Board and Commission Candidate Profiles
NACEP Board of Directors Candidates
Member-At-Large
Organization: Johnson County Community College, Kansas
Job Title: Director of Academic Initiatives and Early College
Current NACEP Member: Yes
Briefly describe professional experience:
Dr. Elder is the director of Academic Initiatives at Johnson County Community College where she oversees all things related to the early college experience. She has been at JCCC for 15 years and has served as an Assistant Dean as well. Before JCCC, she spent several years as a K-12 administrator. She also has a depth of knowledge in grant work.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP: As an Assistant Dean at JCCC, Dr. Elder oversaw the Computer Science Information Technology (CSIT) division. Along with many other duties, she supervised the CSIT faculty liaison for the concurrent enrollment program as well. She currently oversees the early college programs at JCCC and has been in this role since 2024.
Briefly summarize expertise relevant to the position nomination:
Dr. Elder has a high level view of education from the K-12 perspective all the way up through postsecondary education. She would be a great member at large because she is dedicated to the field of education, but more specifically to the world of concurrent enrollment. She is a data-focused critical thinker who would contribute great ideas to the board's work.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Dr. Elder recently joined the NACEP peer review group. She has attended NACEP conferences and has also attended the Dual Credit Summit in South Padre, TX. She believes in the mission and vision of NACEP because she is passionate about concurrent enrollment opportunities being available to all students.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
I think I've listed it all. 🙂
Organization: Ball State University, Indiana
Job Title: Director of Curriculum Initiatives and Transfer Pathways
Current NACEP Member: Yes
Briefly describe professional experience:
Over the past two years, I have focused on aligning transfer, dual credit, and other state initiatives with university processes and practices to enhance transparency and promote student success. As part of the university team, I have contributed to the development and ongoing implementation of a new core curriculum that seamlessly aligns with the statewide core, which was legislatively mandated more than a decade ago. Additionally, I collaborate with the dual credit team to strengthen partnerships between university academic departments and high school partners, fostering intentional dual credit course-taking and clear pathways to degree completion.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Prior to my current role, I spent 15 years as the Director of Transfer Indiana with the Indiana Commission for Higher Education. In this role, I led the state’s work on course transfer through the Core Transfer Library, developed pathways such as the Indiana College Core and Transfer Single Articulation Pathways, and advanced efforts in credit for prior learning, military credit, and all college-in-high-school initiatives, including AP, dual credit, dual enrollment, CTE pathways, teacher credentialing, and Early College High School.
I have been an active member of NACEP for over a decade and have collaborated on various projects with the College in High School Alliance, Education Commission of the States, the Midwest Higher Education Compact (MHEC), and Zinth Consulting. My work has included participation in workshops, webinars, and working groups focused on dual credit and dual enrollment.
Briefly summarize expertise relevant to the position nomination:
With a background in state agency work, funding, legislation and policy implementation, and postsecondary partnerships, I understand the unique challenges inherent in the high school-in-college space. I have worked extensively with colleagues in other states to share best practices and strategize realistic solutions to address the complex issues this work presents. Since the 2015 HLC Assumed Practices revision on faculty qualifications, I have been deeply engaged in both state and national efforts focused on dual credit faculty qualifications and credentialing.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I’ve been privileged to serve as the state agency representative on the NACEP Advocacy Commission, as well as to present at and participate in NACEP conferences and pre-conference workshops. In 2023, I also served as temporary chair of the commission for several months. Additionally, in 2016, I collaborated with a team in Indiana to establish INCEP, the Indiana chapter of NACEP.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
I co-facilitate the Postsecondary Collaborative Action Network as part of our community’s Cradle to Career initiative, which is focused on overcoming generational poverty by creating and strengthening a culture of education.
Awards: Outstanding Service Award – Midwest Higher Education Compact (MHEC), 2019
Four-Year Public Post-Secondary Institutional Representative
Organization: Boise State Univeristy, Idaho
Job Title: 4-Year Public-Secondary Institutional Representative
Current NACEP Member: Yes
Briefly describe professional experience:
Fabiola Juarez-Coca has over 20 years of experience as a professional in higher education. As director of Boise State’s Concurrent Enrollment Program (CEP), she has the opportunity to bring quality university classes to high school students. Juarez-Coca views concurrent enrollment as an opportunity to help create a bridge between secondary schools and higher education. Under her leadership, the Concurrent Enrollment Program offers quality, standard-based concurrent credit classes to thousands of students in Idaho. Juarez-Coca is an active member in the NACEP. She served as a Board Member with NACEP from 2011-13, and through this service, Juarez-Coca helped create policies and implement best practices for concurrent enrollment at the National and State level. For the past five years, she has been organizing and participating in monthly meetings with Idaho’s colleges and universities CEP administrators to share best practices and provide support to new CE professionals in the field.
In her role as director, Juarez-Coca has participated in various state-wide task forces aimed at finding solutions to improve instructor qualifications, funding for concurrent enrollment participants, and how to provide meaningful academic advising.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP: Fabiola Juarez-Coca has led Boise State’s Concurrent Enrollment Program through three accreditation cycles, the most recent during this 2024-25 academic year. Boise State is the first public institution in Idaho to gain NACEP accreditation. She attends the NACEP annual conference on a regular basis and has been a presenter on various program administration topics over the years. She has participated as a peer-reviewer and works to education stake holders on the benefits of the NACEP standards in providing quality concurrent/dual credit programs.
Briefly summarize expertise relevant to the position nomination:
Fabiola Juarez-Coca brings a wealth of experience as a long time concurrent enrollment director in a public 4-year institution that has been extensive growth. She has garnered best practices leading a medium sized concurrent enrollment program and implementing NACEP standards to align the collaboration between the academic departments and high school partners. As part of the accreditation process, she oversees continued program research and has shares results with other institutions.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Fabiola Juarez-Coca and her team annually attend the national NACEP conference to both support the organization and to gain professional development knowledge. As a member, she supports and implements the NACEP missions, vision, and all of the professional development they provide to current and new professionals in the field of concurrent/dual enrollment programs.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
Fabiola Juarez-Coca has introduced the collaboration with Boise State's Center for Teaching and Learning and NACEP in creating training materials on how to conduct classroom observation visits and how to compare course assessments from an on-campus and high school class. Juarez-Coca has also supported the extensive training on academic advising provided by Boise State during the pre conference workshops.
Two-Year Public Post-Secondary Institutional Representative
Organization: Johnson County Community College, Kansas
Job Title: Program Director, Concurrent Enrollment
Current NACEP Member: Yes
Briefly describe professional experience:
I have 10 years of experience in higher education. I first worked for Metropolitan Community College (in Kansas City, MO) as an Student Services Specialist, an Admissions Coordinator, and a Dual Credit Coordinator. Five years ago, I started working for Johnson County Community College (in Overland Park, KS) as the Program Director of Concurrent Enrollment. I also teach as an adjunct professor for Baker University in the School of Education.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
I have served on the NACEP board as one of the Two Year Institutional Reps since 2023. I have attended the national NACEP conference every year since 2019 in Salt Lake City, UT.
Briefly summarize expertise relevant to the position nomination:
My work in higher education has primarily been in the two-year realm. Over half of my higher education experience has been in concurrent enrollment.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I have served on the NACEP board as one of the Two Year Institutional Reps since 2023. I have attended the national NACEP conference every year since 2019 in Salt Lake City, UT. As a board member, I have been involved in critical work pertaining to NACEP's mission, vision, and diversity & inclusion. I value what NACEP is doing to enhance the concurrent enrollment experience for high school students, and I stand behind the mission, vision, values, and EDI statements of NACEP.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
N/A
NACEP Commission Candidates
Advocacy Commission
*Incumbents
Organization: Loudoun County Public Schools, Virginia
Job Title: Supervisor, Academic Programs
Current NACEP Member: Yes
Briefly describe professional experience:
I have a track record locally and regionally of leadership in the concurrent enrollment field. I was the first K-12 liaison to present a list of course requests to our community college partner to meet our increasing student and family demand of concurrent courses. I have advocated with our CC partner for terms on oversight and supervision on HS dual enrollment teachers. I have formed a regional partnership cohort with the other two largest school divisions in the state to have a unified voice when working with CC partner. I have also advocated for greater grading policy transparency with our CC partner for our HS dual enrollment teachers.
My strengths include building relationships, advocacy, written communication, research, and articulating problems and solutions in a language and tone that is understood and appealing to multiple stakeholders.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP: My work in the field of dual and concurrent enrollment has involved working with our school divisions 4 dual enrollment partners. During my close to 5 years in my current role, I have increased our Dual Enrollment faculty, Dual enrollment class offerings with our CC partners, including expanding our Data Structures and AI course from our application acceptance based Academy to a comprehensive home high school. Additionally, I have keen desire to listen to teachers and students and create course partnerships based on needs. This has allowed me to expand our Computer Science DE offerings. Lastly, a focus of mine has been expanding DE credentialing to HS teachers through designing cohorts for English, Math, and US History through a local university. I have leveraged a state grant for tuition assistance and directed use of local funds to allow teachers to obtain 18 hours of Master's course work tuition free. The first group of English Dual Enrollment cohort of teachers completes their coursework this summer and the first group of Math teachers completes their coursework this December. I am proud that 22 teachers across 12 of our high schools will be elgible to teach Dual Enrollment courses, which will greatly expand access to college credits for students!
