Gina Crabtree has worked in higher education for 30 years, 25 of those at Wichita State University. She earned her B.S. in political science and public administration from Northern Arizona University and her M.B.A. from Wichita State. She came to WSU for a position in undergraduate admissions and has served in various roles including director of admissions, director of budgets and personnel for the division of student affairs, associate registrar, and university registrar.
Crabtree co-chaired WSU’s strategic enrollment management plan development process and serves on the university’s SEM committee.
Beyond Collaboration: A Registrar and Institutional Research Journey
Alyssa Orlando serves as the Associate Director of Graduate Admissions at Bentley University, where she oversees mid-cycle conversion efforts and strategic event planning. Originally from Buffalo, N.Y., she has worked in graduate admissions and marketing since 2014. Orlando holds a B.A. in journalism from Ithaca College, an M.A. in higher education from Boston College, and is working on her Ph.D. in Educational Leadership from the University of Massachusetts-Lowell. Her dissertation research focuses on the potential bias in holistic master’s program admissions.
The Inequality of Holistic Graduate Enrollment Management
Potential Bias within Holistic Master’s Admission Processes
Role: Dean of Academic Foundations and Connections
Tara Sprehe serves as the Dean of Academic Foundations and Connections at Clackamas Community College in Oregon. This unique division blends all functional areas of student affairs (including athletics and counseling) and includes the academic areas of math, English, adult basic skills, and English for Speakers of Other Languages. Sprehe has 30 years of experience working in higher education with 20 of those years in the community college environment. Prior to her role as dean, Sprehe was the associate dean for enrollment and student services, which included the following functional areas: admissions and recruitment, academic advising, disability resources, financial aid, registration and records, and testing services. She served as the college registrar for nine years at Clackamas.
Prior to her work in community colleges, Sprehe worked in admissions, academic advising, residence life, and career services for several four-year public universities. She has a bachelor’s degree in psychology from the University of Oregon and a master’s degree in student affairs in higher education from Miami University (Ohio). Sprehe served as president of Oregon ACRAO (OrACRAO), the local arrangements committee chair for PACRAO 2013, was an editor for the 2016 edition of the ̽»¨Â¥ Academic Record and Transcript Guide, and a member of the ̽»¨Â¥ Disciplinary Notations on Transcripts Work Group. She regularly presents at the annual Strategic Enrollment Management Conference and feels incredibly lucky to do this challenging and rewarding work.
Managing Enrollment during the “Unprecedented”
I am the Associate Registrar for Degree Progress and Audit at Stanford University. I’ve worked at Stanford since 2016 and in higher education administration since 2011. In addition to being a multi-institution transfer student myself, I have spent a good portion of my career in higher education working with transfer credit policies, processes, and systems, but most of what I know now I learned from processing each unique transfer credit request and working through various transfer inquiries/challenges over the years. ̽»¨Â¥’s Transfer resources (namely the conference roundtable sessions and the email listserv) offered valuable resources that helped me in how I approached some of the challenges I faced, and I’ve been eager to find a way to help others get similarly connected to those resources—in a more frequent and less formal format—so that they can share both their inquiries/challenges and experiences with folks. The COVID pandemic threw a myriad of interesting curveballs to institutions and students alike, and I’m excited to have an opportunity to discuss how folks did (or will) navigate those policy/process/system curveballs. I’m looking forward to these discussions!
Dr. Randi Reich Cosentino is President of the U.S. Naval Community College (USNCC), which is designed to serve enlisted Sailors, Marines, and Coast Guardsmen in providing access to military-relevant education. Prior to joining the USNCC, Dr. Cosentino served as Chief Academic Officer (CAO) at Guild Education, an academic platform and marketplace designed to provide access and support to millions of working adult learners through partnerships with Fortune 1000 companies, and non-profit universities. As CAO, Dr. Cosentino was responsible for academic partnerships and operations, as well as student success/coaching.
Previously, Dr. Cosentino served as Chief Operating Officer of Quad Learning/American Honors, where she oversaw academic partnerships, operations, admissions, student support, and the teaching and learning center. Before that, Dr. Cosentino served as Provost and Chief Academic Officer for Strayer University, and in a number of other senior roles for 13 years. Prior to joining Strayer, Dr. Cosentino worked in education technology as well as serving several years in city government with the City of New York as the Assistant Director in the Mayor’s Office of Transportation.
