Commission Elections 2019

The following people have been nominated for election positions to the NACEP's newly formed Commissions and are appearing on the ballot. The terms for these positions begin after the October 2019 Board meeting.

Advocacy Commission Representative

    • Dr. Mercedes Pour, Director of College Access, Maine Community College System, Region 1

      Brief professional bio:
      As the Director of College Access, Mercedes Pour, Ed.D, coordinates
      early college activity across the Maine Community College System.

      Brief summary of expertise relevant to serving on the Advocacy Commission:
      In my role, I advocate for equitable access to dual and concurrent enrollment opportunities both across our colleges and with our state agency partners. Maine is struggling to bring an equity element into our delivery models and so that has become a defining standard for how we evaluate policy and practice as we move forward. As someone who works intentionally with our secondary and CTE partners, I traveled the state both in larger venues and school-based discussions educating counselors, school leadership, and college access professionals about the various forms, considerations, and rules of dual and concurrent enrollment in Maine. I have also been involved with both crafting and shaping policy within both the college System and the state legislature. Since we have new leadership in the Statehouse, I am also on the state’s “Early College Committee” which will help define the new administration’s approach to funding and regulating this activity.

      Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
      My first connection to NACEP was back in 2014 when Adam Lowe
      came to New England to help NEASC launch its new dual enrollment
      standards which had been based largely on the NACEP standards.
      From that encounter,​​ I found an entire community of professionals
      who sought to do this work better. Since that time I have served on the Executive Board of NEACEP, which is the one NACEP chapter
      that is comprised of a region rather than a single state. I have also volunteered in a ​limited capacity at the national conferences and was appointed to the State Policy Committee last year. I have been very involved in delivering NEACEP’s annual professional development conference for a number of years now. This past spring I co-presented on NACEP standards at our conference as a way to introduce our New England professionals to both national best practices and the larger resources of NACEP.

      • Dr. David Naze, Vice President of Academic Affairs / Chief Academic Officer, Kankakee Community College, Region 3

        Brief professional bio:
        A founding member of ILACEP (Illinois state chapter of NACEP) and
        served as its president for the past four years. Currently serves as Past President.

        Brief summary of expertise relevant to serving on the Advocacy Commission:
        Dr. Naze has developed and served as the academic administrator
        over dual credit and early college programs at three Illinois
        community colleges. He has served as President and currently
        serves Past President of the Illinois chapter of NACEP (Illinois
        Alliance of Concurrent Enrollment Partnerships). As ILACEP
        President, he represented Illinois on the NACEP state chapter
        council for three years. Also, Dr. Naze helped develop dual credit graduate school scholarships for prospective dual credit instructors as well as outstanding dual credit faculty recognition awards at the state level. An active participant at the NACEP national conference, Dr. Naze has presented at each of the last four years on Illinois Dual Credit best practices and NACEP state chapter development. He also serves as a peer reviewer for the Higher Learning Commission, in which he focuses much energy on respective institutions’ dual credit programs in relation to accreditation requirements.

        Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
        An active participant at the NACEP national conference, Dr. Naze
        has presented each of the last four years on Illinois Dual Credit best practices and NACEP state chapter development. He has also
        brought an institutional team to the NACEP Accreditation Institute to learn about NACEP accreditation requirements and best practices. Dr. Naze has co-presented for the NACEP webinar series on ADA compliance for dual credit students with disabilities. He has engaged with concurrent enrollment professionals at the state and national levels of NACEP to develop best practices for student engagement at four annual ILACEP Summits. Dr. Naze has also helped develop these Summits and a webinar series to ensure that Illinois high schools have professional development opportunities to draw strength from our differences and build on our similarities for the benefit of dual credit students in Illinois.

        • Jessica Espinosa, Director of College Transitions, Minnesota State System Office, Region 4

          Brief professional bio:
          Jessica Espinosa is the Director of College Transitions at the system office for Minnesota State colleges and universities, a network of 30 two-year colleges and seven state universities. In her current role, she provides policy guidance and support for dual enrollment programs, developmental education, course placement testing and other transition activities. Her education experiences began in the K-12 system as a secondary teacher, equity specialist, and dual enrollment specialist for the Minnesota Department of Education. She has also worked on both community college and university campuses in college access programs and as an adjunct faculty member.

