University of Maryland
Term Ending 2019
As part of our mission to improve student learning and transitions, the National Resource Center for The First-Year Experience and Students in Transition created an advisory board to bring together a global community of scholars who are dedicated to promoting student success, learning, and development.
Board members serve in a consultative role for the National Resource Center, giving advice and contributing suggestions for publications, marketing and funding strategies, research topics, and conference speakers, as well as authoring articles for Center publications and evaluating nominees and grant proposals for the Outstanding First-Year Student Advocate Award and Paul P. Fidler Research Grant, respectively. Members include leaders and experts in higher education representing a variety of institutional types, professional associations, and research centers. The board consists of 16 advisors serving terms staggered over a four-year period. The contributions of these individuals have been and continue to be vital to the Center’s work in improving the lives of students.
University of Maryland
Term Ending 2019
Kimberly Griffin is an Associate Professor in the Higher Education, Student Affairs, and International Education Policy program (Student Affairs area of specialization). She also serves as the Editor of the Journal of Diversity in Higher Education. Griffin earned her doctoral degree in higher education and organizational change from UCLA, her master's degree in education policy and leadership at the University of Maryland, and her bachelor's degree in psychology from Stanford University. Prior to completing her doctoral work, Griffin worked in higher education administration, primarily focusing in the areas of diversity recruitment, admissions, and retention in undergraduate and graduate education.
Griffin's research interests are primarily focused in three areas: diversity in graduate education and the professoriate; diversity within the Black higher education community; and mentoring and career development. These interests have led her to conduct work on a variety of topics, including: career development of PhD completers in science, Black professors and their engagement in student interaction, the experiences of Black immigrant college students, diversity recruitment in graduate education, and campus racial climate. Griffin is skilled in advanced quantitative and qualitative methods, as well as the integration of these strategies in mixed methods research.
Griffin is an active scholar and researcher engaged widely in efforts to promote diversity and equity in higher education. Her research has been funded by the Burroughs Welcome Fund, the National Institutes of Health, and the National Science Foundation. Her work has been published widely, appearing in the Review of Higher Education, Journal of College Student Development, Journal of Diversity in Higher Education, and Journal of Negro Education. Griffin's work also contributes to national conversations on equity and inclusion, and she has collaborated and consulted with the National Institutes of Health, the National Science Foundation, the National Academies, the American Council on Education, and the Council of Graduate Schools to discuss extant research and new initiatives.
Arizona State University
Term Ending 2019
Maria Hesse serves as Vice Provost for Academic Partnerships at Arizona State University, helping to create and sustain productive relationships with community colleges and other institutions, on behalf of students who wish to complete their baccalaureate degrees. Prior to that, Hesse served as President and Chief Executive Officer at Chandler-Gilbert Community College (CGCC), one of the 10 Maricopa Community Colleges in the Phoenix metropolitan area. Hesse began her professional career at the Judson School in Scottsdale, Arizona, where she served for seven years as a teacher, dean, and high school principal. She was with the Maricopa Community Colleges for more than 25 years, working for Mesa Community College, South Mountain Community College, the District Support Services Center, and CGCC. Her early years in the Maricopa Colleges included positions as Director of Student Activities and Services, Coordinator of the Ford Foundation-funded Transfer Opportunities Program, and Manager of Faculty Employment for the Maricopa Colleges.
In 1987, she became the first chief student affairs officer for CGCC. She then served for a decade as a faculty member in the Business and Computer Information Systems division, where she also made leadership contributions as the college accreditation coordinator, co-coordinator of the service learning program, and founding faculty member at the Williams Campus. As chief academic officer for four years, she helped double enrollment, significantly expand workforce development programs, and enhance teaching and learning initiatives in cooperative learning, service-learning, learning communities, and instructional technology.
Hesse holds Master of Business Administration and Bachelor of Science degrees from Arizona State University. She has master's and doctoral degrees in educational leadership from Northern Arizona University and is a graduate of the Harvard Institute for Educational Management. She has served as a consultant to other colleges from Florida to California on service-learning, learning communities, technology, and accreditation.