Dr. Cosentino holds a bachelor’s degree in psychology and political science from the University of Pennsylvania, a master’s degree in business administration from Harvard University, and an Ed.D in higher education also from the University of Pennsylvania. Her husband is a proud veteran of the U.S. Marine Corps.
Katherine Scoville is the Registrar of Russell Sage College, in the Capital Region of New York. She has over 20 years of progressive experience working in higher education. As an experienced and self-motivated administrator, she has a strong background in project management, organization and is an advocate for a student-centered approach to academic processes. She is a proactive and capable leader with various approaches, including retention and assessment. She earned her B.A. in Psychology and M.A. in Forensic Psychology at Sage. She currently serves as the Secretary on the MSACROA Executive Board, and is a member of the ̽»¨Â¥ Small College Issues Committee.
̽»¨Â¥ Bio
With over two decades of experience working with online and distance education students at the post-secondary level in admissions, registrar and academic administration roles, Dr. Marc Booker brings a unique perspective on the trends in higher education from a post-traditional student lens.
As Vice Provost for Strategy at the University of Phoenix, Booker oversees critical path academic initiatives to improve the student experience such as learning platform implementations, curricular enhancements, developing innovative academic program designs and creating empathetic solutions to drive improved student outcomes.
For his work supporting the higher education community and life-changing outcomes for students, Booker has been recognized by multiple higher education associations with external awards. In 2024 he was awarded the UPCEA Business and Operations Award for Operational Excellence connected to his efforts to execute on transformational retention related initiatives in the academic organization at University of Phoenix. Additionally, in 2024 he was also the inaugural recipient of the Impact award from the Pacific Association of Collegiate Registrars and Admissions Officers (PACRAO) for his significant support of the association and was honored with the Thomas A. Bilger award from the ̽»¨Â¥ (̽»¨Â¥) for his leadership and service. Dr. Booker also received a 2020 Hall of Fame recognition from Blackboard recognizing his contributions in providing thought leadership and innovation in education; and he was the leader of the team that received the 2023 Anthology Catalyst award in the Teaching and Learning category for the University’s competency-based education programs.
Throughout his career, Booker has been actively engaged in numerous professional associations in an effort to give back and provide development opportunities to the members of the higher education community.
Since 2009, Booker has been a regular speaker, contributor, and subject matter expert at national and regional conferences like ̽»¨Â¥, PACRAO, the Council for Adult and Experiential Learning (CAEL), EDUCAUSE and more sharing insight on various topics including leadership, process improvement, change management, prior learning assessment, transfer credit and articulation.
Widely recognized as an expert in transfer credit and Credit for Prior Learning (CPL), Booker was previously the Vice President of Admissions and Evaluation at University of Phoenix, and during his tenure his office received three Showcase in Excellence Awards from the Southwest Alliance for Excellence for processes related to admissions application, transcript and prior learning assessment processes.
Booker has also continued to provide thought leadership to the academic transfer credit community and most recently authored the foundational Transfer Articulation 101 online course (2022) for ̽»¨Â¥, which leads to badging opportunities for participants. Dr. Booker has also contributed to multiple publications on transfer credit processes as a co-author for ̽»¨Â¥’s Guide to Best Practices: Articulation Agreements (2019); writing a chapter on international admissions for the ̽»¨Â¥ International Guide (2016), and was a consultant and named contributor to the Transferability of Postsecondary Credit Following Student Transfer or Co- Enrollment (2014) study published by the National Center for Education Statistics within the U.S. Department of Education.
Booker has dedicated numerous volunteer hours to several higher education professional organizations, with some of his most notable achievements coming through his support of PACRAO. Booker has served in several capacities on the PACRAO Board culminating in being President of the association in 2016. However, his proudest achievement for the association has been his work as one of the founding faculty members for the PACRAO Leadership Development Institute, which was formed in 2018. This year-long program serves a cohort of higher education professionals as they develop their competencies while ascending to be the future leaders in our institutions, and in 2022, Booker was named Dean of Faculty for this program. 
Booker holds a Doctor of Philosophy in Higher Education Administration from the University of Phoenix.
