Born into a military family, Kristin grew up navigating different cultures, shaping her deep curiosity about diverse perspectives. Her parents, both college graduates, emphasized higher education as a pathway to opportunity. Her mother, a first-generation college graduate, instilled in her the life-changing value of a degree.

However, life circumstances led her to step away from college after her first year to focus on family and work. This detour reshaped her path, and after a period of reflection, she re-engaged in education, transferring between multiple institutions before earning an Associate of Arts Degree in General Studies. Seeking a fresh start after obtaining her A.A. degree, she traveled from the Midwest to the East Coast before settling in a rural Vermont town, where she completed her bachelor’s degree in English Literature and Cultural Studies at 28.

As a non-traditional student, she became deeply involved in curriculum development, policy initiatives, and student retention efforts. Vermont, with its economic disparities, heightened her awareness of social justice and equity. While racial diversity was limited, the socioeconomic challenges reinforced her understanding of systemic inequities and the transformative power of education.

Navigating multiple institutions as a transfer student shaped her commitment to advocating for others on similar journeys. Despite being a high-achieving student, she struggled under family expectations and personal hardships. Since earning her bachelor’s degree, and through her work in higher education—across Student and Academic Affairs—she has supported transfer students, ensuring they receive the resources and guidance necessary for success.

Education holds transformative potential, yet systemic barriers continue to hinder access and success for many students. Her experiences as a researcher, mother, wife, educator, and white woman compel her to critically examine her privilege and biases while striving to be an ally in dismantling these barriers. Working at institutions that serve students from under-resourced backgrounds has reinforced her commitment to fostering inclusive representation and engaging in continuous self-reflection.

Recognizing her position as an “outsider-within,” she leverages this perspective to advocate for systemic change. Transfer pathways are essential in creating equitable opportunities for students navigating higher education, and she is dedicated to ensuring all students—regardless of their backgrounds—have the support they need to thrive.