          Brief summary of expertise relevant to serving on the Advocacy Commission:
          Jessica Espinosa currently serves as the Director of College Transitions at the Minnesota State Colleges and Universities system office where she provides system-level policy support for dual enrollment programs including Postsecondary Enrollment Options, concurrent enrollment and other dual credit programs including Advanced Placement and International Baccalaureate. She also advocates for equitable developmental education reforms and course placement policies and procedures and is committed to the transformation of more equitable and just systems for students. She is involved with other state-wide transition activities including College Knowledge Month and Minnesota College Goal. She has been an advocate for equity in dual enrollment policies at the state level during her tenure at the Minnesota Department of Education where she served as the dual enrollment specialist providing oversight of all state dual enrollment policies and funding for concurrent enrollment, PSEO, International Baccalaureate, and Advanced Placement. She has been engaged in advocacy work at the policy level and has worked directly with students and non-profit organizations to increase awareness, participation, and success of students of color and low-income students in dual enrollment programs.

          Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
          Since she began her career in education eighteen years ago, she has been committed to addressing inequities impacting students within education systems. She strives to be a voice for equity and inclusion within her spheres of influence and has been dedicated to nurturing environments and communities in which all students regardless of the demographics they represent, have equitable opportunities to reach their fullest potential and to be valued, affirmed, and empowered. She has been an advocate for equity in dual enrollment for over ten years in both the higher education and K12 environment. In the K12 setting, she advocated and implemented changes in the statewide reporting of dual credit participants to include disaggregated participation data by race and socioeconomic​ status. Currently, she serves on a subcommittee within the Minnesota chapter of NACEP, MnCEP, specifically tasked with addressing equity in concurrent enrollment within Minnesota. She has served on the national committees for NACEP related to national conference planning, state policy, and professional development. In collaboration with NACEP, she has worked to design high-quality professional development opportunities to support the Minnesota State system’s 33 concurrent enrollment programs to pursue and achieve NACEP accreditation.

          • Dennis Waller, Professor of Communication Arts and current Dean of Bridge Academy (Concurrent Credit & NNU-Online), Northwest Nazarene University, Region 5

            Brief professional bio:
            A Professor of Communication Arts and current Dean of Bridge Academy (Concurrent Credit & NNU-Online) at Northwest Nazarene University (Nampa, ID). Waller has served as an educator or administrator for over thirty years with both high school and university experience. He served on the NACEP (National Alliance of Concurrent Enrollment Partnerships) national Board of Directors for six years as the Private Universities representative.

            Brief summary of expertise relevant to serving on the Advocacy Commission:
            Nearly twenty years of engaging with state agencies throughout the Northwest Region concerning concurrent enrollment issues – education districts, and state department staff members.

            Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
            Nearly twenty years of commitment to NACEP including two-terms on Board and two “on-the-Hill” experiences with congressional representatives.

          Engagement Commission Representative

          • Dr. Christopher Kubik, Professor and Director of Early College Programs, Regis College, Region 1

            Brief professional bio:
            Chris is a Professor of Finance and Accounting at Regis College and
            also serves as the Director of Early College Programs, including Dual
            Enrollment.

            Brief summary of expertise relevant to serving on the Engagement Commission:
            Chris has prior experience with engagement roles in other national
            organizations. His passion and dedication to the concurrent
            enrollment program goals allow him to be a strong advocate for
            NACEP. Ensuring that current and prospective members are
            involved, aware, and active are cornerstones of a strong engagement
            group.

            Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
            Since his appointment as the Director of Early College Programs at
            Regis College, Chris has held a membership with NACEP and attends
            the national conference. Chris supports and is committed to the
            mission, vision and diversity and inclusion statements that assure
            NACEP is serving all populations in efficient, cost-effective ways.
            Chris is an advocate for NACEP and the opportunities provided by
            concurrent enrollment.

            • Dr. Linda Zanin, Director of Strategic Partnerships, George Washington University, Region 1

              Brief professional bio:
              As the Director of Strategic Partnerships in the School of Medicine at The George Washington University in Washington DC., Dr. Zanin began her career in education 28 years ago and has professional experience in cultivating leadership buy-in, fostering government relations, developing community engagement, initiating stakeholder outreach, enhancing professional development and advancing interdisciplinary research, implementation, data analysis and evaluation.

              Brief summary of expertise relevant to serving on the Engagement Commission:
              As Director of Strategic Partnerships, I believe it is necessary to include diverse groups of stakeholders who provide broad perspectives of practice when building sustainable cross-stakeholder networks and partnerships. I have a passion for “grass-root” approaches to community engagement and feel that it is critical to engage members in a way that allow diverse communities of interest “weigh-in” to help shape the direction of emerging initiatives.

              Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
              In 2017 The George Washington University School of Medicine and Health Sciences (GW) began development of dual enrollment programs. As GW began to plan dual enrollment offerings, we sought to establish best-practices in this area. My participation at the NACEP national conferences, winning the 2018 Marketing Video Contest and being selected to the first cohort of the NACEP Leadership Academy has helped to immerse me into the culture of NACEP. In 2019, I have continued to keep engaged, and have volunteered as a mentor in the NACEP Leadership Academy. My experience demonstrates my commitment to diversity, inclusion, and my strengths cultivating differences and providing a platform to build on the similarities of what brings us together. My passion for community engagement would make me an effective Community Engagement Commission Representative.

              • Eugenia Hooker, Director, Early College, Spartanburg Community College, Region 2

                Brief professional bio:
                Eugenia Hooker has served as dual enrollment program director at Spartanburg Community College in Upstate South Carolina for 10 years, initially as Director of Gateway to College and later as Director, Early College. Prior career experiences for 22 years as a sociology instructor, program administrator, and social worker provided a strong foundation for her current position. As Director, Early College, she administers dual enrollment, concurrent enrollment, and early college high school programs. The common thread woven throughout all phases of her career is a strong commitment to service and to making a positive difference in the lives of others. Eugenia holds a Master of Arts in Sociology and a Master of Social Work from the University of South Carolina.

                Brief summary of expertise relevant to serving on the Engagement Commission:
                I was pleased to have the opportunity to introduce NACEP to my
                colleagues in the South Carolina Technical College System Dual
                Enrollment Collaborative while serving as our group’s recorder from
                2015-2019. I have worked to raise awareness about NACEP among
                our college faculty and staff, school partners, students, and families.
                In my previous position as Gateway to College program director, I
                served on the Gateway to College Leadership Team for program
                directors and was one of several regional representatives charged
                with soliciting and communicating feedback from other directors to
                the Gateway to College National Network. I enjoy the challenge of
                improving upon or creating new structures and communication
                channels to better serve programs. I would be committed to
                collaborating with a diverse team of people to promote the goals of
                the NACEP Engagement Commission.

                Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                I have attended four NACEP annual conferences since fall 2014. Our
                college joined NACEP in spring 2015. I had the opportunity to review
                annual conference proposals in 2017 and 2018 and served on the
                2019 National Conference Planning Committee and Conference
                Proposals Subcommittee. Our Spartanburg Community College Early
                College program plans to submit an accreditation pre-application in
                December 2019. I am committed to supporting the mission and vision
                of NACEP and its diversity statement, which are all aligned with my
                professional values. I believe high school students should be able to
                prepare for, have access to, and succeed in quality college courses.
                It is an exciting challenge to engage students through our programs
                at a critical juncture in their lives. We are able to help them transition
                from “here” to “there” as they discover and build on their talents and
                dreams and move toward meaningful academic and career
                pathways.

                • Dru Nash, Business Partnership and Dual Credit Coordinator, Columbia Public Schools / Columbia Area Career Center, Region 3

                  Brief professional bio:
                  I just completed my 25th year in education. I have worked as a
                  learning specialist, MS/HS Counselor and now as Dual Credit
                  Coordinator at CACC.

                  Brief summary of expertise relevant to serving on the Engagement Commission:
                  In my career, I have been a part of Columbia Public Schools’
                  Professional Learning Community model from the beginning and
                  have served on many Professional Learning Teams. These teams
                  have actively worked toward similar goals as the Engagement
                  Commission but for different groups of students.

                  Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                  I have already been helping with NACEP Conf planning for
                  presentation topics. I currently serve on the MOACEP board as a
                  secondary partner. This seems to expand how I am able to support
                  NACEP and ultimately provide better opportunities for our students
                  as well as giving more students access to college programming while
                  in high school.

                  • Vicki Bott, Dual Enrollment Manager, University of Wisconsin - Milwaukee, Region 4

                    Brief professional bio:
                    Vicki Bott is one of two Dual Enrollment Managers in a new
                    concurrent enrollment program at UW-Milwaukee; she also teaches
                    freshmen English.