Prior to joining the NISTS team in 2017, Emily held roles in testing, registration, and student orientation at a primarily transfer-sending, two-year campus. She has expertise in student development, instructional design, and teaching pedagogy, and is deeply committed to sharing information that is relevant, practical, and practitioner-focused. A self-professed nerd, Emily loves learning and is an avid consumer of podcasts, including the HBR IdeaCast, Business Made Simple (formerly Building a Storybrand), and Teaching in Higher Ed. Emily earned a bachelor of science degree in Psychology from the University of Central Arkansas and a master of science degree in Family Studies from the University of Kentucky.
Jennifer Causey is a Research Associate at the National Student Clearinghouse.
Renee Esparza is the Transfer Resources Director at Austin Community College. Over the last 15 years, Renee has been a recruiter, advisor, adjunct faculty member, program coordinator, and analyst. Renee has served on many ACC, university, and statewide committees during her time at ACC. Most recently, Renee is a member of the Texas Transfer Alliance and the Equity Transfer Initiative grant work team which both aim to improve transfer rates and ease the transfer path ACC students navigate as they progress to earning a bachelor’s degree.
Renee has a Bachelor of Arts from the University of Texas, a Master’s of Arts from Texas State University, and recently earned a Post-Master’s Certificate in Transfer Practice and Leadership from The University of North Georgia.
Professor and Founding Inaugural Dean, Founder's 2-yr College, Butler University (formerly Assistant Vice President for University Academic Policy, Director of Transfer, and Director Academic Policy at Indiana University System)
A leader in transfer at the state and university level in Indiana, Dr. Carolyn Gentle-Genitty is well-known in her field for innovation, partnership, and valuing what students can buy with their transfer credit. She has launched and sustained various transfer initiatives, from making transfer a priority through Caucus action, gaining data and student experiences for policy and practice decision-making to removing localized barriers with sending and receiving institutions, and engaging in state policy implementation to finesse pathways and articulations in degree approvals. She served as IU’s lead on reciprocity agreements, feeder school relationships, guaranteed admissions pathways, credit evaluation and sat on the State-wide Transfer Articulation Leadership Committee, the Core Transfer Library Committee, Leadership member on all 20 Transfer Single Articulation Pathways Faculty panels for the state and served as the State’s representative to the Western Regional Higher Education Council. She was a key consult on the American Council on Education’s task force on transfer credit. She is a tenured university full professor.
A Challenge to Self-fulfilling Systems: Recognizing Transfer Currency, Exposing Equivalencies, and Tracking Outcomes
Cristen Moore is a senior associate supporting HCM Stategists postsecondary education work on behalf of clients such as the Bill & Melinda Gates Foundation and Lumina Foundation’s Strategy Labs. Cristen provides a portfolio of services including supporting the development of strategic plans, elevating the importance of equity-minded leadership, serving as an intermediary and facilitating evaluations. She also works across all 50 states providing technical assistance as states look to implement strategic policy to increase educational attainment in their state. Her work spans institutions, higher education systems, state-level agencies and nonprofit organizations. A graduate of Howard University with a bachelor’s degree in legal communication, Cristen also earned her master’s of public administration degree from George Washington University in 2014.
Kent Phillippe serves as the associate vice president for research and student success where he oversees the association research efforts of the American Association of Community Colleges (AACC). These responsibilities include overseeing association surveys, data collection and analysis, and providing formatted data to both internal and external audiences. In addition, he oversees the association’s efforts on the Voluntary Framework of Accountability and the data tool development for the Achieving the Dream initiative. He joined the AACC staff in 1994.Phillippe serves on many national research advisory boards, including technical review panels that oversee Federal Postsecondary data collection for IPEDS, NPSAS, BPS, and B&B. He serves as the staff liaison for the Commission on Research, Technology, and Emerging trends, as well as liaison for two AACC affiliated councils: the Council for Study of Community Colleges, and the National Community College Council for Research and Planning.Phillippe earned a master’s degree in clinical and family counseling from Southern Methodist University, a bachelor’s degree in psychology from Hamline University, and earned doctoral credits in the child and family clinical psychology program at Michigan State University.
Linda Braddy is President of Dallas College - Brookhaven in Farmer's Branch, Texas, where she is responsible for leading initiatives which contribute to the vibrancy, growth, and economic stability of Dallas County. She also recently served as interim Provost for Dallas College as they transitioned to from seven independently accredited colleges to a singly-accredited college. She previously served as Vice President for Academic Affairs (VPAA) at Tarrant County College (TCC) Northeast Campus near Fort Worth, Texas, where she oversaw the library; academic support services; academic divisions, including both credit and non-credit technical programs; dual credit, and early college high schools. Prior to her role as VPAA, she served as Deputy Executive Director of the Mathematical Association of America (MAA) in Washington, D.C., a professional association for mathematics faculty, where she oversaw programs, public policy efforts, the Competitions Department, and the Meetings and Facilities Department. While at MAA, she increased the externally funded programs portfolio from $8 million to $14.5 million and co-authored A Common Vision for Undergraduate Mathematical Sciences Programs in 2025 () and the MAA Instructional Practices Guide ().
