Founder, Principal

Audrey Ellis is the founder of T3 Advisory. With a Doctor of Management in Community College Policy and Administration from the University of Maryland Global Campus, Dr. Ellis’s research focuses on change management and addressing initiative fatigue at community colleges.

Since founding T3 Advisory, Dr. Ellis has partnered with higher education institutions to deliver strategic guidance, implementation support, and training. Her expertise spans change management, AI literacy, and student-centered process improvement. She serves as the co-chair of Complete College America’s Council on Equitable AI, where she leads discussions and develops resources at the intersection of AI and equity. In addition to her dissertation on initiative fatigue, she has authored numerous publications on AI and student success and frequently delivers keynotes and workshops on technology, equity, and education.

Dr. Ellis has worked with dozens of community colleges in a research and consulting capacity, providing guidance on initiatives such as student onboarding, enrollment optimization, and platform implementations. She has also worked on the ground at a community college, where she led institutional effectiveness efforts, co-designed student success programs, and implemented strategic planning and data governance initiatives.

Dr. Ellis earned her B.A. in Sociology and Education from Tufts University and her M.S. Ed. from the University of Pennsylvania’s Graduate School of Education. She is deeply committed to supporting her community, serving as Board Secretary and Graduation Success Committee Chair at Esperanza Academy, a tuition-free all-girls middle school in Lawrence, Massachusetts. Additionally, she has raised over $30,000 for cancer research through the Dana-Farber Marathon Challenge, completing the Boston Marathon in 2023 and 2024.

Expertise and Practice Areas:

• Generative AI Strategy

• Student Onboarding and Process Improvement

• Technology Implementation, Optimization & Portfolio Management

• Data Governance

• Student Success Programs & Management

• Change Management

• Institutional Research and Effectiveness

• Strategic Planning

• Qualitative Research

Program Manager, Student Success & Systems Change

Geneva Dampare is a strategic higher education leader with over 15 years of experience driving equitable learner success and organizational systems change through technology initiatives. She specializes in institutional transformation, digital credentials, and leveraging upskilling for learner mobility. Geneva is an expert at delivering impactful solutions and cultivating robust, multi-stakeholder partnerships across non-profits, philanthropies, and higher education institutions.

Prior to joining T3 Advisory, Geneva served as the Director of the Teaching and Learning Center at the United Negro College Fund (UNCF). In this capacity, she oversaw the strategic direction and implementation of over 20 programs that promoted innovation and growth across UNCF's network of 37 member Historically Black Colleges and Universities (HBCUs). She has a proven track record of securing and managing significant grants, including $4M from philanthropic organizations to support technology integration and capacity building. Geneva's work focused heavily on leveraging technology for student success, including leading the course sharing and academic strategy for HBCUv.org, an innovative EdTech start-up platform. She also directed a multi-stakeholder Gates Foundation-funded initiative on AI-enabled digital courseware and facilitated a community of practice in the development of an AI Learning Design Assistant, promoting engagement for under-supported student populations.

Geneva has also held impactful roles at other prominent organizations in the education sector, including U.S. News & World Report, the University of Maryland Smith School of Business, American University, and the Society for Human Resource Management (SHRM).

Geneva holds a Master of Science with distinction in Organizational Development (MSOD) from American University and a Bachelor of Arts in Anthropology and Africana Studies from Oberlin College. As an accomplished organizational development practitioner, she is committed to fostering inclusive cultures and continuous growth.

Expertise and Practice Areas:

• Equitable Student Success & Systems Change

• Change Management and Institutional Transformation

• AI-Driven Learning Innovation & Strategy

• Program Implementation & Program Management

• Digital Credentials & Learner Mobility

• Grant Acquisition and Partnership Development

Higher Education Research Analyst

Dr. Katie O’Brien is a passionate mixed-methods researcher and educator with a deep commitment to advancing educational equity and well-being for students and teachers. With a Ph.D. in Teaching and Learning from Georgia State University, Dr. O'Brien specializes in designing and conducting research that drives data-informed improvements in higher education programs. She has extensive experience leading both mixed-method and qualitative evaluations, particularly in projects focused on supporting underrepresented students and enhancing learning environments.

Dr. O’Brien’s work spans grant evaluation, program assessment, and instructional design. She has led research on Title V and NSF-funded grants that support Hispanic and low-income students, conducting program evaluations that inform institutional decision-making. She collaborates with stakeholders to translate research findings into actionable strategies that improve student success and foster inclusive learning environments.

Dr. O’Brien also served as Project Manager for the NSF-funded Teaching to Teach AI workshop at Emory University’s Center for AI Learning, designed to equip high school STEAM educators with the skills to integrate artificial intelligence into their teaching practices. Dr. O’Brien also completed program research on this initiative to improve future AI education. Her collaborative approach to research and evaluation empowers stakeholders to make meaningful, evidence-based decisions that foster inclusive educational practices. Her background in educational psychology has also led her to study performance anxiety and student engagement, with her research presented at leading conferences such as the Max Planck Institute.

Beyond research, Dr. O’Brien has extensive experience in teaching and curriculum design, working at K-12, undergraduate, and graduate levels. She has mentored preservice teachers, developed innovative curricula, and co-authored a forthcoming Oxford Press book chapter on humanizing online teaching. With dual bachelor’s degrees in Music Education and Vocal Performance from Ithaca College and an M.A. in Music Psychology from the University of Sheffield, Dr. O’Brien is committed to leveraging research to enhance the transformative power of education and create equitable opportunities for all students.

Expertise and Practice Areas:

• Mixed Methods and Qualitative Research

• Educational and Performance Psychology

• Behavior Change

• K-12 and Higher Education

• Program Implementation and Evaluation