Briefly summarize expertise relevant to the position nomination:
As a largely self-taught Dual Enrollment practicioner, I may not have a degree or title that shows my expertise, however I am a vivacious reader and researcher. From the NACEP research archive to the CCRC, to frequent webinars to stay updated, I work to stay informed of both past trends and future trends as an advocate for dual and concurrent enrollment. With 5 years of experience working with between 8,000 to 11,000 high school students annually taking dual credit courses in my school district, with 4 dual enrollment partners, I think that my expertise has come through being directly involved with this work. I have learned about state policy that affords our community college partners power over four year universities, legislative difficulty in mandating free access to transfer courses for high school students, the financial impact of dual and concurrent enrollment, and advantages and disadvantages to working with our community college system and also being the school district liaison to the College Board. My expertise is being able to process the larger, district wide course partnerships, while also
being able to understand the local and state political realities, demands of our parent communities, and the impact that higher education perceived admissions advantages has on student, teacher, and family academic choices. Above all, I am an advocate for dual and concurrent enrollment continued growth, change, and adapting to ever changing student, higher education, and employer needs.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I have followed NACEP articles and research for 5 years, having just gained the financial ability to attend the October 2024 NACEP conference with my position being restructured in July 2024. This conference was eye opening in many ways, one of which was that it jumpstarted my desire to a greater advocate for dual and concurrent in my home state of Virginia. I was inspired by representatives of states such as Iowa, Indiana, Colorado, and Kentucky. The cohesiveness of dual and concurrent enrollment partners, state legislative commitments, and innovation to meet student needs was impressive. Since returning from Orlando last fall, I have gathered my colleagues from the other two largest school districts in the state to work togeher and host our own "strength in unity" meeting to streamline community college interactions between our school districts to ensure equal treatment and best practices that benefit all students, not just one school district. Further, a research model that I have been working on both internally and will be introducing to my colleagues at our summer meeting is ensuring that students actually attending our community colleges, who actually need the financial benefits that come with earning dual credit while in high school for free, are taking advantages of dual credit options at their high schools. These are measurable steps taken that show I am not only committed to the NACEP mission, vision, and inclusion, but I am actually in the process of acting on these values.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
In addition to my work with dual credit and the College Board, I also oversee our International Baccalaureate Diploma Programme for our school division, namely our expansion of IB into our districts Title 1 high school. This process speaks to my ability to navigate and project resources and support to ensure both teachers and students are ready to be successful teachers and learners within the IB system. Particularly our school's high number of English Learner students. I am committed to instilling an "IB for all" mantra. I received the "Loudoun County 40 Under 40" distinction in 2021 (population 422,784), as the only person chosen from both K12 and higher education. Lastly, but certainly not least, is that my wife and I volunteer weekly for the FuelED program run by our Loudoun Education Foundation. We help pack between 1,350 and 1,450 meals for food insecure students each Tuesday evening. Not only do we like the teamwork that it takes to sort, pack, and fill the boxes, but it shows my commitment to not just being a Central Office employee who is a bystander to our neediest families in our educational system, but as an active member who works to help students both from my desk and on my feet.
Organization: Alamo Colleges District, Texas
Job Title: District Director of Early College High School Partnerships
Current NACEP Member: Yes
Briefly describe professional experience:
With over 24 years of experience in both K-12 and higher education, I have dedicated my career to fostering academic growth and building instructional programs that inspire lifelong learning. My work spans classroom teaching, curriculum development, and program leadership, consistently focused on creating inclusive, engaging, and effective learning environments. I have a strong track record of designing innovative educational initiatives that support student success, professional development, and community engagement across diverse educational settings.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
A cornerstone of my work has been leading and advancing dual credit and dual enrollment initiatives at both the four-year university and community college levels. I have played a key role in shaping institutional strategies that align secondary and postsecondary systems, ensuring students can begin their college journeys early and with purpose. My efforts have centered on program design, policy development, and stakeholder collaboration to remove barriers and create seamless pathways for students—especially those from historically underrepresented backgrounds.
Currently, I support over 24 Early College High School (ECHS) programs throughout the Bexar County region, working closely with school districts, higher education partners, and community leaders. I am currently serving on the NACEP Advocacy Commission for my region and would like to continue to advocate for dual enrollment nationally.
Briefly summarize expertise relevant to the position nomination:
Beyond program leadership, I am a passionate advocate for educational equity and access. I have been actively involved in efforts to strengthen dual credit policy and practice at the local and regional levels. My advocacy work includes supporting inclusive enrollment policies, expanding student support services, and promoting culturally responsive teaching within dual credit classrooms. I engage with policymakers, educators, and community leaders to advance initiatives that dismantle barriers and widen participation in early college opportunities. I believe that every student, regardless of background or zip code, deserves access to rigorous, meaningful academic experiences that prepare them for success in college, career, and life.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
As part of my commitment to quality and equity in dual credit programming, I am actively engaged with the National Alliance of Concurrent Enrollment Partnerships (NACEP). Through this involvement, I stay informed on national standards, best practices, and policy developments in the field of concurrent and dual enrollment. My participation in NACEP supports my work in aligning programs with evidence-based practices and advocating for scalable models that ensure academic integrity, student support, and equitable access.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
In my current role at Alamo Colleges, I provide leadership and oversight for more than 24 Early College High School (ECHS) programs throughout the Bexar County region. In this capacity, I collaborate with K 12 districts, higher education institutions, and community stakeholders to ensure program fidelity, academic rigor, and student success. My work aims to create seamless, high-quality experiences that allow students especially those from underserved communities, to graduate high school with significant college credit and a clear path forward.
Organization: Lone Star College, Texas
Job Title: Dean, Academic Affairs
Current NACEP Member: Yes
Briefly describe professional experience:
I am a seasoned academic leader with over two decades of experience in both higher education and K– 12 settings. Currently, I serve as Dean at Lone Star College–Tomball, where I oversee academic affairs and workforce programs, including dual credit, faculty development, and pathway initiatives. My background includes coordinating CTE and dual enrollment programs, managing strategic partnerships, leading grant-funded innovation projects, and conducting research on academic momentum and dual enrollment. I bring a deep commitment to expanding student access and success through strategic planning, cross-sector collaboration, and equity-driven program development.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
As a higher education leader deeply committed to expanding equitable access through dual and concurrent enrollment, I currently oversee all dual credit operations at Lone Star College–Tomball. In this role, I have led initiatives to develop and implement training programs for faculty, staff, and students that promote academic readiness and operational excellence in dual enrollment. Collaborating closely with K–12 partners, I’ve helped design and refine dual enrollment pathways (including ECHS, P-TECH, and traditional dual enrollment) responsive to student needs and local workforce demands. I have also had the pleasure of serving as a faculty member to aid the design of valuable classroom support for students.
My work extends beyond institutional boundaries. I have engaged with state agencies to support policy development and the strategic expansion of dual enrollment programs. Nationally, I have contributed to conversations on access and pathway development through presentations and webinars hosted by Educate Texas, the U.S. Department of Education, and Children at Risk. I have also collaborated with Accelerate Ed to address the need to expand dual enrollment opportunities and support.
In partnership with Education Design Lab, I led design thinking sessions to conceptualize a regional ecosystem that strengthens dual enrollment infrastructure and student support. Additionally, I have conducted research focusing on Career and Technical Education (CTE) dual enrollment and academic momentum, and wrote a peer-reviewed journal publication focusing on CTE dual enrollment. Prior to my current role, I coordinated CTE and pathway programs for dual enrollment students as a K–12 leader, bridging systems to ensure smoother transitions.
As a member of the NACEP community, I have attended conferences and remain committed to its mission of ensuring quality and consistency in dual enrollment programming. My work is driven by a belief in intentional design, student-centered innovation, and cross-sector collaboration.
Briefly summarize expertise relevant to the position nomination:
My experience strongly supports the goals of the NACEP Advocacy Commission. I have collaborated with state agencies such as the Texas Education Agency and the Texas Higher Education Coordinating Board to shape and implement dual enrollment policies. Most recently, I presented in a statewide webinar aimed at advocating for legislation supporting CTE and dual enrollment programs during the current Texas legislative session. I have also led sessions with and for our regional ecosystem groups,
which include community and industry members, to secure support for equitable dual enrollment pathway development and viable employment opportunities. Through national presentations, grant-funded initiatives, and design thinking collaborations, I have worked to elevate the profile and impact of dual and concurrent enrollment. I remain committed to strengthening communication with policymakers and promoting a positive, evidence-based image of dual enrollment as a powerful strategy for equitable student success.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I have actively engaged with NACEP by attending national conferences and submitting proposals to present, demonstrating my commitment to contributing to the organization's work and learning from leaders across the field. Although I have not yet had the opportunity to present, I remain dedicated to NACEP’s mission, vision, and diversity and inclusion statement. These values guide my daily work as I intentionally collaborate with K–12 and higher education partners to develop equitable, high-quality dual enrollment programs. I am especially focused on increasing support for student qualification and completion, ensuring that all students—regardless of background—have the opportunity to access and succeed in college pathways.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
Selected for Leadership North Houston (identified as a strong institutional leader to represent the college in community and partnership collaboration); Education Design Lab Co-Designer (selected by Vice President of Student Success), Education Design Lab via designer Dr. Jackie Thomas, 2023 – present. (Grant funded by Bill and Melinda Gates); Leadership Mentoring Institute Fellow, American Association of Blacks in Higher Education, Cal Poly-Pomona, 2022; The Leadership Academy Fellow, Lone Star College, 2022
Organization: George Fox University, Oregon
Job Title: Director of K12 Initiatives
Current NACEP Member: Yes
Briefly describe professional experience:
I bring over 25 years of experience in higher education, spanning admissions, academic advising, advancement, career and technical education (CTE), and dual credit programming.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
I currently serve as the Director of K12 Initiatives at George Fox University, where I lead partnerships with more than 30 high schools—and continue to expand. Prior to this role, I worked at a NACEP accredited institution, where I led the successful re-accreditation process before relocating to Oregon. At George Fox, I had the privilege of launching the Early College program. One of my first initiatives was to secure NACEP membership and begin educating both internal and external stakeholders on the value and impact of aligning to NACEP standards.
