Director of Veterans Program
The Posse Foundation
Ileana Casellas-Katz joined the Posse Foundation in 2008 and now serves as the Director of the Veterans Program at the Foundation’s national office. Ileana helped launch the Posse Veterans Program in 2012 in partnership with Vassar College and has since onboarded new partnerships with Wesleyan University and Dartmouth College. Prior to her work on the Posse Veterans Program, Ileana served as a Trainer at Posse Boston, supporting the recruitment, selection and retention of Posse Scholars from Boston’s public schools. Later, she served as a Program Director at the New York office, the largest of Posse’s 10 sites, where each year over 4,000 public high school students from the city’s five boroughs are nominated for just 130 scholarship slots. While on the New York team, Ileana also managed Posse’s STEM Program, ensuring the retention of underrepresented students in STEM fields. Ileana received her B.A. in American Studies from Tufts University.
Jenny R. Keup
National Resource Center for The First-Year Experience and Students in Transition
Jennifer Keup is the Director of The National Resource Center for The First-Year Experience and Students in Transition where she provides leadership for all operational, strategic, and scholarly activities of the Center in pursuit of its mission “to support and advance efforts to improve student learning and transitions into and through higher education.” Jennifer’s research interests focus on two complementary areas of scholarship: 1) the first-year experience and students in transition and 2) high-impact practices and institutional interventions.
Center for Postsecondary Research & NSSE Institute
Jillian Kinzie is the Associate Director for the Center for Postsecondary Research & NSSE Institute and coordinates the NSSE Institute project activities. Jillian’s research interests include college choice, first year student development, teaching and learning in college, access and equity, and women in underrepresented fields.
Washington Center for Improving Undergraduate Education
The Evergreen State College
Emily Lardner is the Director for The Washington Center for Improving Undergraduate Education at The Evergreen State College, where she previously served as Co-Director from 2000-2014. She has been teaching various forms of academic writing at Evergreen for over 15 years. Before moving to Washington, she taught in the writing program at the University of Michigan. She is deeply interested in how we use learning communities to transform our institutions, building on research on high impact practices, effective wrap-around support services, habits of mind and productive persistence, educational pathways and curriculum maps.
Associate Professor of Education Leadership and Policy Studies,
Director of the Culturally Engaging Campus Environments (CECE) Project
Indiana University, Bloomington
Samuel Museus is an Associate Professor of Higher Education at The University of Denver and received his PhD from The Pennsylvania State University. He conducts research on the racial, cultural and structural factors that affect the experiences and outcomes of diverse populations. His current scholarship focuses on how campus environments influence diverse students’ success in college.
Associate Professor, Higher Education,
Senior Research Associate, Center for the Study of Higher Education
The Pennsylvania State University
Leticia Oseguera is an associate professor and senior research associate in the Department of Education Policy Studies and the Center for the Study of Higher Education at the Pennsylvania State University. Her research focuses on understanding college access and educational opportunities for historically underserved and underrepresented student populations.
Department of Psychology and of Education and Communication
University of Southern California
Daphna Oyserman’s research examines how small changes in context can shift mindsets, and so the perceived meaning of behaviors and situations, with large downstream effects on important and consequential outcomes, including health and academic performance. Her theoretical and experimental work conceptualizes the underlying processes, which she then translates into real-world interventions.
Distinguished University Professor Emeritus
Vincent Tinto is a Distinguished University Professor Emeritus at Syracuse University and the former Chair of the Higher Education Program. He has carried out research and has written extensively on higher education, particularly on student success and the impact of learning communities on student growth and attainment.