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As Tarleton State University advances as a premier comprehensive university, we have been expanding student services and achieving the highest levels of excellence in multiple designations. The Lozano Long Division of Global, Community and First-Gen Initiatives is proud to have helped lead and collaborate in attaining these distinctions.
Tarleton State University has been named one of only 18 institutions nationwide recognized as a FirstGen Forward Network Champion. This prestigious designation honors colleges and universities that demonstrate national leadership and innovation in supporting first-generation student success.
The achievement reflects Tarleton’s deep commitment to helping first-generation students thrive through programs, partnerships, and initiatives that promote academic excellence, personal growth, and long-term success.

Tarleton State University has achieved gold-level Military Friendly® Campus status, reflecting its commitment to supporting veterans and military-connected students through programs that enhance academic success and career readiness.
Developed by VIQTORY, the Military Friendly® standard measures an institution’s dedication to creating environments where service members, veterans, and military families can thrive.
Building on its 2024 silver recognition, Tarleton expanded veteran-focused initiatives—training faculty and staff in military support practices, adding a veteran academic advisor, and establishing the College of Leadership and Military Studies to strengthen leadership and service education.
A military-invested campus removes barriers and supports a smooth transition from service to college to graduation (Selber, Benn & Chavkin, 2021; Vacchi & Berger, 2014).
For more information, visit www.militaryfriendly.com.

The Texas Veterans Commission has recognized Tarleton State University with the Silver-level Veteran Education Excellence Recognition Award (VEERA) for its outstanding support of student veterans and military-connected families.
The designation reflects Tarleton’s commitment to a veteran-friendly campus, highlighting initiatives such as the Veterans Lounge, dedicated orientation, and faculty and staff training. The university aims to achieve Gold-level recognition next year by expanding career services and veteran engagement programs.
To find out more about the resources available for military-connected students, visit www.tarleton.edu/veterans/.
The Lozano Long Division is committed to empowering international students by providing support services and fostering a welcoming campus community. Our goal is to create a welcoming and supportive environment that facilitates academic and personal success for all students.
We serve students representing 34 countries, including Australia, Bangladesh, Brazil, Canada, Chile, Denmark, Ecuador, Egypt, Finland, France, Germany, Ghana, Guatemala, Hungary, Iceland, India, Ireland, Italy, Liberia, Mexico, Montenegro, Nepal, Netherlands, New Zealand, Nigeria, Republic of Congo, Serbia, South Africa, Spain, Sweden, Turkey, Ukraine, United Kingdom, and Vietnam.

To increase global engagement—especially among first-generation students—the Division launched the Tarleton Passport Project.
Through the Student Global and Community Connections Office, the Division provides dedicated program dates to guide students through the U.S. passport process.
To learn more, please contact Lucas Malone at lmalone@tarleton.edu.

Dr. Sherri Benn is the Vice President for the Lozano Long Division of Global, Community, and First-Generation Initiatives at Tarleton State University. Passionate about supporting all Texans—including students from more than 50 countries—she is dedicated to creating a welcoming environment where everyone can thrive. Her work focuses on global engagement, community partnerships, first-generation student success, and expanding access to learning across Tarleton’s campuses.
A strong advocate for veterans and active service members, Dr. Benn helps ensure Tarleton remains a military-friendly campus. With extensive experience in higher education leadership, she believes success comes from collaboration and keeping students at the center of every effort. She also serves on the Executive Committee of APLU’s Commission on International Initiatives.
Dr. Benn earned her Ph.D. in Higher Education Administration from the University of Texas at Austin and has completed leadership programs at UC Berkeley and EAB.


Dr. Crystal Martinez-Smith
Interim Assistant Vice President of
Global, Community, and First-Gen Initiatives
(254) 968-9498