Center for American Progress
Term Ending 2019
Laura Jimenez is the Director of Standards and Accountability at the Center for American Progress (CAP). At CAP, Jimenez oversees work on the K-12 education team to measure and improve school performance while supporting states in building thriving systems for college and career readiness. Previously, Jimenez served as a special assistant in the Office of Elementary and Secondary Education at the U.S. Department of Education, where she advised on policy for key K-12 education programs and initiatives, including the Title I program, Elementary and Secondary Education Act flexibility, School Improvement Grants, and programs serving Native American, Alaska Native and homeless children. Jimenez has also overseen large-scale college access programs funded by the National Institutes for Health and the Gates Foundation and served as a teacher in the U.S. Peace Corps.
Jimenez received her bachelor’s degree from the University of California, Los Angeles and holds a master’s in social welfare from the University of California, Berkeley.
American Association of State Colleges and Universities
Term Ending 2019
George L. Mehaffy serves as the Vice President for Academic Leadership and Change at the American Association of State Colleges and Universities (AASCU) in Washington, D.C., a higher education association representing 420 public colleges and universities and their 3.8 million students. His division is responsible for developing and managing programs for member institutions in areas such as organizational change, civic engagement, leadership development, undergraduate education, technology, international education, and teacher education.
He works closely with university presidents and chief academic officers on a variety of national initiatives. Each year, his division organizes a number of conferences and meetings, including two national conferences each year for AASCU chief academic officers. He has directed a number of innovative projects, including international programs with China and Liberia; a technology transformation annual conference with EDUCAUSE and the University of Central Florida; an articulation project with community colleges; and two major national studies of student success. In 2003, he launched the American Democracy Project, a civic engagement initiative with 240 colleges and universities, in partnership with The New York Times. Most recently, he organized a national effort to transform undergraduate education through an initiative titled the Red Balloon Project. Before coming to AASCU, he had more than 20 years of teaching and administrative experience in higher education in Texas, New Mexico, and California. In addition, he served for 33 years in the U.S. Coast Guard Reserve, retiring as a Captain (0-6) in 2000.
Oregon State University
Term Ending 2020
Gloria Crisp is a professor at Oregon State University. Her scholarship is grounded by her personal and professional experiences at institutions that provide broad access to students. She is a proud alumna of community colleges and four-year broad access institutions (BAIs) in and around Texas, including Kilgore College and the University of Houston-Clear Lake. Crisp has a diversity of professional experiences working with both community colleges and four-year BAIs as an institutional researcher and faculty member.
Crisp has published more than 40 articles and book chapters, and her work has been cited more than 4,000 times. She co-edited a recent issue of New Directions for Community Colleges and is lead author of a 2017 ASHE Higher Education Report focused on mentoring undergraduate students. Her survey instrument, The College Student Mentoring Scale (CSMS), is used at institutions around the country and abroad to evaluate the effectiveness of mentoring relationships.
Her research has been published in leading education journals including The American Educational Research Journal, The Journal of Higher Education, Review of Educational Research, Teachers College Record, Research in Higher Education, The Review of Higher Education, and The Journal of College Student Development. Her work has been supported by the National Science Foundation (NSF), the Association for Institutional Research (AIR), and the Hispanic Association of Colleges and Universities (HACU).
University of Memphis
Term Ending 2020
Darrell C. Ray serves as Vice President of Student Affairs at the University of Memphis. In this role, Ray is responsible for the 13 departments charged with promoting student success and engagement in support of the academic mission. He also serves on the university's Process Improvement Council and the Academic, Research, & Student Success subcommittee to the Board of Trustees. Ray is a clinical assistant professor in the College of Education, where he teaches in the Higher & Adult Education program. Ray previously served as the Assistant Vice President for Student Affairs at Louisiana State University and as adjunct faculty in the Higher Education Administration program in the LSU College of Human Sciences & Education. Prior to his work as assistant vice president, Ray served LSU as Associate Dean of Students and Director of the Center for Student Leadership & Involvement. He previously held positions at the Art Institute of Atlanta, Argosy University/Atlanta Campus, and the University of Georgia.
