Tamara Nash

Vice President for Development & Strategic Partnerships

Complete College America

Tamara Nash

Vice President for Development & Strategic Partnerships

Complete College America

Ms. Nash is the Vice President, Development & Strategic Partnerships, Complete College America. She has had an extensive career in postsecondary education administration, nonprofit management, corporate community relations and civic engagement. As the Inaugural Director of the Center for Civic Engagement (CCE) at Oglethorpe University (OU), and as a member of Oglethorpe University President’s senior leadership staff, Ms. Nash led the enhancement, promotion, and expansion of the University’s connections by establishing nonprofit partnerships, service-learning courses, internships, and leadership development programs. She identified and cultivated prospective alumni, corporate, and foundation donors, generating millions of dollars in sustained grant funding, which led to the construction of A_LAB, a new, state-of-the-art student center.

Prior to Oglethorpe University, Ms. Nash worked as a Director/Senior Manager at the Georgia-Pacific Foundation, where she reported to the GP Headquarters Foundation President and managed all contributions on behalf of the Foundation to grantees across diverse communities. She also represented GP on several nonprofit boards and committees and presented at many regional and national conferences on corporate social responsibility. Ms. Nash worked at a number of colleges and universities prior to her work at the Foundation, including Spelman College, American University, Marymount College of Virginia and Brown University.

Ms. Nash has a Master of Education degree from Harvard University (Cambridge, MA) and a Bachelor of Arts degree from Wellesley College (Wellesley, MA).

Community involvement includes: Member, Atlanta Wellesley Alumnae Club; President, Wellesley College Class of 1979, 2019-2024, Wellesley College Alumnae Association; Member, Charles R. Drew Charter School Board of Directors, 2007-2018 & Board Vice Chair, 2012-2018, grades preK-12; Founding Trustee and member, Advisory Board, Atlanta Girls’ School, grades 6-12; Selected as a 2018 Women of Excellence, Atlanta Tribune: The Magazine & AtlantaDailyWorld.com; Member, Omicron Delta Omega National Leadership Honor Society, 2015-present; Leadership Atlanta Class of 2005; Founding Trustee and member, Advisory Board, Atlanta Girls’ School, grades 6-12; Member, Alpha Kappa Alpha Sorority, Inc. (AKA), 1978-present; Upsilon Alpha Omega (UAO) Chapter of AKA, 2012-present; UAO Program Co-Chairman, 2016-2018, By-Laws Committee Co-Chairman, 2019-present; Member, St. Bartholomew’s Episcopal Church, Atlanta.

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15 to Finish

Boost the number of students who are on track for on-time graduation by encouraging enrollment in 15 credits each semester (30 credits per year, including summers). Financial aid dollars, as well as institutional process and practice, should support that standard.

Math Pathways

Ensure all students enroll in and complete gateway math in their first year by designing math courses that are aligned with the skills students need for their chosen program of study.

Corequisite Support

Increase gateway course completion within the first year by enrolling entering students into the college-level math and English courses, providing those who need additional help a concurrent course or lab that offers just-in-time academic support.

Momentum Year

Build momentum so students meet first-year benchmarks: informed choice of meta major or major, enrollment in 30 credits with nine in the program of study and completion of gateway courses. Provide early support and guidance for decision making, using interest assessments and labor-market data.

Academic Maps with Proactive Advising

Default students onto highly-structured academic maps that include 15 credits per semester (or 30 per year), indicate milestone and pre-requisite courses, and empower advisors to effectively monitor progress and provide intervention as needed.

A Better Deal for Returning Adults

Increase degree attainment by inviting adult learners back to complete their education, providing a redesigned system that offers accelerated courses, year-round enrollment and predictable schedules. Give credit for prior learning and experience and additional support to help students navigate the system.

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