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Work experience

Jun 2008Present

Managment Analyst

NIH - National Instiutes on Aging
  • New Employee Orientation - Responsible for managing the program in addition to briefing new employees on the history, initiatives, mission, leadership of the organization; the "federal rules of the road"; and navigation of the intranet/internet and information technology
  • Employee Development - developed and implemented occupation-specific competencies, self-assessment tools, ensure that all staff profiles are created and pre-assign competencies - both mandatory and Institute specific within the Learning Management System (LMS); provided briefing sessions with key stake holders to gain support for program
  • Facilitated institute-wide briefings on Individual Development Plans (IDP) - the goals of an IDP, the process of developing and implementing an IDP, and how to locate possible training opportunities, both for no-cost and at-cost
  • Recruitment and Diversity Outreach - researched and developed advertisement guidelines for all vacancy announcements to assist NIA in recruitment initiatives (General Schedule and Title 42); designed and published the institutes' broad advertisement within at-cost and free-of-charge colleges/universities, and diversity publications; developed the fiscal year MD-715 goals for recruitment and workforce strategic planning and submit to the Office of Equal Employment and Diversity Management; and analyze the workforce demographic data for the institute in both the administrative and scientific occupations. Wrote and published the NIA diversity policy statement
  • Leadership Development - developed topics within the areas of professional, diversity, and technical; plans, coordinates, schedules, and completes all logistical details; develops budget for briefing materials, and prepare entertainment request checklist; ensures 100% of NIA supervisors and managers attend NIA leadership briefings by tracking attendance at sessions and scheduling and delivering additional sessions as necessary; and ensure that 70% of new supervisors complete formal supervisory skills training
  • Independently research, develop, implement and evaluate new and innovative ways to enhance each program area annually and prepare and present budget to key stakeholders for program support
  • Learning Management System (LMS) Administrator - established and managed competencies and multi-rator assessments and managed learner accounts. Briefed key stake holders and employees on how to access and complete self-assessments
  • Emergency Response Team - responsible for personnel management to ensure the safety of employees in the office suite and neighboring offices during time of emergency (e.g. fire, natural disaster), maintain an accurate count of employees at all times, assisting with exiting of disabled employees and crowd control, and administering CPR, if needed
Mar 2007Present

Volunteer Coordinator

Warren Community Cares Foundation
  • Responsible for developing literacy, college prep, job readiness, and technology workshops for disadvantaged youth, teens, adults, and the elderly. Develop and facilitate workshops on how to use Microsoft Word, How to Write a Resume, Time Management, How to Conduct an Online Job Search, How to Obtain Financial Aid, and additional workshops that will aid in the personal and professional growth of the community
  • In collaboration with a community center whose student base are the disadvantaged youth, partnered with community service organizations to establish after school homework hour, tutoring services, visits to college campuses, and training on the use of the computer and internet
  • Partnered with community service organizations to service the homeless by serving lunch and donating gently used clothing
  • Developed partnership with the Department of Social Services (DSS) to work with children within foster care
Aug 2006May 2008

Lecturer of Freshman Orientation

Morgan State University
  • Facilitator of Freshman Orientation to matriculating undeclared and the College of Liberal Arts majors
  • Introduce students to the diverse University Resources (i.e. tutoring center, advisors, counseling center, career center, etc.) which will enable each participant to not only appreciate their educational environment, but also to aid them in becoming productive members of their society
  • During the sixteen (16) week course, expose the students to the areas of: Student Rights and Responsibilities, the Academic Program and University Requirements, Calculating and Maintaining the Academic Average, Time Management, Memory and Concentration skills, Choosing a Major, and Career Development
  • Introduce the students to the Office of Community Service and assist them in establishing a semester long community service project where they will be able to give back to the Morgan State University and Baltimore City community
Oct 2006Oct 2007