Ray's national engagement includes service to NASPA, the National Association of Student Personnel Administrators. He was recently appointed to the national advisory board for the National Resource Center for the First Year Experience and Students in Transition. His academic service includes serving on the editorial board for the College Student Affairs Journal and as a reviewer for other journals. His research focuses on how students transition into college.
Ray grew up in Birmingham, Alabama. He earned his BA in criminal justice and his MA in higher education administration, both from the University of Alabama. He completed his PhD at the University of Georgia.
North Carolina State University
Term Ending 2020
Alyssa N. Rockenbach is Professor of Higher Education in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University. Her interdisciplinary research centers on the effects of college environments and experiences on student learning; religious and worldview diversity issues in higher education; intergroup dynamics, cooperation, and attitudes; young adult psychosocial development; and gender and LGBTQ equity issues in education and society. She is co-principal investigator of a five-year national study, The Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), which explores how educational experiences affect college students' capacity to engage and cooperate with people of diverse worldviews.
Rockenbach has authored or co-authored more than 80 publications, including peer-reviewed articles, books and book chapters, reports and monographs, and other scholarly works, and she has delivered more than 100 refereed and invited presentations at national conferences and other professional gatherings. Her work has been featured in media outlets such as The Chronicle of Higher Education, Inside Higher Ed, and The Conversation. Rockenbach is co-author of the 2016 book How College Affects Students: 21st Century Evidence That Higher Education Works, a synthesis of more than 1,800 research studies of college impact conducted from 2002 to 2013, and she co-edited the 2012 volume Spirituality in College Students' Lives: Translating Research Into Practice. She was named an Alumni Association Distinguished Graduate Professor and University Faculty Scholar at N.C. State University.
Rockenbach advises master's and doctoral students and is a student-centered teacher with expertise in teaching quantitative and qualitative research methods; diversity and social justice issues in education and society; and college student outcomes and psychosocial development. She received her BA in psychology from California State University, Long Beach and her MA and PhD in education from the University of California, Los Angeles.
Term Ending 2020
Dale R. Tampke is a seasoned higher education administrator with experience in strategic academic planning, coordinating student success units, and effective stewardship of fiscal and human resources in the service of students. Tampke writes and presents frequently on student success issues at conferences such as the National Symposium on Student Retention, the Annual Conference on the First-Year Experience, ACUHO-I, and NASPA. He has also presented national webinars for Innovative Educators and AudioSoultionZ. In addition, Tampke's research has appeared in the Journal of College Student Retention, the NASPA Journal (now the Journal of Student Affairs Research and Practice), the Journal of College University Student Housing, and Learning Communities Research and Practice. He serves on the editorial boards of the Journal of College University Student Housing, the Journal of Student Affairs Research and Practice, and the Journal of The First-Year Experience and Students in Transition.
Tampke earned his bachelor's and master’s degrees from Texas A&M University and his PhD from the University of Illinois at Urbana-Champaign. His prior positions include Associate Vice President for University Advancement at Texas Woman’s University, Assistant Provost for Student Academic Services at Loyola University Chicago, Dean of Undergraduate Studies at the University of North Texas, Assistant Provost for Undergraduate Retention at Ohio University, Director of Residential Life at Stetson University, and Assistant Dean of Students at the University of Illinois.
Term Ending 2021
Traci Freeman has directed the Colket Center for Academic Excellence at Colorado College since 2012. She received her doctorate in English with an emphasis in women, gender, and literature from the University of Texas at Austin. As a graduate student at UT, she worked in the Undergraduate Writing Center and developed a passion for writing pedagogy and peer education. She has worked in administrative positions in Writing Centers at UT and the University of Colorado, Colorado Springs (UCCS) and taught courses in literature, rhetoric and writing, and first-year experience programs at UT, UC Berkeley, and UCCS. Before coming to Colorado College, she was Director of the Writing Center and an assistant professor, attendant in the Department of English at UCCS.
