Tricia Stouder works in the Office of Student Financial Aid, serving as Iowa State’s Assistant Director for Work-Study Student Employment. She holds a Masters of Science from University of Nebraska-Lincoln and has been with Iowa State since 2010, working with training and development throughout her career. As an NSEA Student Employment Essentials trainer, she understands the regulations behind maintaining a strong (and compliant) student employment program. She strives to empower those lucky enough to work with student employees to help create transformational learning opportunities through work experiences. 

Jason Vlastaras is the associate director for student success and programs at Iowa State University. He began his journey in campus recreation, working as a personal trainer at the University of Florida. He received his master of business administration at Oklahoma State University, where he also served as the assistant director of fitness before coming to Iowa State University. At ISU, Jason led the committee to develop the ISU Career Ready framework. He also serves as the Alternate Director to CAS for NIRSA: Leaders in Collegiate Recreation and has led committees related to assessment, research and professional development. Owing his career to the experience he had as a student employee, he believes career readiness competencies can be a valuable tool to enhancing student success. 

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.