Prior to Dr. Braddy’s transition to the non-profit world in D.C., she served as dean of the Division of Health and Natural Sciences at TCC South Campus, during which time she assisted with the transition of the Nursing program to the Trinity River Campus, and subsequently served as dean of the Division of Mathematics and Natural Sciences at the South Campus. Immediately prior to her tenure as dean at TCC, she chaired the Department of Mathematics at East Central University (ECU) in Ada, Oklahoma, where she was a tenured, full professor. At ECU, she directed professional development programs for K-12 mathematics teachers and other grant-funded initiatives to improve the teaching and learning of mathematics, directed initiatives to redesign courses and programs, and won multiple teaching awards at the local and regional levels. She has raised a total of $18.5 million in gifts and grants over the course of her career. She also ran her own successful small business for eight years prior to entering graduate school, employing two staff members and providing monthly merchandise inventory service for convenience stores.
Dr. Braddy received a Ph.D. in mathematics from the University of Oklahoma, and her research area is undergraduate mathematics education. She has worked throughout her career to promote the use of evidence-based teaching practices that improve student learning outcomes, particularly in developmental and gateway mathematics courses, and in recent years has focused on promoting social justice in society via equity and inclusion in higher education across the board.
Dr. Braddy has lived in the Dallas-Fort Worth (DFW) metroplex for seven of the past ten years. She has four children and four grandchildren, most of whom also live in the Dallas-Fort Worth area. Her favorite pastime is spending time with her family, but she also enjoys volunteering in the community, reading, playing golf, and working out.
Géraldine Fauville is a researcher at the Department of Education, Communication and Learning. The focus of her research originates from her background as marine biologist and her deep interest in the impact of increased carbon dioxide (CO2) atmospheric concentration on marine environments. Her research, rooted in sociocultural traditions, aims to provide knowledge about how digital technologies support the development of ocean literacy with an emphasis on communicating about the ocean.
Géraldine has also been managing marine education projects in collaboration with Stanford University for the past ten years developing several types of digital learning resources for high school students focusing on marine education (and ).
Géraldine is also a co-founder of the aiming to empower formal and informal educators to teach about the marine environment but also to create a network of marine educator stakeholders willing to establish a more ocean literate future for our society. She also serves on the Board of Directors of the U.S. National Marine Educators Association (NMEA).
A Professor at Lansing Community College and Davenport University, Dr. Davis has his Ph.D. in International and Comparative Education from Michigan State University and has taught for 50 years, 14 in the K-12 system, to include founding Pamoja-Na-Shule (Saturday School) for neighborhood children, and 40 years as an Adjunct Professor. He has spent 40 years in Public Health as a Consultant in areas of Health Education, Statistics, Chronic Disease Control, Community Organizing, Quality Control for Medicaid Screening and Minority Health. He has published in several journals and books and has traveled extensively to Africa and the Caribbean as well as to Australia, Europe, South America and Asia gathering material for the All Around the African World Museum and Resource Center of which he is the Curator/Director. He has also served as a board member of an African Centered School named after Malcolm X – El Hajj Malik El Shabazz,for 25 years and in the naming of a street Malcolm X Blvd in Lansing, Mi. He has coordinated tours to Tanzania and Jamaica and helped develop Sister and Friendship City relationships in Ghana and Tanzania respectfully. He retains active membership in many African and African American organizations and others including the Lansing Juneteenth Scholarship and Education Committee and enjoys the distinction of attending as a vendor, for every Juneteenth Celebration.
With twenty years in his only registrar position, Ed has become the institutional memory he once would have consulted. Prior to Concordia for nearly a decade he was Cooperative Extension faculty for the University of Nebraska – Lincoln, holding BS and MS degrees in Agricultural Economics also from UNL. Ed is retired from the Nebraska Army National Guard. He and Brenda have two daughters and a son, all with degrees from ̽»¨Â¥ institutions.
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