Briefly summarize expertise relevant to the position nomination:
I actively serve on several committees as an advocate for equity and dual credit programming. Currently pursuing a Doctorate in Education, I have begun dissertation research focused on dual credit programs, with the goal of collaborating with state-level stakeholders to identify and address equity gaps that impact access and success in these programs.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Served as Director of Early College Partnerships & Outreach at a NACEP-accredited institution in the Midwest. In 2021, appointed as Director of K12 Initiatives at George Fox University to develop and expand the dual credit program in alignment with NACEP standards, with the goal of achieving future NACEP accreditation.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
Serves on the Advisory Board for High School Based College Credit Partnerships for the state or Oregon, Title IX Confidential Advocate and Investigator, Adjunct Faculty George Fox University Management in Organizational Leadership degree program.
Organization: College of Southern Nevada, Nevada
Job Title: Director, Dual Credit & Early College Programming
Current NACEP Member: Yes
Briefly describe professional experience:
Leticia Wells is the Director of Dual Credit & Early College Programming at the College of Southern Nevada, the community college serving Las Vegas and the broader southern Nevada region. In this role, she leads the strategic planning and coordination of early college initiatives, including concurrent enrollment, dual enrollment, and articulated credit programs. Her work supports partnerships with more than sixty high schools, expanding college access and readiness to more than five thousand students each year.
With over 15 years of experience in higher education, Leticia has held diverse roles across academic affairs, student affairs, and advancement. Her comprehensive background and leadership in early college programming reflect a deep commitment to educational equity and student success.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Leticia began her work in dual and concurrent enrollment in early 2022. She attended her first NACEP program, the Washington Policy Seminar, just months into her role, recognizing the importance of understanding national trends and building a strong professional network. Since Fall 2022, she has served on NACEP’s Advocacy Commission, providing field perspective, helping to coordinate the state policy preconference workshop for the national conference, and contributing to the advancement of Dual Credit and Early College Programs at CSN.
Briefly summarize expertise relevant to the position nomination:
Leticia has served on the NACEP Advocacy Commission since Fall 2022. Through this role, she has demonstrated a strong understanding of policy issues impacting dual and concurrent enrollment and a commitment to advancing NACEP’s advocacy efforts. Her active engagement reflects a growing expertise in the intersection of policy and practice, making her well-prepared to continue supporting the Commission’s work.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
As Director of Dual Credit and Early College Programming, Leticia is deeply committed to NACEP’s vision and mission of ensuring all secondary students have equitable access to quality college courses that support their postsecondary goals. She also embraces and supports NACEP’s commitment to diversity, equity, and inclusion through her efforts to expand access and quality in CSN concurrent enrollment programs across southern Nevada.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
N/A
Engagement Commission
*Incumbents
Organization: Dallas College, Texas
Job Title: Vice Provost, Educational Partnerships
Current NACEP Member: Yes
Briefly describe professional experience:
My professional experience includes various levels of leadership at both four-year and community college settings. In my current role, I lead the college's dual credit, PTECH, and ECHS programming. We serve more than 30,000 dual credit students partnering with more than 150 high schools in our region. My experience has provided a vast scope of knowledge around various K-12 partnership types and requires I engage and communicate with a large number of external stakeholders.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
As mentioned above, working with the largest dual credit program in the state of Texas, I have a broad understanding of dual credit programming, the needs of colleges and high schools in this work, and strategies to support dual credit students. I have lead our college to achieve the highest number of dual credit student's earning a certificate or degree in our history with over 2800 awards in the last year. While not a NACEP accredited college, I would like to use this opportunity to become more involved in the amazing work of NACEP.
Briefly summarize expertise relevant to the position nomination:
In my role, I engage with hundreds of internal and external stakeholders to promote, educate, and collaborate on dual credit initiatives. I work with superintendents, leadership, staff, students, and parents related to dual credit. As such, I understand the importance of engagement and believe I can contribute positive ideas to the committee and in support of the work of all our collective colleges and universities.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I have been a consistent participant in the annual NACEP conference in past years. I have also presented at NACEP in past years. I have also completed the accreditation institute as I work with my college to explore this opportunity in future academic years. I have attended the two-year virtual meetings as well and look forward to ways to strengthen my engagement and contributions to NACEP.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
I am an active community volunteer serving in board roles on ISD PTA groups. I have also presented and represent the college in local, state and national efforts related to dual credit activities.
Organization: Dallas College, Texas
Job Title: Associate Dean, Success Coaching
Current NACEP Member: Yes
Briefly describe professional experience:
I am an experienced leader with over a decade of success in managing staff, projects, and budgets. My career in higher education spans ten years, including eight years dedicated to dual credit programming. Currently, I serve as Associate Dean for Dual Credit Success Coaching at Dallas College, where I lead a team of 40 success coaches in case management efforts that support our dual credit student population. Our team serves more than 150 high schools across 18 school districts.
In my previous role as Dual Credit Senior Success Coach, I case-managed over 500 dual credit students across three high schools. I hired and trained staff, collaborated with high school administrators, counselors, and community leaders, and led student and parent orientations. I also tracked academic progress and provided individualized coaching sessions to promote student success.
Earlier in my career at Dallas College, I advised student leaders, managed departmental budgets, and coordinated engagement events. My leadership in student engagement significantly increased participation and visibility across campus.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
I have been an active contributor with NACEP. I was a member of the Leadership Academy’s 2023-2024 cohort. As a part of the academy, I had the privilege to engage with each of the Commissions, specifically the Engagement Commission where I contributed to the designing, implementation, and details of the national conference agenda and booklet.
I've worked in the field of dual enrollment for the past 8 years in a leadership role. I've worked with our secondary partners (administrators and counselors) to onboard our dual credit students into our community college from entry to completion. My experience also entails me working with our industry partners to ensure our P-TECHS students gain employable skills and experience in their desired career field through our Level 1 Certifications that are embedded in their Associate of Applied Science degrees.
Briefly summarize expertise relevant to the position nomination:
Through the Leadership Academy, I became familiar with duties and commitments of the Engagement Commission. I was invited to attend a few of the Engagement Commission's monthly meetings where discussions took place about the regional efforts of engagement and membership across the states. I
also understood the purpose of the commission and how their work aligned with the organization's vision and mission.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I have been a member through my institutional membership for three years. I have spent a year in the 2023-2024 Leadership Academy learning about each of the commissions and impact that NACEP is making to ensure equitable standards and best practices are being used to give every high school student the opportunity and access to earn college credits toward a college degree.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
Received recognition for Institutional Service from our Student Success Division for leading, creating, and facilitating the implementation of our Student Success Customer Service Pledge.
Organization: South Louisiana Community College, Louisiana
Job Title: Assistant Vice Chancellor of Academic Affairs
Current NACEP Member: Yes
Briefly describe professional experience:
Courtney Schoolmaster is a seasoned academic leader and educator. Her expertise spans strategic curriculum design, academic assessment, data-informed decision-making, and leadership in academic affairs. She has spearheaded college-wide initiatives in advising, dual enrollment, faculty development, and student retention, supported by a strong scholarly record and commitment to educational excellence.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Courtney Schoolmaster, Assistant Vice Chancellor of Academic Affairs at South Louisiana Community College, has played a key role in expanding and strengthening the college's dual and concurrent enrollment programs. She has led initiatives focused on ensuring academic quality, aligning curriculum with secondary partners, and promoting equitable access for high school students. A member of the National Alliance of Concurrent Enrollment Partnerships (NACEP), Courtney actively supports NACEP's mission through her commitment to program integrity, faculty support, and assessment-driven improvements. Her work reflects a deep understanding of best practices and national standards in the field.
