天美传媒

By keeping his finger on the pulse of national and global job markets, and most importantly, the professional aspirations of today鈥檚 college students, Burton equipped his team to deliver the best career services in the nation through helping Clemson students achieve their goals after graduation.

Under Burton鈥檚 leadership, the Center has been ranked No. 1 by The Princeton Review three of the last five years for providing guidance and resources to Clemson鈥檚 25,000 students. Recent data shows 90 percent of Clemson graduates are employed, planning to continue their education or are otherwise not seeking employment within six months of graduation.

Part of this success is due to the development of a platform of nine core competencies that Dr. Burton and his team developed to empower students to achieve their educational and professional goals. It also guides faculty and staff to help students realize their strengths and develop them in order to meet the demands of an evolving world. This work has informed similar efforts at universities all over the country, and the model itself has often been replicated at other schools.

Burton and his team also built Clemson鈥檚 on-campus internship program from scratch. The University Professional Internship/Co-op Program (UPIC) annually provides over 900 paid, on-campus internships to undergraduate students. The program gives students the opportunity to expand their knowledge and gain hands-on experience in their fields of study or interest, working alongside Clemson faculty and staff. UPIC has been instrumental in creating a campuswide culture that involves students in meaningful and relevant developmental experiences.

Burton is the recipient of the Fulbright International Education Administrators Award, the Provost鈥檚 Award of Excellence for professional accomplishments, and the Talent Development Award from the Association of Public and Land-Grant Universities. In 2015, he was recognized as Outstanding Professor by Clemson鈥檚 undergraduate student government.

Burton started at Clemson in 1992, working in student financial aid until 1998 when he became assistant director of Cooperative Education. He has taught a variety of courses as an adjunct instructor in four of Clemson鈥檚 colleges, as well as at Southern Wesleyan University and Webster University.

As Chief Executive Officer at MedCerts, Craig Sprinkle leads the organization in bridging the gap between our students, employers, and higher education institutions through online certification training. He joined MedCerts in 2018 in the combined role of Chief Financial Officer and Chief Operating Officer and served as Chief Financial Officer since 2020 until his appointment as CEO in November 2022.

In his time at MedCerts, Sprinkle has overseen more than a 4x increase in enrollments and revenue while also expanding margins and overall profitability, expansion of the training catalog to include over 50 programs, and heightened focus on critical student outcomes. He also guided MedCerts to consistent placement on the Inc. 5000 list of Fastest Growing Private Companies prior to its acquisition by Stride Inc.

Sprinkle earned his Bachelor of Science in Finance, with a Corporate Financial Management concentration, from Ball State University. Prior to MedCerts, Sprinkle served several successful ventures as CFO and has over 20 years of business experience. In 2012, he was named 鈥淐FO of the Year鈥� by Crain鈥檚 Detroit Business.

Latasha "Tasha" Holden is an assistant professor in the  at the University of Illinois Urbana-Champaign and a researcher at the Beckman Institute for Advanced Science and Technology.
Holden's research seeks to better understand how (process), when (context), and why (internal vs. external factors) different individuals achieve academic and career success in spite of threats to their identity, well-being, and belonging.
Her research interests include learning and memory with a focus on applying cognitive science to support students with diverse learning needs. She is particularly interested in supporting student resilience in the face of cognitive demands, biases, and identity threats experienced in various testing and learning situations. 
Research areas

Working memory, long-term memory, and learning
Control of cognition
Inter- and intra-individual differences
Culturally informed and responsive science and pedagogy
Diversity, equity, and inclusion
Test performance and achievement
Intervention
Open science and secondary data approaches

Education

B.A., psychology, University of North Carolina at Greensboro, 2010
B.A., art history/museum studies, University of North Carolina at Greensboro, 2010
M.A., experimental psychology, Towson University, 2012
M.A., psychology, Princeton University, 2014
Ph.D., psychology, Princeton University, 2018

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