This position provides analytical guidance on admissions initiatives and strategic planning as part of the UC systemwide admissions department. Reporting to the Associate Vice President of Undergraduate Admissions, the Special Assistant will analyze policies around community college transfers, underserved populations, and long-range admissions issues. Responsibilities include conducting analyses on initiatives, emerging trends, and resolutions to conflicts regarding admissions policies across the UC system. A bachelor's degree in a social science or quantitative field plus 10 years of relevant experience is required.
A Radical Model for Post-Secondary Education
Thomas Zane, Ph.D.
Director of Assessment Quality and Validity
Janet Schnitz, Ed.D., Associate Provost
Assessment
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
A Radical Model for Post-Secondary Education
Thomas Zane, Ph.D.
Director of Assessment Quality and Validity
Janet Schnitz, Ed.D., Associate Provost
Assessment
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
UCLA CTSI KL2 Award
Mitchell Wong, MD, PhD
Associate Professor of Medicine
Executive Co-Director, Specialty Training and Advanced Research (STAR) Program
Director, UCLA CTSI KL2 Program
Co-Program Leader, Research Education, Training and Career Development Program
Change Management: 6 Keys to Getting Everyone on Your Student Success Train Hobsons
Syracuse University is one of the foremost contributors when it comes to the advancement of theories on retention and student success. By recognizing that true undergraduate excellence is achieved when attention is paid to the “whole student,” they are working collaboratively to create the conditions that support teaching, learning, retention, and success. One of the indispensable fundamentals of creating a successful student success initiative is buy-in from all of the stakeholders. Join Kalpana (Kal) Srinivas, Ph.D., as she shares the keys to how Syracuse University is successfully managing the campus changes associated with Orange Success.
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
UCLA CTSI KL2 Award
Mitchell Wong, MD, PhD
Associate Professor of Medicine
Executive Co-Director, Specialty Training and Advanced Research (STAR) Program
Director, UCLA CTSI KL2 Program
Co-Program Leader, Research Education, Training and Career Development Program
Change Management: 6 Keys to Getting Everyone on Your Student Success Train Hobsons
Syracuse University is one of the foremost contributors when it comes to the advancement of theories on retention and student success. By recognizing that true undergraduate excellence is achieved when attention is paid to the “whole student,” they are working collaboratively to create the conditions that support teaching, learning, retention, and success. One of the indispensable fundamentals of creating a successful student success initiative is buy-in from all of the stakeholders. Join Kalpana (Kal) Srinivas, Ph.D., as she shares the keys to how Syracuse University is successfully managing the campus changes associated with Orange Success.
The attached document provides a detailed listing of activities and accomplishments spanning a more than 20 year career in higher education and academic research.