Briefly summarize expertise relevant to the position nomination:
Courtney Schoolmaster, Assistant Vice Chancellor of Academic Affairs at South Louisiana Community College, brings deep expertise in dual and concurrent enrollment, with a strong focus on strategic partnerships, faculty engagement, and student access. She has led cross-institutional initiatives that align with NACEP's mission, including quality assurance, equity-driven program development, and stakeholder collaboration. Her commitment to advancing the field and fostering meaningful engagement across K-12 and higher education sectors makes her will-suited for the Engagement Commission.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Courtney Schoolmaster is an active participant in NACEP through engagement in webinars and national conferences. She demonstrates a strong commitment to NACEP's mission and vision by championing equitable access, academic integrity, and cross-sector collaboration in dual enrollment. Aligned with NACEP's diversity and inclusion statement, she works to ensure that programs are inclusive, student centered, and reflective of the diverse communities they serve.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
- Research and evaluation in outcome assessment and accreditation (IUPUI Assessment Conference, October 2023)
- Innovations in advising support and faculty training (LCTCS 2020-2023)
- Studies on modality, scheduling, and student performance in higher education (AERA 2023, LCTS 2022)
- Numerous contributions to academic conferences from 2016 onward on topics like OER, curriculum development, and advising strategies
Organization: Dual Credit consultation services, Missouri
Job Title: Founder/CEO
Current NACEP Member: Yes
Briefly describe professional experience:
I have received my EdD in educational leadership and policy analysis from University of Missouri, Columbia and I recently retired from being the Assistant Dean of the High School/College Partnerships program at the University of Missouri Kansas City prior to coming to UMKC I served as the Dual Credit coordinator at Northwest Missouri State University. Currently, I started a nonprofit entitled Dual Credit Consultation Services and I am the CEO and founder.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
I have been involved with NACEP since 2008. When I attended my first NACEP conference in Nashville, Tennessee, it was at that time. I decided to begin pursuing
accreditation for Northwest Missouri State University. Although I left Northwest state Missouri University in 2012 I landed at UMKC and worked through a grueling recreditation process, ultimately becoming re accredited in 2013. I have been a sponsor for several NACEP conferences served as lead and peer review conference presenter, co-presenter and panel participant also participated on Large Panel program during 2018. After retiring and starting my non-profit i have remained a NACEP member.
Briefly summarize expertise relevant to the position nomination:
To support NACEP's goals, we need to recruit members who align with our vision. By offering professional development and support, we can enhance our collective expertise. I believe my involvement will promote multiculturalism and diversity initiatives while collaborating with various organizations to empower students for post-secondary success. Together, we can strengthen our communities and create an inclusive environment for all.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
NACEP is an organization that continues to thrive due to its strong leadership and vision. After retiring from higher education a few years ago, many students of color had not experienced the opportunity to earn college credit while still in high school. That realization spurred me to take action leading to the creation of Dual Credit Consultation Services (DCCS). As we enter the fifth year since our Inception, we are proud to be working with over 100 students. Although a small organization, we remain dedicated to spreading the word about dual credit/d
ual enrollment to as many students as possible.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
Currently working with the Kansas City Schools to incorporate small student programs geared toward high achieving males of color prepare to begin taking college courses while still in high school.
Organization: Weber State University, Utah
Job Title: Executive Director in Dual Enrollment & Outreach
Current NACEP Member: Yes
Briefly describe professional experience:
I have extensive experience in higher education administration, student success, and equity initiatives. I serve as the Executive Director of High School Dual Enrollment at Weber State University. I oversee one of the largest dual enrollment programs in the nation, which serves over 70 high schools, and manage complex collaborations with multiple stakeholders. My leadership has contributed to a significant increase in the number of high school graduates earning credentials from Weber State.
Previously, I directed initiatives focused on access, inclusion, and diversity at Weber State, enhancing programs for underrepresented students, resulting in improved retention rates. I also managed several college access programs and secured grant funding to support college affordability and parental engagement strategies.
My prior roles include director-level positions at Utah Valley University and the University of Utah, where I restructured advising services, implemented predictive analytics to improve student persistence, and developed orientation programs that support student retention and success. My background also encompasses experience in fitness program management, academic advising, and coding for the degree audit.
In addition to her administrative roles, I serve as an adjunct faculty member at Weber State University and previously at Utah Valley University, teaching courses related to higher education issues and ethics. My diverse background reflects a strong commitment to fostering equitable access and success in higher education environments with high school students and matriculated students.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
I demonstrate a strong commitment to dual and concurrent enrollment through my leadership at Weber State University, where I successfully implemented the Utah System of Higher Education (USHE) Concurrent Enrollment Participation form, enabling comprehensive tracking of all concurrent enrollment students. I manage a large-scale program serving over 17,800 concurrent enrollment students, with more than 2,000 CRNs and over 620 teachers, partnering with multiple stakeholders, including state education agencies, higher education institutions, and school districts. My efforts have directly contributed to increased college credential attainment among high school graduates, with a 46% rise from 2023 to 2024 and a 23% rise from 2024 to 2025. My work aligns with accreditation standards and best practices promoted by NACEP as we work towards accreditation for our institution, reflecting our dedication to quality and continuous improvement in dual and concurrent enrollment programs.
Briefly summarize expertise relevant to the position nomination:
Throughout my career, I have demonstrated a strong commitment to advancing dual and concurrent enrollment programs through strategic leadership and policy advocacy. During Utah’s legislative sessions, I closely monitored bills that could directly impact our state’s dual and concurrent enrollment initiatives. I regularly collaborated with the Directors of each dual enrollment program across Utah’s public universities and engaged with the Senior Assistant Commissioner of Access & College in High
School to assess the potential impacts of proposed legislation. We held multiple meetings throughout the session to provide feedback, advocate for our programs, and ensure that policies aligned with our institutional goals. It is essential that our Commissioner can effectively represent our institutions and advocate for policies that support and strengthen our programs.
In 2023, I led the creation of the High School Dual Enrollment department, which required careful planning, policy development, and stakeholder engagement. We worked extensively with district leaders, state officials, university administrators, faculty, and high school educators to develop resources and processes that promote student success during their dual enrollment journey. My expertise in policy, program management, and strategic partnership development positions me well to serve as an influential advocate on the commission, advancing the interests of dual and concurrent enrollment programs at both the state and national levels.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I am actively engaged with NACEP and deeply committed to advancing its mission, vision, and principles of diversity and inclusion. I have presented at an annual NACEP conference and will submit for NACEP accreditation later this year. My involvement includes advocating for policies that support the growth and quality of dual and concurrent enrollment programs at the state level, ensuring that these programs are equitable and accessible to all students. I have collaborated with statewide stakeholders, including education leaders, policymakers, and program administrators, to promote best practices and resource sharing. Additionally, I am dedicated to fostering diversity within these programs by engaging with underrepresented student populations and advocating for policies that support inclusion and equity. My experience and commitment position me to serve effectively on the commission, advancing NACEP’s goals of promoting high-quality, equitable, and inclusive dual enrollment initiatives nationally.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
One aspect that makes Weber State University's High School Dual Enrollment stand out is the inclusion of academic advising in the high schools. We have 10 academic advisors who are out in the high schools at least twice a week to provide individualized academic advising appointments to students, to be more intentional when it comes to selecting courses and pathways that best fit the students' overall goals. Since incorporating this type of structure in our program, we have seen an increase in credential attainment and higher enrollment.
Organization: University of Hawaiʻi - Leeward CC, Hawaii
Job Title: Early College Counselor
Current NACEP Member: Yes
Briefly describe professional experience:
With over a decade of experience in higher education, I currently serve as an Early College Counselor at Leeward Community College in Hawaiʻi, supporting high school students taking college-level coursework across Oʻahu. I specialize in academic planning, student success strategies, and culturally responsive advising. My work integrates Native Hawaiian values and inclusive practices to ensure students not only meet academic benchmarks but also feel seen, supported, and empowered. I’ve collaborated with faculty and staff across the University of Hawaiʻi System to develop advising strategies that are research informed and rooted in a sense of place.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
At Leeward CC, I provide holistic academic advising for dual enrollment students and coordinate with partner high schools, faculty, and families to build strong support structures. I led the development of orientation modules and faculty engagement practices that enhance student readiness and retention. I first attended a NACEP conference in 2019 and returned in 2024 to present in Orlando on the use of AI in academic advising for dual enrollment students. The session received enthusiastic feedback for blending innovation with culturally grounded advising practices and provided attendees with practical tools to engage today’s learners.
Briefly summarize expertise relevant to the position nomination:
My expertise spans advising program design, educational equity, and student engagement, with a special focus on under-resourced, first-generation, and Native Hawaiian students. I’ve conducted workshops and national presentations on topics such as ethical AI integration in advising, culturally grounded approaches to student support, and elevating student voice in early college. As a scholar practitioner, I bridge research and application—translating advising trends, institutional data, and student narratives into actionable strategies. I’m currently working on publishing a paper in the area of AI in advising, with a focus on its application for dual enrollment students. This dual lens allows me to contribute meaningfully to the Research Commission’s efforts to explore, evaluate, and advance best practices in dual enrollment through an equity-centered and evidence-informed framework.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I’ve remained actively involved in NACEP through national presentations, peer learning, and proposal development that centers students often left out of traditional conversations. My approach reflects NACEP’s mission of advancing quality and access in dual and concurrent enrollment. I intentionally elevate stories and strategies from communities like Hawaiʻi, where educational equity requires understanding cultural nuance and systemic barriers. My ongoing commitment to inclusion is also evident in my campus leadership, including efforts to embed DEI into advising practices and faculty training.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
I co-founded the Social Justice League at Leeward CC, an initiative that fosters dialogue and action around equity and student advocacy. I received the NASPA Region VI JEDI Award in 2024 for my work in inclusive advising and leadership. I serve on the college’s Strategic Planning Design Team and frequently lead professional development across the UH System. I also volunteer on Pearl City High School’s IBAD Academy Advisory Board, supporting career pathway alignment and college readiness for high school students. In addition, I’ve collaborated on scholarly presentations and trainings exploring the intersection of AI, advising, and educational justice—always with an emphasis on practical, student centered solutions.