At CC, Freeman oversees academic support services at the Colket Center and runs the Sophomore Jump Program. She assists the associate dean of the college on issues related to advising, academic success, student retention, and persistence, and she teaches courses in the first-year experience program and in education.
Freeman conducts research in the scholarship of teaching and learning, focusing on writing pedagogy, writing program administration, and student success.
Term Ending 2021
Steven Girardot, Associate Vice Provost for Undergraduate Education at Georgia Tech, has more than 18 years of higher education experience. His education includes a BS in chemical engineering and an MS in chemistry from Georgia Tech, as well as a doctorate in chemistry and a Master of Public Health (MPH) degree in epidemiology from Emory University.
In his role as associate vice provost, he manages the operations and administration of the Office of Undergraduate Education, including budget oversight, human resources, communication, strategic planning, assessment, accreditation, and related administrative policies and procedures. Girardot oversees the cocurricular programs and units within the OUE, including the Center for Academic Success (CAS), Center for Career Discovery and Development (C2D2), and Center for Academic Enrichment (CAE), which coordinates Georgia Tech's first-year and transfer student seminar courses. He also leads Retention and Complete College Georgia (CCG) and Summer Session Initiatives (SSI). Finally, Girardot chairs or co-chairs special task forces and committees. In addition to his administrative responsibilities, he finds time to teach Georgia Tech’s first-year seminar (GT1000) and general chemistry, and he developed and taught an honors seminar in public health and epidemiology.
Prior to his current position, Girardot was the founding director of the Center for Academic Success (CAS) and worked to develop and implement many of Georgia Tech's tutoring and academic support programs. He also served as director of the office of success programs, which included FASET (new-student orientation), GT1000, sophomore programs, and tutoring and academic support programs. There, he successfully re-launched the first-year common reading program (now Project One) and oversaw significant enhancements to and expansion of GT1000. In addition, he served as the assistant director for TA and graduate student programs at Georgia Tech's Center for the Enhancement of Teaching and Learning (CETL) and as a program coordinator at the university's Center for Education Integrating Science, Mathematics and Computing (CEISMC), where he managed tutoring programs that linked students with local elementary schools. He regularly presents on topics related to first-year programs and student success and participates on several advisory boards and national organizations, including serving as the current President of the North American Association of Summer Sessions (NAASS).
Term Ending 2021
Jodi Koslow Martin serves as the Vice President of Enrollment Management and Student Affairs at Triton College, a Hispanic-serving community college right outside Chicago with an enrollment of more than 11,000 students. Her portfolio includes admissions, financial aid, advising, student life, the first-year experience, athletics, library services, and academic support. Prior to stepping into this role, Koslow Martin was the Vice President for Student Engagement at North Park University in Chicago for more than five years. In this role, she served as the chief student affairs officer, providing leadership in creating environments for student success. Before her time at North Park University, Koslow Martin served 14 years at Aurora University, Aurora, Illinois, in several roles including assistant provost, dean of first-year students, and interim dean of the College of Professional Studies.
Koslow Martin is an active member of the peer review corps for the Higher Learning Commission. She regularly travels to higher education institutions for accreditation visits. She has served on national boards and review committees and has been a conference presenter on student success and retention.
Koslow Martin earned a bachelor's degree in 1997 with a double major in English and communication from St. Norbert College, De Pere, Wisconsin. She earned a Master of Education from Ohio University, Athens, in 1999. In 2010, she earned a doctorate in higher education from Loyola University Chicago, where her dissertation research focused on first-year student expectations.