Rachael Weldon-Caron
Assistant Vice President of
TRIO Programs and First-Gen Initiatives
Rachael brings over 15 years of experience in higher education leadership, most recently serving as the Senior Director of TRIO Programs at Texas State University. In this role, she provided strategic oversight and direction for 10 federally funded TRIO programs, managing a team of eight directors and overseeing a $3.2 million annual budget. She also directly led two Student Support Services programs focused on traditional and STEM students, offering high-impact services that support retention, academic success, and graduation.
A proud first-generation college graduate and current doctoral candidate in Adult Professional Community Education at Texas State University, Rachael is deeply committed to access and student empowerment. She has been a key leader in cross-campus First-Generation initiatives, serving on the First Gen Proud and Academic Services committees, where she helped implement data-informed programming to improve outcomes for first-gen students.
Her background also includes extensive experience in financial management, human resources, federal compliance, and staff development across the nonprofit, manufacturing, and public sectors. She is a trained Title IX adjudicator and brings additional expertise in ADA, civil rights, and employment law.
Rachael is passionate about mentoring, collaborative leadership, and using research to advance student belonging and success. Her appointment signals a continued commitment to expanding support for first-generation students across Tarleton State University.
Ms. Elizabeth Gorman has 12 years of experience in higher education, with eight years directly assisting students with disabilities. Throughout her professional career, Elizabeth has driven faculty and staff initiatives focusing on the development of educational workshops, advocacy for students, and creating conducive learning environments through cultural change at the university level. She strives to create an affirming, supportive, and inclusive learning environment drawing on critical components when interacting with students. Elizabeth earned her Bachelor of Arts in Communication from the University of Northern Iowa, her Masters of Art in Vocational Rehabilitation and Mental Health Counseling from The University of Iowa and is earning her Doctorate of Educational Leadership in Higher Education from Tarleton State University.
Ms. Gorman has been an active partner with various community and secondary educational resources assisting individuals with disabilities and a member of AHEAD, ILLOWA AHEAD for over five years and TX AHEAD.
Dr. Florencio U. Aranda III, (He/Him/His/Él ) obtained a B.A. in Spanish & Political Science, M.A. in Romance Languages, M.S. in Interdisciplinary Studies, and a Ph.D. in Higher Education from Texas Tech University (TTU) and a Master’s in Legal Studies from Sandra Day O’Connor College of Law at Arizona State University.
Dr. Aranda III serves as the Director of Student Global and Community Connections within the Division of Global, Community, and First-Gen Initiatives at Tarleton State University.
Most recently, Dr. Aranda III served as the Assistant Director of Diversity and Inclusion Initiatives in the Office of Diversity and Inclusion at Texas Christian University (TCU). Prior to TCU, Dr. Aranda III worked as the Multicultural Latino/a/x Retention Advisor in the Office of Multicultural Affairs at South Dakota State University (SDSU). Prior to SDSU, he served as the Assistant Director of Safety Interventions for the TTU College of Education's East Lubbock Promise Neighborhood Grant.
In terms of volunteer and leadership experience, Dr. Aranda III serves as the Immediate Past State President of the Texas Association of Chicanos in Higher Education (TACHE), Co-President of the Texas Association of Diversity Officers in Higher Education (TADOHE), and as Vice-President of the Mexican American College Education Fund, Inc. (MACE).
Dr. Wallace holds a bachelor of business administration in marketing and a Master of Business Administration (MBA) from Stephen F. Austin State University where she was an Alumni Scholar. Elizabeth completed her doctorate of education in higher education at Azusa Pacific University in Los Angeles, California. Dr. Wallace’s dissertation, How Christian students’ academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution; a grounded theory approach focused on college student identity development.
Dr. Wallace began her work at Tarleton State University in 2006 as the Chief Housing Officer and served as the Director for Personnel & Resident Learning at Baylor University where Dr. Wallace received the prestigious Pillar of Baylor award and an honorary degree (Alumni By Choice.) Additionally, Elizabeth previously held positions at Stephen F. Austin State University including beginning her career in Financial Aid.
Elizabeth served as the Region III Representative for the Spirituality and Religion Knowledge Community for the National Association of Student Personnel Administrators (NASPA) and multiple professional committees. Her most recent publications include,
● Helvie-Mason, L. B., Maben, S. K., Endres-Parnell, P., Harris Bozer, A., Jones, N., Reynolds, M., Smith, M., Tabors, C., Wallace, E. (2021). Women’s Mentoring Network — From the Keyboards of Intentional Women. Journal of Texas Women School Executives. Vol. 6, 1-24.
● Wallace, E. (2017). How do christian students' academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution: A grounded theory approach. Journal of Ethnographic & Qualitative Research. Vol. 12, 3-74.
● Wallace, E. (2015). How do christian students' academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution: A grounded theory approach (Order No. 3715898). Available from ProQuest Dissertations & Theses Global. (1709048291). Retrieved from https://zeus.tarleton.edu/login?url=https://search.proquest.com/docview/1709048291?accountid=7078.
● Tull, A., & Wallace, E. (2014). Strategic Planning and Assessment for Student Affairs in the Community College. The Handbook for Student Affairs in the Community College. Herndon, VA: Stylus Publishing.
Elizabeth lives in Stephenville, Texas with her husband, Raymond. They have two daughters, Holly who lives in McGregor, Texas and Joshlyn, also a Stephen F. Austin alumna, and lives in Nacogdoches, Texas while pursuing her Master of Arts in Counseling.
Dr. Fitzpatrick comes to post-secondary education after a 20-year career in K-12, culminating in a key leadership role as a school district administrator. She brings with her expertise in long range program planning, community outreach, and curriculum development.
She holds a bachelor’s degree in education from Chicago State University, a master’s in both educational technology and educational administration from Concordia University-Chicago, and a doctorate in philosophy from Texas State University. Her dissertation was titled Namaste in Teaching: How Yoga Affects Novice Teacher Resilience.
Born and raised on the Southside of Chicago, she and her family relocated to Texas in 2013. Dr. Fitzpatrick currently lives in Stephenville, TX with her husband and four dogs. She enjoys yoga, crafting, traveling, and visiting museums.