                    Brief summary of expertise relevant to serving on the Engagement Commission:
                    No expertise in concurrent enrollment, as we are just six months in to
                    implementing our program. This comes with lots of questions that
                    would be helpful in strategizing how to engage new members. Before
                    taking on this role as Dual Enrollment Manager, I have taught college
                    English for twenty years and have served in many roles coordinating
                    courses, mentoring new teachers, and developing outreach programs
                    with high schools and neighboring colleges.

                    Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                    Our institution joined NACEP in the summer of 2019 during our
                    planning phase, before actually implementing our concurrent
                    enrollment program because we wanted to base our program on
                    NACEP’s standards and best practices. We are grateful for NACEP’s
                    guidance and the mentoring we continue to have from our
                    neighboring NACEP member, John Dobyns at UW-Oshkosh. All of
                    our program decisions are guided by NACEP standards.

                    • Denise Sharrock-Mueller, Director, Program for Advanced College Credit, Saint Mary’s University of Minnesota, Region 4

                      Brief professional bio:
                      Denise has taught college French and English courses for over 25 years and has served as the concurrent enrollment director at Saint Mary’s University of Minnesota for 5 years. She has also enjoyed serving on the Minnesota Concurrent Enrollment Partnerships executive board for 4 years and counting.

                      Brief summary of expertise relevant to serving on the Engagement Commission:
                      Solid experience educating about, marketing, and advocating for concurrent enrollment among both secondary and post-secondary institutions. Have served MnCEP as government liaison for private colleges & universities for 4 years. Have vast reserves of enthusiasm for and commitment to creating opportunities for access to under-represented populations. I am an effective & engaging educator and communicator able to facilitate consensus between and build relationships with stakeholders.

                      Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                      Blessed for 15+ years to work at a Lasallian university, my pedagogical philosophy and approach to education already meshes seamlessly with NACEP’s mission of providing access to as many quality educational opportunities as possible for students of all backgrounds. I have taught & mentored first-generation students at Saint Mary’s for more than a decade. As a NACEP member and representative of the MnCEP Executive Board, I have consistently demonstrated my own commitment to NACEP’s mission and vision. I have long sought and appreciated the expertise of NACEP members individually as well as collectively, and I would be delighted to bring my own expertise to bear on behalf of this worthy organization.

                      • Niomi Thompson, Director, Early College Academies, Butler Community College, Region 4

                        Brief professional bio:
                        Niomi Thompson has worked in education for the past 12 years and
                        now serves as the Director of Early College Academies at Butler
                        Community College.

                        Brief summary of expertise relevant to serving on the Engagement Commission:
                        Experience working with and serving on a board of directors; familiar
                        with teaching and presenting workshops; strong communicator
                        (Masters in Communication).

                        Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                        I’ve attended several NACEP national and regional conferences and
                        webinars; I stay up to date by regularly reviewing the emails from the
                        NACEP llistserv​ and I would love the opportunity to be more
                        involved with NACEP.

                      Research Commission Representative

                      • John Fink, Senior Research Associate, Teachers College, Region 1

                        Brief professional bio:
                        John Fink studies dual/concurrent enrollment as a senior researcher at the Community College Research Center at Columbia University’s Teachers College

                        Brief summary of expertise relevant to serving on the Research Commission:
                        Over the past 5 years, John Fink has partnered with practitioners and policymakers across the country to conduct applied research designed to improve community college student outcomes and close equity gaps. Through his work managing research-practitioner partnerships with dozens of community colleges and multiple state systems, John has gained a multi-state perspective on how colleges and their high school partners can track their effectiveness in serving dual/concurrent students. He was lead author on 2017 national study which tracked former dual enrollment students into postsecondary education and provided national and state-by-state outcomes. He is currently leading analysis of national data illustrating the geography of racial equity gaps in access to dual enrollment and advanced placement programs among high school students. While he prioritizes applied research, he is also published in numerous academic journals, including the Journal of Higher Education and Community College Review.

                        Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                        John Fink’s research seeks to uncover structural barriers within higher education that result in inequitable access to educational and economic opportunity for racially minoritized, low-income, and first-generation students. He focuses on how educational institutions can change to produce more equitable outcomes, and he prioritizes applying findings to inform efforts to improve community college effectiveness. Currently, John is coordinating a team of researchers studying the practices of high schools and community colleges in three states that have achieved strong outcomes for racially minoritized dual/concurrent enrollment students. John has attended the NACEP conference since 2017 and regularly communicates with NACEP staff, including the executive director, to collaborate and strengthen CCRC’s research on dual/concurrent enrollment students. In 2018, John worked collaboratively with NACEP’s executive director and research staff in the analysis and dissemination of state-by-state results identifying racial inequity in access to dual enrollment and advanced placement programs in high school.