Waubonsee Community College
Term Ending 2021
Scott Peska serves as the Dean for Students at Waubonsee Community College in Sugar Grove, Illinois. In this capacity, Peska is responsible for athletics, student life, learning assessment (testing), and student conduct. Prior to Waubonsee, Peska worked at Northern Illinois University in multiple roles within student affairs. There, as Associate Director for Orientation & First-Year Experience, he coordinated more than 90 sections of the first-year seminar, UNIV 101/201 courses, a faculty–student mentoring program, a peer calling retention initiative, and a first-year success series. After a tragic shooting on NIU's campus in 2008, Peska was asked to lead and establish the Office of Support & Advocacy, a unique unit designed to provide holistic support to individuals directly affected by the shooting. As the Office of Support & Advocacy fulfilled its purpose, Peska also established and served as director of the Military Student Services department, providing financial benefits, counseling, and social support programming to the more than 800 military students at NIU.
Additionally, Peska has experience as a full-time hall director at the University of Illinois at Urbana-Champaign. He received both his baccalaureate and master's degrees in communication from Illinois State University and a doctoral degree in higher education administration at the University of Illinois at Urbana-Champaign, with his research emphasis on the adjustment of community college transfer students to four-year universities.
Peska speaks publicly on a variety of topics, including how communities can move forward after tragedies, overcoming adversity, strategies for student success, action-oriented motivation, therapeutic benefits of laughter, engaging leadership development, juggling multiple priorities, and facilitating peer–intergroup dialogues on diversity.
Term Ending 2022
In June, 2017, Rosalyn Clark Artis was unanimously elected the 14th president of Benedict College. She is the first female president in the 148-year history of the college, which was founded by a woman, Mrs. Bathsheba Benedict, in 1870.
Intentional, professional, and thoroughly committed to the proliferation and transformation of colleges and universities that serve underrepresented men and women of color, Artis brings to Benedict a depth of knowledge in higher education and enthusiasm for student success that is unmatched in higher education. She comes to Benedict from Florida Memorial University, where she served as the 13th and first female president in that university’s 138-year history.
Artis is a graduate of Vanderbilt University, where she earned a doctorate in higher education leadership and policy. She also holds a juris doctorate from the West Virginia University College of Law and earned her BA in political science from West Virginia University's sister HBCU, West Virginia State University.
A prolific speaker, critical thinker, and fierce advocate for educational access, Artis has been recognized for her work locally and nationally and is frequently engaged as a mentor, lecturer, and catalyst for strategic transformation. She is most passionate about creating sustainable, equitable, supportive learning environments where historically underrepresented minority students can thrive and reach their full academic potential.
University of Toledo
Term Ending 2022
Denise Bartell, PhD, serves as the Associate Vice Provost for Student Success at the University of Toledo (UT), a student-centered, public metropolitan research university with more than 20,000 students and 300 undergraduate and graduate programs, including Colleges of Medicine, Pharmacy, and Law. Founded in 1872, UT is committed to improving access and opportunity to a high-quality, affordable education that contributes to the well-being of our region and the world. In her position at UT, Bartell is the front-line leader of strategic initiatives related to the retention and success of students from pre-college through degree completion, with a particular focus on improving equity of access and experience for students historically underserved by higher education.
Bartell’s scholarly work focuses on taking a holistic, equity-minded, assets-focused approach to supporting student success. Her motivation for this work is a foundational belief in higher education as a public good to which all should have equal access, and a commitment to advance educational opportunities for all students, especially those for whom structural inequities have historically limited access to higher education. Bartell’s most recent work explores a reconceptualization of traditional faculty development models to improve capacities to work with underserved populations by using principles of high-impact, applied learning and authentic engagement. In addition to publications and presentations at the state and national levels, she regularly leads workshops on developing high-impact first-year seminars and peer mentoring programs, infusing equity-minded professional development opportunities into student success programs and high-impact student success program development and assessment.
Previously, Bartell served as the founding Director of Student Success & Engagement at the University of Wisconsin Green Bay. While at Green Bay, she worked to develop a first-year seminar program that is a national best-practices model for improving engagement, retention, and graduation. She procured more than $600,000 in grant funding for projects to create emergency financial grants, early-alert capacities, learning communities and other high-impact practices, and peer mentor programs on campus. She also developed an assets-focused, intensive first-year learning experience for historically underserved and academically at-risk students, improving retention through Year 4 by more than 18% and four-year graduation rates by 11%.
