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Calley Taylor - Cedar Crest College. Allentown, PA, UNITED STATES

Calley Taylor Calley Taylor

Director of Student Success and Retention | Cedar Crest College


Calley Taylor is Director of Student Success and Retention at Cedar Crest College.



Calley Taylor is Director of Student Success and Retention at Cedar Crest College and has over 10 years of experience providing and managing academic support services in higher education. She earned her B.A. in Psychology from the University of North Carolina-Asheville, and her M.S. in College Student Personnel from the University of Tennessee-Knoxville. She is currently pursing a Ph.D in Comparative and International Education at Lehigh University.

Industry Expertise (4)

Education/Learning Professional Training and Coaching Program Development Training and Development

Areas of Expertise (9)

Academic Advising Student Affairs Student Development Higher Education Admissions Enrollment Management Higher Education Administration Academic & Administrative Leadership Academic Administration

Accomplishments (4)

Donna M. Bourassa Mid-Level Management Institute (professional)


Awarded by the ACPA.

Distinguished Staff Member Award (Nominee) (professional)


Awarded by UNC Asheville.

Student Affairs Leadership Award (professional)


Awarded by UNC Asheville.

Distinguished Campus Team Award (Nominee) (professional)


Awarded by UNC Asheville.

Education (3)

Lehigh University: Ph.D., International and Comparative Education

in progress

University of Tennessee-Knoxville: M.S., College Student Personnel 2005

UNC Asheville: B.A., Psychology 2003

Affiliations (4)

  • Comparative and International Education Society : Member
  • NACADA-The Global Community for Academic Advising : Member
  • ACPA-College Student Educators International : Member
  • NASPA-Student Affairs Administrators in Higher Education : Member

Languages (1)

  • English

Media Appearances (1)

Our NACADA Summer Institute Experiences

Academic Advising Today  online


From July 28 through August 2, 2013, I attended NACADA’s 2013 Summer Institute (SI) in Scottsdale, Arizona. My decision to attend the Summer Institute was based on two primary reasons. First, I wanted to get more involved with NACADA. Second, I recognized that funds regarding departmental professional development focuses were limited within my institution; therefore, upon developing goals with my supervisor, I presented NACADA as the solution. Becoming familiar with NACADA would result in my being able to use the best practices for academic advising on my own campus...

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  • Keynote
  • Moderator
  • Panelist
  • Workshop Leader


0 to 1500 *Will consider certain engagements for no fee

Courses (7)

FYS 401: Peer Mentor Techniques

University of Tennessee-Knoxville: Training of upper-class students as mentors and advisors for freshmen. Includes cognitive and developmental theories of the college-age student, teaching and learning styles, group communication and listening techniques, and mentoring and advising skills.

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BA 100: Approaches to the College of Business Administration

University of Tennessee-Koxville: Business Administration 100 is a one-hour seminar course designed to help first-year business students gain knowledge and experiences that will enhance the transition to The University of Tennessee, to facilitate integration into the university and the College of Business communities, to provide the opportunity to explore academic and career options, and to develop strategies for success in college and in life beyond college.

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HWP 171: Select Your Journey

University of North Carolina at Asheville: An extended orientation course for students participating in the Summer Opportunity for Academic Readiness program, this HWP 171 guides students through the development of self-awareness, academic success skills, and the early stages of career exploration.

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LS 205: Peer Mentoring

University of North Carolina at Asheville: This course is for students serving as first-time Peer Mentors in LS 179 and LS 379 courses. Peer Mentors receive training in active listening, group facilitation, academic success skills, ILS curriculum information, and the proper referral of students to appropriate university personnel and resources. Peer Mentors will learn skills in developing strong positive relationships with students and faculty, providing guidance for academic decision-making, time management and study skills, exploration of academic majors, and adjustment to the university environment. Coordinating extra-curricular social and academic activities will also be discussed.

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LS 305: Leadership in Peer Mentoring

Students will work directly with new Peer Mentors enrolled in LS 205 to facilitate understanding of Peer Mentor expectations and approaches to working with LSIC students and faculty. Students will also serve as role models for new Mentors. This course also offers experienced Peer Mentors the opportunity to further develop their skills in building strong positive relationships with freshmen or transfer students, academic decision-making, time management, study skills, major exploration, campus issues, and adjustment difficulties.

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SPS 120: College Life

Cedar Crest College: An extended orientation course, taught by a faculty advisor, a member of the Student Affairs staff, and an upperclass student. Students will discuss issues of importance to them in making a successful transition from high school to College. Topics may include how to succeed at college, stress management, how to choose courses and a major, study skills, time management and interpersonal relationships.

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SPS 160: Exploring Your Future

Cedar Crest College: This course is designed to help students explore and develop an understanding of the career decision-making process, including choosing a major and putting their career plan into action. Students learn how to evaluate their goals, interests, values, and strengths, how to conduct research on majors and careers, prepare and build a resume, and effectively explore career and internship opportunities. Students will experience the career decision-making process through hands-on projects and activities such as taking self-assessment tests, conducting informational interviews, and effectively using the internet.

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