                        • Leah Melichar, FerrisNow Outreach Coordinator, Ferris State University, Region 2

                          Brief professional bio:
                          Leah Melichar is Ferris State University’s FerrisNow Outreach Coordinator. Since January of 2012, she has coordinated
                          Ferris’ dual enrollment, concurrent enrollment, and articulated credit programs. Prior to joining Ferris’ Office of Transfer
                          and Secondary School Partnerships staff, she served as a recruiting officer in Admissions at the University. She currently
                          serves as the Communications Committee Chair for the Michigan Concurrent Enrollment Partnerships organization and
                          as the Communications Chair for the Ferris Women’s Network.
                          She holds a Bachelor of Arts degree in Communication, with a concentration in Public Relations, from Berry College in
                          Rome, Ga. She earned a Master of Science degree in Sports Administration, with a Sports Information concentration,
                          from Georgia State University in Atlanta. She is pursuing her Doctorate in Community College Leadership from Ferris
                          State University.

                          Brief summary of expertise relevant to serving on the Research Commission:
                          Leah’s expertise that is relevant to the Research Commission includes her knowledge of qualitative/quantitative research methods, college-in-the-high school programs, and communication skills. She has applied these skills to her doctoral coursework, dissertation, her work wiith the Michigan Concurrent Enrollment Partnerships (MiCEP) organization, and reports compiled for Ferris State University’ FerrisNow concurrent/dual enrollment program.

                          She stays up-to-date on the latest research regarding college-in-high-school programs to continuously improve the FerrisNow Program. She distributes this information to Ferris’ secondary partners and to the MiCEP members. Knowledge of the latest research findings in our field is crucial to understanding the impact concurrent/dual enrollment programs have. This information is critical for ongoing program enhancement.

                          Leah has collaborated with secondary and postsecondary partners to produce conference presentations, webinars, workshops, and publications that promote college-in-high-school programs and share data that illustrates the effects that these programs on student outcomes and K-12 and post-secondary education partnerships.

                          Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                          Leah has been engaged with NACEP since 2012. She has attended all NACEP conferences since 2012, presented at the national conference several times, and contributed content to the NACEP website.

                          She is a founding member of Michigan Concurrent Enrollment Partnerships (MiCEP), a NACEP state chapter whose work reflects NACEP’s mission and values. As the MiCEP Communications Committee chair, she promotes high school student access to quality college courses by sharing best practices and research pertaining to dual/concurrent enrollment through the MiCEP newsletter, website and annual conference. She has spoken about best practices and professional development and has facilitated round table discussions.

                          Leah is committed to diversity and inclusion through concurrent/dual enrollment programs. Through her work with the Woodbridge Promise Program, FSU provides college courses to underserved and underprepared students. In 2019, she presented about using concurrent/dual enrollment programs to increase college access at the regional Great Lakes Student Success Conference.

                          • Dr. David Troutman, Associate Vice Chancellor for Institutional Research and Advanced Analytics, University of Texas System, Region 3

                            Brief professional bio:
                            Dr. Troutman provides leadership to transform data into actionable information that higher education decision-makers can use to improve success.

                            Brief summary of expertise relevant to serving on the Research Commission:
                            For the past five years, Dr. Troutman has studied the relationship between students’ dual credit/concurrent enrollment experiences and student success. In his most recent study, he spent two years collecting and analyzing quantitative and qualitative data. The study’s findings were featured The Wall Street Journal, The Chronicle of Higher Education, and Inside Higher Ed. Dr. Troutman has continued to explore various dual credit research by collaborating with other research professionals, giving presentations at local, state, and national conferences, and working with other campuses that are interested in examining how students benefit from taking college credit during high school.

                            Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                            Dr. Troutman has attended various NACEP conferences and meetings. He has presented his work on conference panels or individual presentations. Dr. Troutman believes that all students should be provided the opportunity to access high-quality college courses when in high school. He believes that using various lenses (research/data lens, equity lens, and accreditation lens) to examine dual credit/concurrent enrollment courses will advance the quality of college courses for high school students.

