The Champion for Change recognition celebrates NODA members who are transforming their campuses through the implementation of intentional programs and initiatives that cultivate a sense of belonging for students and all members of their campus community.
The nomination form is open to all current members of NODA. The Engagement and Access Committee reviews all nominations and chooses the Champion. The committee’s hope is that the transformative work our Champions do will inspire others to be change agents on their campuses and in their roles.
Do you know someone who is a Champion for Change? We want to showcase our members who are making a positive impact on their campuses. Self nominations are encouraged.
The Spring 2026 nomination deadline is Friday, March 6, 2026.
Laurie Adamson Executive Director for Student Leadership & Engagement, Co-Director of First Year Experience Macalester College
Building Foundations: Belonging Through Intentional Connection
When asked what she is most proud of in her work, Laurie shared, “The students are the constant inspiration — from the first-year students navigating their initial steps at Macalester to the student staff I have the privilege of mentoring as leaders who care deeply about creating inclusive and supportive experiences. Watching students grow in confidence and find their place on campus is what makes this work truly meaningful.” Laurie’s dedication is fueled by these moments of authentic engagement, whether she’s designing co-curricular experiences, aligning classroom content with student success, or fostering networks that connect students to resources and community.
A testament to that impact is found in recent assessment results: 97% of Orientation participants indicated that the program helped them establish a foundation for success over four years, and 96% reported forming connections that contributed to a sense of belonging. Beyond the data, Laurie makes it a priority to ensure no student feels overlooked. She leads her team to follow up individually with those who need additional support, guaranteeing that every student is welcomed, supported, and positioned to thrive.
Collaboration as a Catalyst for Change
Laurie’s accomplishments stem from trust, collaboration, and a readiness to rethink traditional approaches. Transforming Macalester’s Orientation and First-Year Experience required more than logistical adjustments; it demanded a shift in perspective. Laurie spent extensive time listening to students, faculty, and staff to identify barriers and opportunities. The resulting shared vision grew out of persistence, care, and a genuine joy in seeing people come together with a common purpose. Her work has been sustained by colleagues who share her commitment to ensuring every student begins their college journey with confidence and meaningful connections.
Advice for Changemakers
“Start with curiosity and active listening,” Laurie advises. Real progress begins when you understand the experiences of students and the intentions of colleagues. From there, focus on building partnerships rooted in shared goals, even when the path forward is uncertain. Celebrate small wins, communicate lessons learned, and trust that every step toward a more connected, inclusive environment matters.
Pivotal Moments That Shaped Her Approach
One transformative experience was overseeing the transition of Orientation from a holiday weekend to a weekday schedule. What initially appeared to be a scheduling challenge evolved into an opportunity to rethink how students are welcomed to campus. By creating a more reflective and unhurried experience, students were able to form authentic connections, explore the community, and feel a genuine sense of belonging before classes began. The results spoke for themselves: 99% of participants felt confident in finding support networks, and staff noted the new structure promoted a calmer, more intentional, and inclusive environment.
Looking Ahead: Leveraging Recognition for Greater Impact
This recognition energizes Laurie to continue expanding the reach and depth of her work. It underscores the power of intentional collaboration and strategic design in shaping student experiences. Looking forward, she plans to deepen cross-campus partnerships, enhance data-informed decision-making, and refine programs that align with Macalester’s values — all with the goal of fostering lasting connections and supporting student growth.
Sources of Inspiration
Laurie draws motivation from the evolving landscape of higher education. Amid shifting student needs and conversations about the value of a liberal arts education, she is inspired to demonstrate the impact of intentional student experiences. She is also energized by colleagues who share a commitment to responsive, student-centered approaches and who continuously seek ways to strengthen the community.
Reflections on the Work
For Laurie, the most rewarding aspect of this work is witnessing students discover their place within the campus community. From moments of uncertainty to growing confidence, she sees students embracing their potential and connecting meaningfully with others. This recognition is a reflection not just of her efforts but of the collective commitment of a community dedicated to care, inclusivity, and continuous growth. Laurie takes pride in contributing to an environment where students are seen, supported, and empowered to thrive.
Candace Mitchell Director of Student Transition Programs Stockton University
Key to Success: Confidence Through Connection
When asked what she is most proud of, Candace shared, “The students make me consistently feel proud — both the student staff who I get to help develop as leaders that are passionate about helping others feel seen and supported, and the incoming students who reaffirm our work every time they leave our events feeling more confident and capable.” That sense of growth and transformation fuels her dedication. Whether mentoring student leaders or designing programs that meet students where they are, Candace finds her greatest successes in authentic moments of connection when students begin to believe in themselves and in their place at Stockton.
Her nominator shared that “an impressive 97.8% of respondents on the Summer 2024 Orientation and Registration Assessment agreed or strongly agreed with the statement: ‘Orientation increased my overall sense of belonging at Stockton.’” But Candace didn’t stop at the numbers. For the few students who felt otherwise, she personally led a team of student leaders to follow up with individual phone calls, ensuring that every student received the care and connection they needed to feel confident in their transition.
A Culture of Belonging, One Connection at a Time
“Candace’s ability to bridge multiple divisions and departments is truly remarkable,” wrote her nominator. Her leadership touches every part of the Stockton student experience, from New Student Orientation to affinity-based programming, from parent and family engagement to student leadership development. In fact, her student staff group, TALONS, is now one of the largest and most respected leadership programs on campus, earning recognition as a best practice by Middle States.