Organization: California State University, Dominguez Hills, California
Job Title: Director, Student Success Center - College of Education
Current NACEP Member: Yes
Briefly describe professional experience:
I have worked in higher education since 2001, and was a K-12 high school English teacher for several years before that. In the higher education space, I have worked in private college settings, as well as in public university settings. In recent years, I have worked in intersegmental spaces across K-12, community college, and 4-year universities, including in dual enrollment.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
I have been involved in dual enrollment since 2016, at both CSU Long Beach campus, as well as burgeoning efforts at CSU Dominguez Hills. While dual enrollment looks different in the CSU from community college or K12, I am committed to offering high school students quality dual enrollment experiences where available on a CSU campus. I have participated in professional development opportunities for dual enrollment via NACEP's national conferences (first attending in 2016), and was a participant in the NACEP Leadership Academy from 2021-2022.
Briefly summarize expertise relevant to the position nomination:
I currently serve as the Region 5 representative on the NACEP Engagement Commission, and have attended the NACEP conference and volunteered in that capacity. I am also serving California dual enrollment efforts as the 4-year state agency representative of CADEP.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I continue to engage with NACEP regularly, both as a representative on a commission, but also as a founding member and current board member for the California Alliance of Dual Enrollment Partnerships (CADEP) - a chapter of NACEP in California. I serve as the 4-year state agency representative on the CADEP board. I am committed to offering dual enrollment opportunities to California high school students.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
I also serve on the Leadership Team of the CSU Student Success Network Middle Leadership Academy. Additionally, I have been co-chairing a developing Community of Practice on dual enrollment with CSU colleagues.
Research Commission
*Incumbents
Organization: Massachusetts Department of Elementary and Secondary Education, Massachusetts
Job Title: Senior Director of Early College Policy and Planning
Current NACEP Member: Yes
Briefly describe professional experience:
Dr. Kristin Hunt has served students in higher education access for over 25 years, at higher education institutions and running Early College programs for underserved higher education Dr. Hunt earned her PhD in higher education, focusing on the importance of transferable credits. With her expertise, program experience, and research background, she has helped build and shape the Massachusetts Early College program that is currently serving over 9000 students and is projected to grow by 22000 student participants in 2030.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Dr. Hunt has previously lead Early College programming at Massachusetts higher education institutions, including North Shore Community College and Northern Essex Community College. Through her work at the college level, Dr. Hunt leveraged her research background and program specific sensitivity and understanding to help many underserved students earn college credits while still in high school. Now at the Department of Elementary and Secondary Education, Dr. Hunt bridges the K12 and Department of Higher Education efforts to lead effective Early College programs that prioritize transferable college credits through dual and concurrent enrollment opportunities for underserved students taking part in Early College programming.
Briefly summarize expertise relevant to the position nomination:
As Senior Director of Early College Policy and Planning, Dr. Hunt has facilitated and lead a year-long policy intensive with the Early College community of Massachusetts, including K12 district leaders and higher education leadership, in order to better understand what structures and supports shepherd ongoing growth and opportunity for underserved students in the Commonwealth. Dr. Hunt's work includes finding compromises through research and site-specific feedback about credit transfer, the cost of delivering credits to Early College students, and the importance of transcript and credit support for students and faculty.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Dr. Hunt has been tangentially involved with NACEP through her previously held positions at North Shore Community College and Northern Essex Community College. She continues to bring her work and learning with credit transferability into the Early College space and encourage her staff to get more involved with NACEP.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
Dr. Hunt will be co-presenting at the NEACEP conference on Friday, May 30th, 2025 and continues to be involved with NEACEP work in our region. She has attended multiple NACEP conferences in her tenure
as Director of Early College, and now as Senior Director of Early College Policy and Planning. Dr. Hunt has worked with NACEP through her previous leadership roles with Northern Essex Community College and North Shore Community College.
Organization: Hagerstown Community College, Maryland
Job Title: Dean, Planning and Institutional Effectiveness
Current NACEP Member: Yes
Briefly describe professional experience:
I lead strategic planning, assessment, institutional research, and accreditation efforts at Hagerstown Community College. With nearly two decades of experience in higher education, my work has centered on building systems that support data-informed decision-making and equitable student outcomes.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
At HCC, I’ve been deeply engaged in shaping policies and practices that support early college access, particularly through dual enrollment. This includes work on data that impacts articulation agreements, transfer pathways, and the integration of early college students into institutional assessment processes. I have contributed to projects that advocate for equitable funding structures and better alignment between K-12 and higher education. While I am relatively new to NACEP, I’ve followed its research and policy work and am eager to contribute my expertise to its mission.
Briefly summarize expertise relevant to the position nomination:
My expertise lies in institutional research, student success analytics, equity-centered planning, and the design of assessment systems that support improvement. I bring a strong background in both qualitative and quantitative research, as well as a deep understanding of how early college experiences influence student momentum and persistence. I am especially interested in research that helps institutions evaluate the effectiveness and equity of dual and concurrent enrollment programs.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
While I am newer to active participation in NACEP, my values and work align closely with the organization’s mission to advance quality college courses for high school students. I am particularly drawn to NACEP’s vision for equitable access and its focus on continuous improvement through research. I am committed to promoting inclusive practices that ensure early college opportunities are accessible and impactful for all students, particularly those historically underrepresented in higher education.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
In addition to my professional role, I have served for over a decade as a publicly elected school board director at a small, low-income, rural district in PA, where I’ve worked to expand college access, promote student-centered policy, and strengthen partnerships between K-12 and higher education. This experience has given me a unique perspective on the structural and cultural factors that influence dual enrollment participation and success. My long-standing commitment to public education reflects my broader dedication to equity, access, and data-informed decision-making across the education pipeline.
Organization: Sussex County Community College, New Jersey
Job Title: Interim President
Current NACEP Member: Yes
Briefly describe professional experience:
Dr. Cory Homer is the current Interim President and Lead Psychology Faculty for Sussex County Community College
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Dr. Cory Homer has a Ph.D. in Psychology and currently serves as the Interim President and Lead Psychology Faculty for Sussex County Community College (SCCC) and is a current NACEP Research Commissioner. During his tenure at SCCC, he has helped grow dual-enrollment within Sussex County, NJ through adherence to NACEP Standards. In addition, he packaged grants and braided funding streams that helped subsidize dual enrollment costs for students on free and reduced lunch. He has additionally served on various state boards regarding dual enrollment and has most recently served on the New Jersey School Boards Association Committee on Educational Opportunities for the Career Learner, with a strong emphasis on Career and Technical Education dual enrollment pathways. He is also a manuscript reviewer for the Journal of First-Generation Student Success.
Briefly summarize expertise relevant to the position nomination:
Dr. Homer created the Skylands Research Institute at Sussex County Community College. The Mission of the Skylands Research Institute is to provide support for rigorous scholarly inquiry intended to add to the body of knowledge through a systematic approach within the region while continuously promoting ethics, assisting with grant procurement, and advocating for quality throughout the research lifecycle. He began his career as the Associate Director of Institutional Research and still serves on numerous data & research advisory boards, including the NJ Higher Education Data Advisory Group and the New Jersey Education to Earning Database Advisory Group.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Dr. Homer is a current NACEP Research Commissioner and adheres to NACEP's foundational philosophy of expanded access and success for all students participating in dual enrollment.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
- Mayor of Matamoras, PA
- Dive Captain and Vice President, Westfall Township Volunteer Fire Department
- Nominee for the Sussex County Chamber of Commerce Rising Star Award
Organization: City University of New York (CUNY), New York
Job Title: University Assistant Dean
Current NACEP Member: Yes
Briefly describe professional experience:
Marty Forth has served as assistant dean at K16 since March 2022, overseeing the largest urban dual enrollment and pre-college engagement initiatives in the USA including College Now, FutureReady NYC, STEM Research Academy, CUNY Explorers, and New Paths. With more than 20 years of social work experience across Canada, the USA, and Asia, Forth has served as a non-profit manager, higher education instructor, and community leader. From managing collaborations to securing funding, his expertise lies in developing and teaching community programs for children, teens, and families that address social issues successfully. After relocating to Hong Kong in 2014, Forth earned his PhD from the University of Hong Kong (HKU), focusing on gay men’s family formation in Hong Kong and Taiwan. Currently, he serves as an honorary lecturer in the Faculty of Social Sciences at HKU, teaching leadership and non-profit management.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Dr. Marty W. Forth currently serves as University Assistant Dean at CUNY’s K16 Initiatives, where he oversees all dual enrollment and pre-college programs, including College Now and Freedom Prep, managing over $20 million in funding. In this role, he leads strategic partnerships between CUNY campuses, the NYC Department of Education, and other stakeholders to expand equitable access to college-level coursework for high school students. His work directly supports the mission and standards of NACEP by ensuring academic rigor, alignment, and student-centered program design. Dr. Forth’s leadership is informed by a career dedicated to educational equity, youth development, and systemic change across both academic and community-based settings.