Assistant Director - Academic Development Center

  • Responsible for providing creative leadership, program development, and administration by incorporating appropriate resources to help develop and manage effective programs
  • Responsible for the development, implementation, and management of a student support process that provides Pre-College/Freshman Studies students with results-oriented, personal, and efficient service
  • Manage the Academic Development Center in the absence of the Director
  • Work with Admissions to ensure a pool of Pre-College students (students who were not admitted into the University due to low SAT/ACT scores and/or GPA)
  • Assist with hiring of faculty and tutors for Pre-College; Assist with planning, preparation, and implementation of the Pre-College Program
  • Assist with the tracking and monitoring of Freshman Studies students
  • Develop and implement a mentoring/leadership program for Freshman Studies students
  • Tracking Freshman Studies students, providing academic support resources, and documenting their academic progress
  • Assist with data collection for the SAT entrance requirement task force
  • Assist with data collection for the use of the SAT as a standard for course placement
  • Represent the Academic Development Center for campus presentations
Jul 2006Oct 2006

Retention Coordinator

  • Supervised a staff of three Student Enrichment Counselors, an Administrative Assistant, and four mentors/tutors
  • Maintained a yearly budget for the office along with completing contracts for newly hired staff
  • Taught Freshman Orientation for undeclared majors and coordinate the Student Enrichment Counselor's teaching of Freshman Orientation classes for undeclared majors
  • Coordinated the advisement of the College of Liberal Arts students and undeclared majors. Advise students using the BANNER system
  • Coordinated the Early Alert and Response (E.A.R.S) System for the College
  • Coordinated and issuing information and data to departments and programs on the initial assessment of new freshmen, transfer students and mature students enrolled in the College, thereby providing early identification of potentially at-risk students
  • Monitored and reported on mid-term grades and compliance with course prerequisites for at-risk students
  •  Provided an annual report on activities of the Program and of students associated with it
  • Coordinated and supervising the preparation of Student Audits for freshman and sophomore majors in the College
  • Coordinated supplemental learning assistance programs, inclusive of mentoring and tutorial programs, for at-risk students in the College
  • Coordinated the development of extra-curricular activities and workshops that encourage student engagement outside the classroom for undeclared majors
  • Developed, implemented and coordinated intervention strategies to encourage and facilitate students persistence in the academic programs in the College
  • Coordinated the Student Enrichment Program participation in the University's Accuplacer Placement Testing Collegiate Learning Assessment Program and ACCESS/SUCCESS Programs
  • Coordinated and monitored non-administrative withdrawals from the college and Change of Grade/Incomplete Grade requests
Jul 2006Oct 2006

Pre-College Mentor Program Coordinator

  • Certified Mentoring Program Coordinator by The Maryland Mentoring Partnershp
  • Supervise peer mentors/tutors to ensure that the mentee is adjusting to Pre-College summer program, being a successful student and utilizing the resources on campus
  • Conduct weekly meetings with the mentors to ensure that they are maintaining their course work and have questions and/or concerns regarding the program
  • Conduct group meetings with mentor/tutor and mentee to ensure that the relationship is a 'good-fit'
  • Conduct annual training sessions with the mentors and mentees
Jan 2005Jul 2006

Retention Counselor

  • Acquired and distributed to the departments a profile of all new students, including freshman, transfer students and mature students
  • Monitored students in academic difficulty, including those on academic probation, those earning failing grades, and those who have been academically dismissed and assigned to the Academic Recovery Program
  • Contacted, scheduled, and held required conferences with students in academic difficulty and students with majors in the Freshman Studies Program
  • Assisted in coordinating the orientation of new students
  • Monitored the Early Alert and Response System (EARS) for students in the College
  • Assisted in compiling, analyzing and reporting on student performance, inclusive of unsatisfactory Grades and averages earned
  • Developed, implemented, and coordinated the College of Liberal Arts Serving Students (C.L.A.S.S.) mentoring Program for The Office of Student Development and Retention (OSDR)
  • Advised and counseled students in planning an academic program as it relates to their educational and career goals
  • Wrote plans to help students identify and achieve goals
  • Counseled students in specific curriculum decisions, including the appropriate choice of courses, scheduling of courses, selection or change of major or minor
  • Assisted students with personal problems that interfere with studies
  • Wrote grants for OSDR to obtain funds to support professional development, workshops, tutoring and mentoring programs
  • Implemented annual campus wide workshops sponsored by OSDR on 'Learning Styles and Strategies', 'Memory and Concentration Skills', 'Strategies for Preparing and Taking Final Exams', and a three part career development/resume building and mock interview seminar
  • Serve as the liaison to the office of Technical Support in order to create and maintain the OSDR website and Early Alert & Response System Online form and database
  • Conduct audits for freshman and sophomores to ensure that the students are being properly advised and completing the correct classes needed to complete degree requirements
  • Conducted audits for graduating seniors in order for the students to be academically cleared for graduation.
Feb 2004Dec 2004

