiences of higher education professionals that support undocumented Latinx students in Georgia. 

Madison Tigert (she/her) is an Academic Advisor in the College of Science & Mathematics at Kennesaw State University. She primarily serves Biology students, and she is passionate about mental health, student development theory, and the overall well-being of the student population. Madison holds a Bachelor of Science degree in Public Health and is currently enrolled in the Master of Educational Leadership.

Cheree Copeland, a Black, first-generation, first-year doctoral student, is currently enrolled in the College Student Affairs Administration (CSAA-D) Doctoral Program at the University of Georgia. Holding a Master of Science in Education in Higher Education and Student Affairs from Indiana University Bloomington and a Bachelor of Science in Psychology from Valdosta State University, Cheree brings a wealth of academic background to her current pursuit. Cheree's professional journey has been diverse, encompassing roles in various student-focused areas across multiple states—Indiana, Maryland, Tennessee, and Georgia. Her experience spans Housing and Residence Life, New Student Orientation, Leadership Development, and Student Success, culminating in her current position as a Career and Internship Advisor for the Department of Career Planning and Development at Kennesaw State University. In this role, Cheree specifically focuses on developing Coles College of Business students. Driven by a deep passion for ensuring students undergo a transformative college experience Cheree eagerly embraces her role in fostering career development. Stepping into her position with enthusiasm, she looks forward to forging collaborative partnerships with students and contributing significantly to their personal and professional growth.