Briefly summarize expertise relevant to the position nomination:
Dr. Marty W. Forth is an experienced educator and researcher whose work bridges social justice, experiential learning, and inclusive pedagogy. His expertise lies in designing transformative learning environments that integrate students’ lived experiences, foster critical thinking, and promote real-world application of theory. With a background in social work and a global perspective shaped by diverse cultural experiences, Dr. Forth brings a nuanced understanding of identity, equity, and power to his teaching and mentorship. His commitment to diversity, equity, and inclusion is evident in both his curriculum design and his efforts to empower students as reflective, socially conscious professionals.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Dr. Marty W. Forth brings a unique and impactful perspective to the field of dual and concurrent enrollment, grounded in his expertise in social justice education and experiential learning. His pedagogical approach emphasizes the integration of students’ lived experiences, social identities, and prior knowledge into rigorous academic environments. Dr. Forth designs layered, reflective, and practice oriented learning experiences that empower students to apply university-level concepts in real-world contexts—an essential component of successful dual and concurrent enrollment programs.
His work aligns closely with the mission of NACEP, as he champions equitable access to higher education and fosters academic environments where diverse learners can thrive. Through innovative use of tools like flipped classrooms, gamified learning platforms, and peer feedback systems, Dr. Forth ensures that students in dual enrollment settings are not only academically prepared but also critically engaged and professionally equipped. His contributions reflect a deep commitment to bridging secondary and postsecondary education through inclusive, high-impact teaching practices.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
PUBLICATIONS and MEDIA EXPERIENCE
ACADEMIC JOURNAL ARTICLES
- Chan, C. H.Y., Huang, Y. T., So G. Y. K., Leung, H. T., Forth, M. W. & Lo, I. P. Y. (2022) Examining the demographic and psychological variables associating with the childbearing intention among gay and bisexual men in Taiwan, Journal of Ethnic & Cultural Diversity in Social Work. DOI: 10.1080/15313204.2022.2027313
- Forth, M. W. (2020). Becoming Fathers: Family Formation by gay men in Hong Kong and Taiwan. HKU Theses Online (HKUTO).
- Lau, B. H. P., Huang, Y. T., Forth, M. W., & Gietel-Basten, S. (2023). Does Same-Sex Marriage Legalization Make Gay Men Want to Have Children? Findings from a Panel Study in Taiwan. Sexuality Research and Social Policy, 1-9.
- Huang, Y. T., Ma, Y. T., Craig, S. L., Wong, D. F. K., & Forth, M. W. (2020). How Intersectional Are Mental Health Interventions for Sexual Minority People? A Systematic Review. LGBT Health, 7(5), 220- 236.
- Jordan, L. P., Chui, C. H. K., & Forth, M. W. (2018). Child welfare NGOs in Hong Kong: Does advocacy work?. International Social Work, 63(2), 177-192.
- Lau, B. H. P., Forth, M. W., Huang YT. (2020). Correlates of Taiwanese Non-heterosexual Men’s Family building Preferences: A Mediation Analysis. Journal of Homosexuality, In-Press, 1- 17.
SELF & CO-AUTHORED PIECES
- How Schools Can Be a Hub of the Community in Space-Scarce Hong Kong – SCMP – Nov 13th, 2016
- Dealing with Race in a Foreign Land – April 7, 2015
- Tweens - Playing Monkey in the Middle - Perspective Magazine - Journal of the Association of YMCA Professionals - May 2008 (copy available upon request)
- Coop Nursery School: A Community of Families for 43 Years - Perspective Magazine - Journal of the Association of YMCA Professionals - August 2007 (copy available upon request)
- Multiple Articles - While attending Iowa State University I wrote editorial and news stories for the student newspaper - The Iowa State Daily. Those articles can be found here.
MEDIA COVERAGE OF MY WORK and PROGRAMS CREATED
- YMCA of GNY Rings the NASDAQ Stock Market Opening Bell - Examiner.com - August 3, 2011
- Career Camp - NY Post - September 10, 2007
- FLOTUS Travel Journal: Connecting Continents - The White House blog - June 29, 2013
- Keeping Youth Connected- Huffington Post - August 9, 2013
- The Road to Youth Employment - Huffington Post - September 14, 2012
- Y Talk with Loretta Lynch - YouTube @ymcanyc
- Y Roads - YouTube @ymcanyc - January 9th, 2013
- The NY Life Foundation Awards $1M Grant to YMCA of GNY - Business Wire - October 20, 2014
- LEAP Early Childhood Training Program - NYC Media - August 20, 2014
MEDIA AS AN INFORMANT SOURCE or SPECIALIST
- Summer Learning Loss - WNYC The Brian Lehrer Show - July 17, 2008
- YMCA’s Project Prom - CBS News - May 22, 2010
- Pat’s Parenting: Bullying - NBC News 4 - April 15, 2012
- YMCA Opening Massive Center to Help ‘Disconnected’ Youth in Jamaica - DNA Info - April 1, 2013
- YMCA Opens First Y Roads Center in Jamaica - New York Nonprofit News - May 24, 2013
- YMCA Expanding Program for Disconnected Youth to the Bronx - DNA Info - July 1, 2014
- Pink City: Equality, Love and Pride in Hong Kong – SCMP Magazine – Sept 17, 2015
- Family Spotlight: Marty and Patrick with their son Grayson – Sept 10th, 2015
- Goldman, BlackRock fight to protect LGBT employees in HK – China Daily – April 25th, 2018
- Queer Asia – Hong Kong: Episode 3- Our Hong Kong – GagaooLaLa Media – May 2018
- RTHK –Banned LGBT Books in Hong Kong - Backchat Radio Show – Monday June 25th, 2018
- Legal Challenges for Rainbow Families in Hong Kong – RTHK Radio 3 – November 23, 2018
- Gay adoption is allowed in Hong Kong, but it rarely happens. Is there discreet discrimination at work? - SCMP Magazine – July 26, 2020
Organization: New York City Public Schools, New York
Job Title: Director, High School Innovation
Current NACEP Member: Yes
Briefly describe professional experience:
I am a scholar-practitioner rooted in applying evidence-based research to ensure that secondary school students in New York City have the opportunity to take college courses for the purpose of exploring careers and pursuing their goals for success after high school. Research shows that even one college course in which a high school student is successful can have a powerful impact on their post-secondary plans and gives a huge boost to their self-esteem. I have a doctorate in sociology and have taught and done research globally and nationally. I have taught in public schools in South Korea and in the U.S.; as part of my graduate work, I researched the teaching profession in post-Soviet Kyrgyzstan and Armenia; at the Institute of International Education, I tracked international student mobility in higher education. Since 2017, I have worked with NYC Public Schools, including researching and making accessible early college and dual credit opportunities for students, particularly the most vulnerable populations in New York City Public Schools.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Most recent work is a presentation on this work at NACEP in South Padre Island, Texas in February. Strong familiarity with the work of the Chair of the Commission, John Fink.
Briefly summarize expertise relevant to the position nomination:
I have a PhD in Sociology from Columbia University and completed two master’s degrees at Teachers College, Columbia University on International and Comparative Education. I have conducted mixed methods research for my academic pursuits and in my professional work at NYC Public Schools, and specifically in the Office of Student Pathways. I also oversee a number of in-house research projects that take place on a rotating basis in our office, including projects funded by the Gates Foundation on dual enrollment as well as research in collaboration with our CUNY K-16 colleagues for assessments and designation frameworks for our early college and P-TECH schools. I also work with colleagues in the Office of Student Pathways to create policies on best practices for dual enrollment for our schools and students. I collaborate with other teams schools to inform the broader community, including families the value of concurrent and dual credit and early college opportunities.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
When I (re) joined the Office of Student Pathways team in July, I strongly advocated for our team to again become members of NACEP. I also ensured that I and my supervisor as well as four of our early college schools were present and presented in South Padre Island, Texas, including two schools presenting with me and my colleague Jeff Chetirko. The NACEP mission and vision is very similar to the vision of our office: that all students will have access to quality college courses. For me, this includes students who are learners of English, students with disabilities, economically disadvantaged students, students living in temporary housing and our foster care youth. Furthermore, I believe that this access should be equitable and not just equal: equal access is when all students have to reach the same test or proficiency benchmarks. Equitable access is asking what we as educators can do to ensure that all
students, including our black and Hispanic students can also have access to early college and dual credit courses.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
- Fulbright Fellowship
- Coro Fellowship
- Adjunct Professor at Teachers College
- ex Board Member at Education Pioneers
Organization: TEL Education, Oklahoma
Job Title: Vice President of Academics
Current NACEP Member: Yes
Briefly describe professional experience:
Dr. Michele R. Haynes is an experienced academic administrator and instructional design leader with over a decade of work across curriculum development, faculty training, online learning systems, and educational research. As Vice President of Academics at TEL Education, she leads the Technology, Instruction, Support, and Curriculum teams, supporting 12,000+ annual student enrollments in fully online dual credit courses. She has implemented large-scale system improvements, including the migration to Canvas LMS, the creation of a custom SIS, and a redesign of instructional contracts— achievements that reduced operational costs and increased student performance. Previously, she served as Director of Instructional Leadership and Technology at the University of Oklahoma’s College of Professional and Continuing Studies, where she oversaw course development across 19 online degrees and led projects aligning with Quality Matters and OLC Scorecard standards. Dr. Haynes also served as Director of Instructional Design at the K20 Center, where she coordinated state-level education projects, managed a team of 15 designers, and built partnerships with agencies like the Oklahoma State Department of Education.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Dr. Haynes leads the Academics team at TEL Education, a current National Alliance of Concurrent Enrollment Partnerships (NACEP) member. TEL provides dual enrollment services and supports multiple higher education and high school institutions across Region 3 and nationwide.