Case Analyst

United States Department of Justice - United States Parole Commission
  • Prepare pre-release documentation to progress parolees and prisoners - parole certificates, responding to correspondence, reviewing requests for changing parole effective dates, and recommending determinations based in disciplinary reports and infractions
  • Prepare post-release documentation to progress parolees and prisoners - prepare and issue  warrants and warrant supplements, drafting letters of reprimand, and requesting preliminary reviews case analysis as forwarded by the Court Services and Offender Supervision Agency (CSOSA)
  • Corresponded with United States Attorneys Office, Public Defenders, and US Marshals


Bachelor of Science

Fayetteville State University

Master of Arts

Webster University
Jan 2007Present


Morgan State University

Community College Summit

White House :: Building American Skills Through Community Colleges


  • Alpha Kappa Alpha Sorority, Incorporated - North Atlantic Regional Directors Advisory Council
  • American Council on Education - Women in Maryland
  • American Scholar National Honor Society
  • College Board Task Force on College Access for Students Regional Focus Group
  • Maryland Higher Education Mentoring Consortium
  • The National Honor Society of Psychology (Psi Chi)

White House :: Making College More Affordable

Professional Publications

Lipscomb-Warren, I. V. (2007, March). Transition Programs: The Pre-College Student Perspective and the Advantages. Presented at the Regional HBCU Summit on Retention Tenth Annual Conference, Ocean City, Maryland. Research suggests that inadequate academic preparation often results in required remedial college coursework. Students who are required to take remedial course work often extends the time-to-degree, undermines confidence and motivation, and indicates that they are less competent at utilizing collaborative study groups. Research also suggests that students entering college through a summer transition program are often viewed negatively by their peers. However, the Pre-College Program at Morgan State University suggests that students participating in this transition program: (1) have an academic and social integration advantage over other entering freshman; (2) utilize learning communities that contribute to student success; and (3) have an increased awareness of campus resources. Lipscomb-Warren, I. V. (2006, March). A Stitch in Time Saves Nine: Student Grades and Early Alert. Presented at the Regional HBCU Summit on Retention Ninth Annual Conference, Ocean City, Maryland. The analyses that was performed using the first full semester of program data from spring 2005 and two semesters of final grad data from spring and fall 2005. These analyses will test three hypothesis: 1) students referred earliest to E.A.R.S. gain the most academically; 2) students referred to E.A.R.S. who have at least one appointment with the retention counselor will have higher grades than students who do not see a retention counselor; 3) amongst students who failed their course in spring 2005, those who saw a retention counselor are more likely to do better academically in fall 2005. In addition, we will describe a mentoring program, developed to strengthen the potential impact of E.A.R.S. Lipscomb-Warren, I. V. (2005, August). Strength Through Diversity: Retention in the Six Academic Schools of the University: The College of Liberal Arts - Early Alert & Response System and implementation of the College of Liberal Arts Serving Students (C.L.A.S.S.) Mentoring Program. Presented at the Morgan State University Fall 2005 Faculty Institute, Baltimore Maryland.

HBCU Summit on Retention

National Alliance of Black School Educators

The College Board :: Completion Agenda

Vision Statement and Core Values

As a leader it is my goal to inspire, uplift, motivate, and unite all people to greatness as we collectively towards the mission and goals of the organization. Ultimately, I seek to shape, mold and develop others personally as well as professionally to become more self-sufficient, self-reliant, self-motivated and self-assured.

Core Values:

Customer Service :: providing high quality and timely services to colleagues at all levels and customers serve

Teamwork :: collaborating with colleagues to meet the organizations goals

Integrity :: being honest (even when the outcome may not been seen favorably) and ethical

Respect :: valuing and recognizing people in a positive environment

Communications :: disseminating and receiving information effectively

Efficiency :: assessing the way in which work is processed and how goals fit with the mission for continuous improvement

National Academic Advising Association