                            • Nancy Dugan, Assistant Director of Institutional Research, Eastern Iowa Community Colleges, Region 4

                              Brief professional bio:
                              Nancy serves as the Assistant Director for Institutional Research for Eastern Iowa Community Colleges (Clinton, Muscatine & Scott Community Colleges). She has served in this capacity for over ten years. She is also an IPEDS Educator for the Association for Institutional Research (AIR) and serves on the steering committee for the State of Iowa for the Voluntary Framework of Accountability (VFA). Previously, she participated in the SLDS and CurricUNET steering committees for the State of Iowa Department of Education. She is an active member of the Iowa Community Colleges’ Association of Institutional Research (IACCAIR) and a member of AIR, Mid-AIR and AIRUM. Prior to her work in Institutional Research, Nancy spent 15 years as a software applications trainer and database consultant.

                              Brief summary of expertise relevant to serving on the Research Commission:
                              EICC has been a NACEP-accredited school for five years, but Nancy has been performing extensive research on concurrent enrollment for over ten years, including in-depth reports on enrollment trends and outcomes for high school students. With over 4,800 students (over 37% of EICC enrollment) still in high school, Nancy has conducted research ranging from surveys of the students in the courses, partners and alumni to in-depth analysis of retention, persistence, graduation and transfer outcomes.

                              Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                              EICC has been accredited with NACEP since 2015, and Nancy has been involved since the beginning. She sees this as an opportunity to get involved beyond the institution and state level to expand the type of research studies she can be involved in. Nancy is especially interested in researching the access to concurrent coursework, the incorporation of offerings in technical programs and the success of transition and graduation from those programs, the various funding models of concurrent education within the region/nation and measures of program quality. These are all in alignment with the NACEP mission, vision and platform.

                              • Dr. Dan Li, Education Program Consultant, Iowa Department of Education, Region 4

                                Brief professional bio:
                                Dan Li is an Education Program Consultant at Iowa Department of Education, Division of Community Colleges and Workforce Preparation.

                                Brief summary of expertise relevant to serving on the Research Commission:
                                Dan has a doctoral degree in Education. She has expertise in quantitative research. She has published multiple research papers in peer-reviewed journals and presented in national or international educational conferences such as the American Educational Research Association. Currently, Dan is researching factors that influence high school students’ participation in high-school credit CTE courses and college-credit CTE courses.

                                Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                                Dan has not had any engagement with NACEP directly. However, as a member agency, Dan has worked on multiple analyses associated with joint/concurrent enrollment CTE and high school student completion. Joint/concurrent enrollment accounts for nearly 40 percent of total community college credit enrollment in Iowa and in 2018 there were 1,332 CTE credit awards to high school students giving Dan the ability to analyze the data in multiple ways for reporting including but not limited to race/ethnicity and gender. Please consider Dr. Li for a commission role in the area of research where she can learn from others at a national level and contribute her knowledge to the betterment of NACEP.

                                • Dr. Grant Clayton, Assistant Professor, University of Colorado - Colorado Springs, Region 5

                                  Brief professional bio:
                                  Grant Clayton is an Assistant Professor in the College of Education at the University of Colorado – Colorado Springs. He uses economics as a framework for investigating education policy issues such as school choice and high school to college transition. He is motivated to identify interventions and policies that improve student achievement and access to high-quality educational options. He primarily employs large datasets for his work and has advanced training in quasi-experimental methods. Prior to joining UCCS he was a high school administrator where he led programs in Advanced Placement, Concurrent Enrollment, and International Baccalaureate.

                                  Brief summary of expertise relevant to serving on the Research Commission:
                                  Dr. Clayton has a PhD in Educational Leadership, Research, and Policy. His research areas include high school to college transition primarily using quantitative methods. He also serves on the University of Colorado – Colorado Springs Instructional Review Board for human subjects and is the University’s Responsible Conduct of Research Fellow. He frequently serves as an external evaluator on education grants including the Department of Defense Education Activity and Environmental Protection Agency.

                                  Brief summary of your engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
                                  Dr. Clayton prepared data for presentation at two NACEP conferences. He is the leader of the Southern Colorado Concurrent Enrollment Taskforce whose mission is to expand Concurrent Enrollment opportunities regionally. As a high school leader, he helped expand Concurrent Enrollment and pre-college course offerings and course quality. His research is centered on access to postsecondary education for all students. He provided evaluations of remedial and co-requisite courses to states and universities to lower barriers for students. He is deeply committed to diversity of the American experience and holds dissent as one of the highest democratic values.