Briefly summarize expertise relevant to the position nomination:
Dr. Haynes has extensive expertise in research design, instructional quality assurance, and system-level educational improvement—core areas of focus for the NACEP Research Commission. Her doctoral dissertation, The Impact of COVID-19 on Online Teaching and Faculty Preparedness: A Case Study, explored institutional responses to online learning and is currently being developed into publishable articles. She has presented research and led sessions at national and regional conferences, including OKLIS and the University of Oklahoma’s Faculty Development Forum, on topics such as ePortfolios for career preparation and the strategic design of online programs. Her work has consistently integrated research-based frameworks such as CAST’s Universal Design for Learning and Quality Matters standards. In addition, she has led accreditation reviews for the Arkansas Department of Higher Education and served as a peer reviewer for two AERA SIGs (Faculty Development and Online Teaching and Learning), demonstrating her ability to engage in and evaluate research at a national level.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Dr. Haynes currently serves as Vice President of Academics at TEL Education, a nonprofit organization whose mission directly supports NACEP’s goal of equitable access to rigorous dual enrollment. Her work focuses on designing and delivering high-quality online courses for high school students, with particular attention to accessibility, affordability, and curricular rigor. At TEL, she chairs the Academic Integrity Committee and leads faculty onboarding and instructional quality review, ensuring alignment with best
practices in dual credit delivery. Her ongoing consulting work with organizations such as KidVation Global and the Arkansas Department of Higher Education reflects her commitment to serving diverse learner populations and supporting inclusive program development. While new to formal NACEP leadership, she is well aligned with the organization’s strategic priorities and brings a record of practical, research-informed leadership that supports inclusive excellence and expanded access in concurrent enrollment.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
Dr. Haynes has a sustained record of academic service and leadership beyond her primary roles. She serves as Chair of the Academic Integrity Committee at TEL Education and previously chaired the Graduate Writing Curriculum Committee at the University of Oklahoma. She was also the designated Quality Matters Coordinator at OU from 2020–2023 and has served on multiple hiring committees for faculty and academic leadership roles. She is a two-time peer reviewer for the American Educational Research Association (AERA) in the SIGs for Faculty Development and Online Teaching and Learning. Additionally, she has supported state-level education quality through accreditation review consulting for the Arkansas Department of Higher Education (ASU-Beebe and UAPTC). Her professional service reflects a consistent commitment to academic quality, continuous improvement, and community engagement across institutional and state contexts.
Organization: Lone Star College, Texas
Job Title: Dean, Academic Affairs
Current NACEP Member: Yes
Briefly describe professional experience:
I am a seasoned academic leader with over two decades of experience in both higher education and K– 12 settings. Currently, I serve as Dean at Lone Star College–Tomball, where I oversee academic affairs and workforce programs, including dual credit, faculty development, and pathway initiatives. My background includes coordinating CTE and dual enrollment programs, managing strategic partnerships, leading grant-funded innovation projects, and conducting research on academic momentum and dual enrollment. I bring a deep commitment to expanding student access and success through strategic planning, cross-sector collaboration, and equity-driven program development.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
As a higher education leader deeply committed to expanding equitable access through dual and concurrent enrollment, I currently oversee all dual credit operations at Lone Star College–Tomball. In this role, I have led initiatives to develop and implement training programs for faculty, staff, and students that promote academic readiness and operational excellence in dual enrollment. Collaborating closely with K–12 partners, I’ve helped design and refine dual enrollment pathways (including ECHS, P-TECH, and traditional dual enrollment) responsive to student needs and local workforce demands. I have also had the pleasure of serving as a faculty member to aid the design of valuable classroom support for students.
My work extends beyond institutional boundaries. I have engaged with state agencies to support policy development and the strategic expansion of dual enrollment programs. Nationally, I have contributed to conversations on access and pathway development through presentations and webinars hosted by Educate Texas, the U.S. Department of Education, and Children at Risk. I have also collaborated with Accelerate Ed to address the need to expand dual enrollment opportunities and support.
In partnership with Education Design Lab, I led design thinking sessions to conceptualize a regional ecosystem that strengthens dual enrollment infrastructure and student support. Additionally, I have conducted research focusing on Career and Technical Education (CTE) dual enrollment and academic momentum, and wrote a peer-reviewed journal publication focusing on CTE dual enrollment. Prior to my current role, I coordinated CTE and pathway programs for dual enrollment students as a K–12 leader, bridging systems to ensure smoother transitions.
As a member of the NACEP community, I have attended conferences and remain committed to its mission of ensuring quality and consistency in dual enrollment programming. My work is driven by a belief in intentional design, student-centered innovation, and cross-sector collaboration.
Briefly summarize expertise relevant to the position nomination:
I bring extensive dual and concurrent enrollment expertise, with a strong background in program development, cross-sector collaboration, and educational research. Currently overseeing all dual enrollment initiatives at Lone Star College–Tomball, I have led faculty, staff, and student training efforts, built sustainable partnerships with high schools, and worked with state agencies to expand access and improve alignment. My research on Career and Technical Education (CTE) dual enrollment and
academic momentum is currently in publication, and I have published in a peer-reviewed journal regarding dual enrollment. I will continue contributing to the field through ongoing scholarship and national engagement. My experience spans both K–12 and higher education, making me uniquely equipped to support and advance dual enrollment pathways at the local, state, and national levels.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I have actively engaged with NACEP by attending national conferences and submitting proposals to present, demonstrating my commitment to contributing to the organization's work and learning from leaders across the field. Although I have not yet had the opportunity to present, I remain dedicated to NACEP’s mission, vision, and diversity and inclusion statement. These values guide my daily work as I intentionally collaborate with K–12 and higher education partners to develop equitable, high-quality dual enrollment programs. I am especially focused on increasing support for student qualification and completion, ensuring that all students—regardless of background—have the opportunity to access and succeed in college pathways.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
- Selected for Leadership North Houston (identified as a strong institutional leader to represent the college in community and partnership collaboration)
- Education Design Lab Co-Designer (selected by Vice President of Student Success)
- Education Design Lab via designer Dr. Jackie Thomas, 2023 – present(Grant funded by Bill and Melinda Gates)
- Leadership Mentoring Institute Fellow
- American Association of Blacks in Higher Education, Cal Poly-Pomona, 2022
- The Leadership Academy Fellow, Lone Star College, 2022
Organization: Tarrant County College, Texas
Job Title: Speech Faculty and Embedded Faculty Liaison; doctoral candidate
Current NACEP Member: Yes
Briefly describe professional experience:
Melinda is a Speech Communication Faculty member and Embedded Faculty Liaison at Tarrant County College, South Campus. She has taught for over 11 years, first as an adjunct faculty at various community colleges and since 2021 as a full-time faculty member. During all 11 years of teaching, she has taught dual credit in some capacity, whether that be early college high school students crosslisted with traditional college students, teaching dual credit students at the high school campus, or in online classes.
During her full-time faculty role, she has gained leadership skills by co-chairing a campus-wide committee, called the Professional Growth committee, which encourages employees to explore new avenues for professional growth and to network across the community college district. Additionally, she held a Senator-at-Large role for one year, and was the Senate Chair for another year. As Senate Chair, she participated in Leadership meetings with the Campus President, Vice President of Academic Affairs, Vice President of Student Affairs, and other faculty leaders. She is also one of the sponsors for Phi Theta Kappa, the international honor society for community colleges. Melinda also holds the role of lead embedded faculty liaison, assisting embedded faculty members at the high school that her campus serves and coordinating meetings and trainings with the other seven liaisons across the college district.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
In addition to teaching dual credit students for over 11 years, Melinda serves as the lead embedded faculty liaison at Tarrant County College. This role focuses on the embedded faculty members at the ISDs that the six campuses of Tarrant County College serve. Melinda works with seven other liaisons to ensure that the embedded faculty are receiving training twice a year from the college side and are in compliance with the college requirements. This helps to ensure that they are serving their students not only as high school instructors but as faculty members, increasing rigor and separating their role as a high school teacher and college faculty member. This also helps to ensure accreditation for the college. As the lead liaison, Melinda serves on the Dual Enrollment Council for Tarrant County College.
Melinda is finishing her doctorate in higher education leadership at TCU in July 2025, with her dissertation titled: Dual Identities: Texas Dual Credit Communication Satisfaction Regarding Their Dual Credit Courses. This study focused on full-time faculty members who teach dual credit and the communication they received regarding their courses, shifting a focus in past research to the faculty lens to ensure student and program success. She is passionate about continuing to contribute to the current research of dual and concurrent enrollment as a faculty member, as it is growing nationwide. As a doctoral student who is finishing up her journey, she is excited to join a national organization focused on a topic that she has immersed herself into the past few years.
Melinda also presented at the National Summit for Dual Credit in 2024 at South Padre Island: “Faculty Focus: Ensuring Successful Communication for Dual Credit Faculty from the High School and College” and attended the national NACEP convention in Fall 2024. She has put in a proposal to present for the Fall 2025 NACEP national conference.