One standout initiative under Candace’s leadership was the introduction of multilingual nametag add-ons, allowing student leaders to display the additional languages they speak. This small visual cue had a big impact. It immediately increased comfort and accessibility for students and families seeking language support and community connections. Her 2024 student team alone spoke six languages in addition to English, and the initiative sparked positive feedback from day one. In addition, Candace showcases the cultural heritage of her office’s student leaders during major campus-wide initiatives like Latino Visitation Day. By decorating with the flags and identifiers, along with student leader photos, future students can make an immediate positive connection to their potential at Stockton University.
Shaped by Experience, Inspired by Care
Candace’s commitment to belonging stems from many sources: campus-wide conversations, student feedback, professional development, and her own lived experiences. “Inspiration to implement changes… [has] come from a range of places and experiences like sitting at an event serving Latinx prospective students, attending professional conferences, considering goals set by leadership, post-event debriefs, and conversations with students,” she said. Above all, Candace is guided by one central value: “My student staff knows that the top quality I look for in my team is ‘care,’ and I stand by that being a necessity if we want to truly foster a sense of belonging in the community.”
Her leadership philosophy extends to the wider community as well. Whether organizing monthly family newsletters, presenting at cultural events, or designing inclusive visuals, Candace creates spaces where students feel represented, seen, and celebrated.
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Julia A. Romano (Fall 2024)
Julia A. Romano Assistant Director, Orientation & New Student Programs Fashion Institute of Technology
Key to Success: Observation for Transformation
Julia’s work at FIT involved establishing an 8-week FYE course and bringing new technology to improve orientation programming. Julia’s nominator said, “She is a great observer and has an ability to view a program, event or training, acknowledge what it does well and take it from something good, to something great. Julia’s organizational skills, drive, and strategic planning are how she enacts positive change on our campus.”
When asked what she is most proud of, Julia highlighted the transformation she has seen in her orientation leaders and new students. “Seeing the smiles on their faces, the connections they are making with new students and each other, and watching them blossom into fantastic leaders is just so heartwarming… it fills my cup daily,” she shared. Julia’s efforts have not only enhanced the orientation program but have also set a positive tone for the entire academic year at FIT. Julia’s nominator wrote, “We have never received higher scores on assessments from students saying they made new friends, felt more comfortable coming to campus, and that they connected with their new community here at FIT.”
From Transferring as an Undergraduate to Shaping the Student Experience
Julia’s success did not come overnight. She attributes her accomplishments to deep self-reflection, research, and intentional planning. “It took a lot of self-exploration to understand why orientation was not only crucial to my institution but also why it mattered so much to me personally,” she explained. By leveraging institutional feedback, national data, and countless hours of hard work, Julia crafted a program that is both impactful and intentional.
Two pivotal moments shaped Julia’s commitment to fostering belonging: her own experience as a transfer student seeking connection and her early career in alumni relations, where she witnessed the impact of her previous student engagement firsthand. These experiences fueled her passion for student affairs, inspiring her to create programs that help students feel seen, heard, and valued. She said to “personally experience my own disconnect and then [see] how the right connection can help a person flourish is why I do this and why I am always working towards enhancing the student experience.”
Advice for Change-Makers
For her peers looking to create change, Julia offers practical advice: “Really listen to the students and take your feedback assessments seriously… Collect all the data you can! Numbers don’t lie!” During her first year at FIT, Julia carried Post-it notes and a pen everywhere, capturing every observation, solution, and idea she could implement. This hands-on commitment to understanding the community’s needs has empowered her team and student leaders, deepening their engagement and dedication. Julia also emphasized the need to learn “how to advocate and when to advocate. The hardest part is learning that not everything is a top priority and it’s really about the long game.”
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Mark Bagwell (Spring 2024)
Mark Bagwell Director of New Student & Family Programs, Utah Tech University
Listening and Collaboration: The Keys to Success
Mark takes immense pride in the work he does, which involves creating programs that support students’ journeys. When asked what it took to accomplish this work, he emphasized the importance of two major steps: always listening and never working alone. “I can push for all the change and develop programs that I want to see, but without listening to the needs of the students that these programs are for, these programs would be a waste,” he explains. Mark knows that creating meaningful change requires the collaboration and buy-in of students, staff, and administration. He believes that “many hands make light work,” underscoring the value of teamwork in achieving impactful outcomes.
Advice for Change-Makers
For those who aspire to create change in their own institutions, Mark offers straightforward yet powerful advice: “Be bold. Ask questions. And work.” He acknowledges that change can be intimidating, especially at institutions that pride themselves on tradition or lack a culture of change. However, he encourages his peers to be the first to openly question processes, programs, or traditions. “I promise that you are not the only person to question what your institution is doing. Once you lift your voice, others usually join in. And even if they don’t, it is better to be a single voice than to continue supporting programs that don’t support our students.”
Leveraging Recognition for Greater Impact
Mark plans to leverage his recognition as a Champion for Change to further his impact and inspire others. He understands that people often resist making change due to the fear of what can go wrong. Mark intends to use this recognition to encourage others to just try. “I’d show them that the change can be positive and make an impact that even they may not see,” he says. Knowing that his efforts are appreciated motivates him to continue working hard and advocating for those around him.
A Journey of Advocacy and Inspiration
Mark’s commitment to fostering belonging is deeply personal, shaped by his own experiences of facing dismissal and belittlement based on his professional and personal identities. These experiences fuel his resolve to ensure others in his community never feel the same way. He strives to listen and advocate for those ostracized within the campus community, acknowledging that while he can’t create a sense of belonging for everyone, he can make a significant difference for many.
Mark draws inspiration from observing others passionately advocate for change and a better world. This drives him to continue lifting his voice in advocacy, particularly for those who may not have the means to advocate for themselves. His journey and achievements are a testament to the power of listening, collaboration, and unwavering dedication to creating inclusive and supportive environments.