Bartell earned a BS in human development and family studies from Cornell University and an MA and PhD in human development and family sciences from the University of Texas at Austin.
Western Carolina University
Term Ending 2022
Yancey Gulley (pronouns – he/him/his) is an assistant professor for higher education student affairs at Western Carolina University, where he also serves as faculty coordinator for the institution's leadership minor. Gulley spent 15 years as a college administrator (primarily in two-year college settings) prior to moving into a faculty role. Most of his professional administrative career was in student affairs. He has worked administratively at several institutions, including Louisburg College, North Carolina State University, Long Beach City College, the University of Georgia, and Athens Technical College. While Gulley has taught courses at the University of Georgia in student affairs, his first full-time faculty appointment was at Morgan State University, where he taught in the Community College Leadership doctoral program within the Department of Advanced Studies, Leadership, and Policy. He joined the faculty of the higher education student affairs program at Western Carolina University in August 2016. In August 2017, he was asked to be coordinator of the leadership minor at Western Carolina.
Gulley has a long history of advocating for social justice within the educational context through his scholarship, teaching, publications, presentations, training, and volunteer endeavors. His past research endeavors not only contributed to the scholarly conversation in higher education and student affairs but have led to changes in the academy, including the opening of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) Resource Center at North Carolina State. In 2010, Gulley was named a grand marshal of Atlanta Pride as one of the top 40 LGBTQ educators in Georgia. He most recently completed an edited volume for which he served as lead editor, Using the CAS Professional Standards: Diverse Examples of Practice. This is the first book ever jointly published by NASP, ACPA, and CAS. His largest research project to date focused on the nature of collaboration between academic and student affairs units in the community college setting. Currently, he is researching the experiences of LGBTQ community college students, as well as the experiences of White faculty at historically Black colleges and universities. Other current projects include writing several book chapters on methodological and theoretical topics within higher education. He has presented his scholarship locally, regionally, nationally, and internationally. Gulley has been associated with the National Resource Center for The First-Year Experience and Students in Transition for many years, serving on faculty for several institutes and reviewing many grant applications and award nominations. He also enjoys spending time with his husband, Corey, and dog, Sedgwick.
University of Arizona
Term Ending 2022
Jenny J. Lee is a professor at the Center for the Study of Higher Education at the University of Arizona (UA). She is a NAFSA Senior Fellow, associate editor of the Review of Higher Education, and co-editor of the book series Studies in Global Higher Education. She formerly served the chair for the Council of International Higher Education and on the board of directors for the Association for the Study of Higher Education (ASHE).
Lee's latest research encompasses a range of key higher education issues that center on the internationalization of higher education. Her past research topics have included student engagement, community outreach, and organizational behaviors in the United States as well as abroad. Her ongoing research on international students' mobility and experiences in the United States, South Africa, Mexico, and Korea over the past decade have especially been cited widely.
Lee has authored and co-authored more than 90 publications in the aforementioned research areas. Her articles have appeared in top journals of higher education, including Higher Education, Research in Higher Education, Review of Higher Education, Journal of Higher Education, Journal of College Student Development, Harvard Educational Review, and others. She is currently on the editorial boards for Higher Education, Religion and Education, and the Journal of Philosophy and Theory in Higher Education and has previously served on many others. Lee has been recognized and awarded by the American College Personnel Association as an Emerging Scholar and an Erasmus Scholar by the UA College of Education. She also received the Excellence in Global Education Award by the Office of Global Initiatives in 2017 and the Outstanding Faculty Award by the Asian American Faculty, Staff & Alumni Association in 2009, both at UA. She was also recognized as one of the nation's top emerging scholars by Diverse Issues in Higher Education in 2011.
Lee served as a global professor at Korea University and an honorary visiting scholar at City University, London. She was a Fulbright Scholar to South Africa at the University of Pretoria. She currently is a visiting scholar at the University of Cape Town, South Africa. Her latest research investigates international student mobility within the African continent.