Landmark College Names Leaders in Enrollment Management and Marketing
Landmark College welcomes three new employees to top posts.
Gregory Matthews has been named vice president of enrollment management at Landmark College in Putney, Vt. In his new position, Matthews will provide leadership to the offices of admissions, financial aid, and transfer and career services.
Most recently, Matthews served for six years as vice president for enrollment management at Colby-Sawyer College, New London, NH. During his tenure, his team achieved the six highest enrollments in the college’s history. He previously served as assistant vice president of enrollment management at Ohio Wesleyan University in Delaware, Ohio, where he developed and refined recruitment services, including the creation of a new application designed to speed up the process of sending admissions decisions to prospective students.
Matthews holds a B.S. in management information from Kansas State University and a master’s in information systems management from the Keller Graduate School of Management.
“Greg has tremendous strengths in enrollment management, and in particular the systems which help set financial aid strategies. Those skills will help us to increase access to our institution for students with limited means,” said Landmark College President Peter Eden, Ph.D., in announcing the appointment.
Mark DiPietro has been named director of marketing communications at the College.
Prior to assuming his new post, DiPietro was an account executive for 10 years at Gehrung Associates in Keene, NH, which specializes in supporting the communication and marketing needs of colleges and universities. He is widely recognized for his expertise in developing external affairs strategies for universities and non-profits.
DiPietro, a graduate of Northeastern University with a B.A. in Journalism, is an experienced writer, editor, and former news professional who has presented and led workshops at professional conferences nationally on how to effectively work with the media.
“Mark knows that we must continue to blend traditional with progressive marketing approaches, and I am confident that he will leverage our new strengths in digital media marketing in a way that continues to augment our identity,” said Landmark College President Peter Eden, Ph.D., in announcing the appointment.
Abigail Nelson has been named Director of Transfer and Career Services at Landmark College.
Prior to assuming her new post, Nelson was the Director of Disability Initiatives at the City University of New York (CUNY), the Nation’s leading urban public university. With an expansive professional background in disability services, college access and workforce development, Nelson’s diverse experience includes high-level leadership, one-to-one service delivery, teaching, and research.
With a list of academic presentations on wellness coaching and other forward-thinking mental health topics, Nelson is a contributing member of the field of education. She holds a B.A. in psychology from Clark University and a Master of Science in education from Hunter College at CUNY. She is also a Certified Rehabilitation Counselor (CRC), a designation for practitioners who demonstrate top quality, ethical practices within the field of vocational counseling.
"Abigail is very approachable and she is dedicated to giving students the best possible experience when they visit her office,” said Gregory Matthews, Vice President of Enrollment Management. “We are very lucky to have her as part of the Landmark College community."
Landmark College was the first institution of higher learning to pioneer college-level studies for students with dyslexia. Today Landmark College, offering two- and four-year degree options, a graduate level certificate in universal design with technology integration and summer programs, is a global leader in integrated teaching methods for students with learning disabilities, ADHD, and ASD. Students, faculty, and other professionals from all over the world are drawn to Landmark College for its innovative educational model, one designed through research and practice to help all students who learn differently become confident, self-empowered, and independently successful learners.