Briefly summarize expertise relevant to the position nomination:
Melinda's doctoral studies have increased her research skills, both conducting and reviewing past research. Working with her dissertation chair, who has a strong research background in the field of dual enrollment, has allowed her to immerse herself in the current literature surrounding dual enrollment. Being in an EdD program has allowed her to recognize the benefits of applying research to practice int he field of education.
Melinda also worked on a task force in summer 2024 creating a District-wide Emergency Protocol Plan for any dual credit faculty member traveling to a high school campus. She is currently working with others on her campus to create a Dual Credit Faculty Resource page on the college's LMS so faculty members who travel to the high schools can easily access important information. Along with this project, she has recruited faculty to serve as Faculty Leads, who will show faculty members around at the high schools they will be teaching at before the college semester begins. Ultimately, she is passionate about making the experience of teaching dual credit students an easy transition as possible for college faculty who are used to teaching traditional college students.
Presentations include:
“Dual Identities: Texas Dual Credit Faculty Communication Satisfaction Regarding Their Dual Credit Courses” presented at the TCU College of Education Research and Pedagogy Festival
“Dual Identities of Dual Enrollment Instructors: Embedded Instructor Resources” presented at the Spring 2025 TCC Teaching and Learning Conference for Adjuncts and Embedded Faculty
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Melinda presented at the National Summit for Dual Credit in 2024 at South Padre Island “Faculty Focus: Ensuring Successful Communication for Dual Credit Faculty from the High School and College” and attended the national NACEP convention in Fall 2024. She has put in a proposal to present for the Fall 2025 NACEP national conference.
As a first-generation college student, Melinda is passionate about connecting with all of her students, regardless of their background, as she realizes they all have potential to continue with their studies after high school. It is important to relate the importance of the benefits of dual credit, especially in a time in the state of Texas when funding has emphasizes dual credit completion. As a faculty member, it is crucial to Melinda to maintain the rigor of a college course for dual credit studets.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
- National Alliance of Concurrent Enrollment Partnerships (NACEP), member
- Hispanic Association of Colleges and Universities (HACU), internship program alumni and member The Chair Academy, member
- South Campus Minnie Stevens Piper Professor Award, Tarrant County College South Campus Nominee (Spring 2024)
- Gordon and Louise Appleman Professional Development Award, Recipient (Dec. 2023)
Organization: Seattle University, Washington
Job Title: Assistant Director, College in the High School Programs
Current NACEP Member: Yes
Briefly describe professional experience:
I am the former Registrar of Seattle University and the former Dean of Student Services/Interim Vice President of Student Support at South Seattle College. In both institutions I worked with the policy and practices of operating a dual enrollment program at the college or university. I am moving into my second year as the Assistant Director of College in the High School programs and am managing the enrollment and NACEP accreditation seeking and state reporting for our programs. Seattle University serves private Catholic high school students in Washington state, and this year we piloted a course offering to select Jesuit high schools nationwide. I bring a unique perspective to the operations and strategy related to dual enrollment as I am experienced in both public Running Start solution and a less talked about private to private solution with a strong bent on college access for all.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
I previously managed the person who was responsible for the Running Start program at South Seattle College, and saw its strong growth in the two cycles I was the Interim Vice President for Student Services. Additionally, as the University Registrar at Seattle University, I partnered with the Director of our dual enrollment programs to develop processes and practices that would allow us to develop the strength necessary to apply for NACEP accreditation. For the past year, I have served as the Assistant Director for Dual Enrollment programs at Seattle University as we seek to gain NACEP accreditation by 2028 per the Washington State legislative requirements.
Briefly summarize expertise relevant to the position nomination:
I have a master's degree in adult education and learning and so am no stranger to research. As the University Registrar for several years, I was required to conduct many peer and benchmarking studies in support of decision-making about structural changes and systems and tools development. Researching what works and leveraging that for greater success is a core competency and passion I am excited to use to serve this community well.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I am new to NACEP and was to attend the conference last year, but all non-essential travel was eliminated. However, I have taken advantage of some of the online collaborations and information sharing and am anticipating the conference in LA this fall.
Presented at a NACEP National Conference:
No
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
I have long been heavily involved in the Pacific Association of Collegiate Registrar and Admission Officers (PACRAO), including board and conference planning teams. I look forward to the opportunity to add my time and talent to NACEP in this way.
Organization: Central Washington University, Washington
Job Title: Director of Concurrent Enrollment and Continuing Education
Current NACEP Member: Yes
Briefly describe professional experience:
I have worked in Concurrent Enrollment for 8+ years. I hold a EdD in Higher Education Leadership. I am a current Research Commissioner for Region 5
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Concurrent Enrollment is a passion of mine as it provides access to higher education for students. I am a current Research Commissioner for Region 5. I attend annually the NACEP National Conference and have been part of a NACEP Leadership Academy.
Briefly summarize expertise relevant to the position nomination:
I recently completed my EdD with a focus on matriculating students to my institution using the concurrent enrollment program. I have published articles with CWU faculty around concurrent enrollment.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Nearly everything I do weaves NACEP mission and vision. in WA NACEP accreditation is required to operate a program. I find NACEP workshops, conferences, etc. very fulfilling and rewarding.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
- NACEP Leadership Academy graduate
- Peer Reviewer
Organization: Colorado Community College System, Colorado
Job Title: Director of Concurrent Enrollment
Current NACEP Member: Yes
Briefly describe professional experience:
Multi-decade experience leading high-performing R&D organizations, with the last 11+ years leading concurrent enrollment teams at college and state levels.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
I am currently in a state-wide role as Director of Concurrent Enrollment for the Colorado Community College System, leading Concurrent Enrollment (CE) and Early College policy, practice and process development for our 13 colleges and 38 campus locations across Colorado.
In my over 11 years at Front Range Community College (FRCC) prior to joining the System office, I assumed leadership of P-TECH and CE programs in 2015 after four years as a business, accounting and computer information systems instructor. As Director of High School Programs at FRCC, I managed the sustained growth of CE programs, roughly tripling in program scope to over 40% of campus headcount and over 30% of campus FTE. The many district and charter school partnerships included one of the top 5 CE districts in Colorado, as well as the largest single-school CE program in the state. In this role I developed programs to expand equitable access and improve program diversity through strategic course/pathway offerings in partnership with local schools and districts. In service to FRCC, I was a member of the College’s strategic planning team, and served on the FRCC leadership academy team and Matriculation Strategy Task Force as CE Team Leader.
I have been a speaker at the 2023 and 2024 NACEP National Conferences, and speak on Concurrent Enrollment topics across Colorado.
Briefly summarize expertise relevant to the position nomination:
I spent a large part of my earlier career conducting research in electro-optics. In the last 15 years in higher education, I have conducted several small-scale, localized research projects looking at topics ranging from matriculation rates after CE experiences to success rates for students with disabilities to impacts on high school graduation rates.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
I participate in a number of NACEP activities, including attending the National Conference, state policy workshop, national policy seminar, and regular webinars. I recruited a small team of passionate practitioners to form CACEP, the Colorado state chapter of NACEP, last year. While not eligible for a board role as a state-level member, I regularly promote the NACEP mission, vision and accreditation standards throughout Colorado and the region.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
I welcome the opportunity to serve NACEP and the Research Commission as Region 5 representative. This serves my interest in staying close to research in our field, helping contribute to the growing body of knowledge, and sharing our findings with the CE/DE community nationally.
Organization: Arapahoe Community College, Colorado
Job Title: Associate Dean
Current NACEP Member: Yes
Briefly describe professional experience:
Shari Culver has over 20 years in education serving a variety of populations and institutions from community college to private university to adult education centers. She has worked in undergraduate and graduate admissions, recruitment, career services, academic advising, 2-4 year transfer services, and concurrent enrollment. She holds a Bachelor’s in English and a Master’s in Intercultural Studies.
Briefly describe work in the field of dual and concurrent enrollment and with NACEP:
Culver currently serves Arapahoe Community College (ACC) as the Associate Dean of Concurrent Enrollment. ACC’s Concurrent Enrollment population is the second largest in the state of Colorado with nearly 10,000 high school students and comprising 60% of the ACC headcount. As a NACEP Leadership Academy alumnae, Culver is an innovative leader who has a passion for creating equitable CE opportunities for students and for compassionately leading a team towards maximizing their strengths.
Briefly summarize expertise relevant to the position nomination:
As part of her NACEP Leadership Academy project, Culver focused on conducting a qualitative study in which she interviewed local schools and district administrators exploring where and why they offer or don't offer CE as compared to others in the same region. Additionally, she's been attending commission webinars as her schedule allows.
Briefly summarize engagement with NACEP and commitment to the NACEP mission, vision, and diversity and inclusion statement:
Culver is deeply committed to the mission of NACEP, regularly attending the annual conference and NACEP webinar offerings, volunteering at the conference, engaging in the Washington Policy seminar, regularly reading of the Concurrent Enrollment review, participating in the NACEP leadership academy, and consistently working to obtain buy-in from her college to seek NACEP accreditation.
Presented at a NACEP National Conference:
Yes
Briefly list additional information related to the responsibilities, other volunteer service, or awards and recognition:
I am very interested in research and data around concurrent enrollment, particularly as it exists as one of the fastest growing populations of higher education for the past few years and into the foreseeable future. I am a novice researcher who would like to go deeper and participate in this capacity! I am considering and exploring the option of pursuing an Ed.D in the future and feel like this could be a great stepping stone. Thank you for your consideration.