Valarie DuRant-Modeste has over 21 years of experience in academic advising at Georgia Institute of Technology. She has held various roles including Academic Advising Manager, Academic Advisor, and Program Coordinator. She has a proven track record of helping students succeed from freshman year through graduation. She is recognized for her strong leadership, organizational, and communication skills.
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.
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.
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
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.
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
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.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Transition Pedagogy and the first year experience for Higher Degree Research ...Sally Kift
2017 presentation on first year experience and transition pedagogy for for Higher Degree Research (HDR) students, delivered to Australian Council of Graduate Research Meeting
Kift, S. (2017). First Year Experience for HDRs. In Australian Council of Graduate Research Meeting, Cairns. 27 April 2017.
See also https://postgraduatestudentexperience.com/
1. Valarie DuRant-Modeste
2609 Eastwood Drive, Decatur, GA 30032
(678) 596-1687 v@durantmodeste.com
PROFESSIONAL SUMMARY
Highly skilled academic advising manager with 21 years’ experience in an university setting. Dedicated
customer service agent with a proven track record of working with students to create a successful
transition from freshmen through graduation. Work well independently and in a team capacity.
Recognized for strong leadership, organizational and managerial skills. Possess strong communication
and interpersonal skills. Can manage multiple tasks of a time-sensitive nature and confidential matter.
EMPLOYMENT HISTORY
Georgia Institute of Technology, Atlanta, GA August 1993-June 2014
Graduate/Undergraduate School of Industrial Systems and Engineering (ISyE)
Academic Advising Manager/Academic Advisor II/Academic Advisor I (1993-2014)
Program Coordinator/Interim Director (2010 and 2011)
Advised and interpreted curriculum information for undergraduate, graduate, and prospective Georgia
Tech students. Facilitate undergraduate orientation for incoming freshmen and transfer students.
Reviewed and advised academic development from midterm/progress reports. Managed student
assistants and academic advisors. Audited undergraduate and graduate degree petitions.
• Promoted to Academic Advising Manager to plan and administer advising processes for the
Industrial and Systems Engineering School (ISyE) and manage student recruitment, curriculum
planning, registration requirements, and student progress.
• Co-created, co-developed, and implemented academic advising mission statement to define
commitment to student success and to facilitate and maintain professional development for advisors;
also co-created academic syllabus to explain advisory roles to student.
• Designed and created an “at potential” monitoring system for students on warning, probation, and
review status, tailored individually for each student, resulting in reducing the number of student
drops for academic deficiency by 9%.
• Awarded as Georgia Tech Outstanding Academic Advisor for 2007 for creating the first training
program for academic advisors, on the academic advising committee to create the first Georgia Tech
Academic Advising Network on Tech’s campus. Created the first ISyE “At Potential” student
program.
• Researched and developed specific action plans for students on time management, work/life
balance, study habits, learning styles, and attendance, resulting in improved student performance
and academic life.
• Created/currently oversee departmental probation for students not in good academic standing or on
departmental contract; through use of mid-term grade report reviews and academic standing reports
substantially increased students seeking advisory services to maintain good academic standing.
• Selected by Associate Chair of Undergraduate Programs as coordinator for Beijing/Singapore
summer student program; manage all logistical responsibilities and act as first point of contact for
Georgia Tech students attending the National University of Singapore (NUS). Liaise with the Office
of International Education (OIE), the Dean of Students, and NUS on any and all issues regarding
student overseas activities.
Georgia Tech Academic Advisor Network Executive Board (GTAAN), Atlanta, GA 2002-2012
Creator/Executive Board Member
• Co-created GTAAN and participated on Executive Board through 2007 and chaired professional
development committee.
• Created certificate program and academic advisor handbook—the first ever developed at Georgia
Tech that provided an excellent resource for current and new academic advisors in overall
expectations, policies and procedures, university activities, and program overviews.
2. Valarie DuRant-Modeste (678) 596-1687 valarie@durantmodeste.com
• Designed and implemented student academic services professional development certificate program
for academic advisors, consisting of a compilation of existing leadership, managerial, and customer
service programs and five new classes. Overcame budget restraints through volunteer facilitators for
requirements and paid instructors for electives.
3. Valarie DuRant-Modeste (678) 596-1687 valarie@durantmodeste.com
EDUCATION
American InterContinental University, Atlanta, Georgia
Bachelor of Arts – Interior Design
CERTIFICATES
• Emerging Leaders Certificate Program
• Office Professional Certificate
• Supervisory Development Certificate
• Management Development Program
• Professional Development Plus Program
• Level I - White Belt Certificate in Academic
Advising Strategy
• Level II - Gold Belt Certificate in Academic
Advising Strategy
• Student Academic Services Professional
Development Program (SASPD)
PROFESSIONAL ASSOCIATIONS
• National Academic Advisor Association
(NACADA) September 2005 - 2014
• Georgia Tech Academic Advisor Network
(GTAAN) 2002-2014
• Executive Board (GTAAN) 2002-2007
• Safe Space at Georgia Tech
• Voice Ally at Georgia Tech
• National Notary Association 2004 – 2011
• The Atlanta Women’s Foundation Women on
Boards 2006-2007
HONORS/AWARDS/ACTIVITIES
• Creator and advisor of the first ISyE Ambassadors Program 2012-2014
• Creator and advisor of the first ISyE Ambassadors Outreach Program 2011-2014
• Director and creator of ISyE’s first Summer Program for High School Students 2010-2014
• Sorority Advisor for Sigma Sigma Rho 2010-2014
• CETL Award for The Enhancement of Teaching and Learning, 2008 and 2011
• NACADA Academic Advising Assessment Institute
• Georgia Tech, Mentor Tech, 2007-2008
• NACADA Summer Institute for Academic Advisors, Summer 2007 and Summer 2010
• Georgia Tech, Outstanding Academic Advisor Award, 2007
• Georgia Tech Search Committee for the CETL Pre-Teaching Advisor & STEP Coordinator,
Summer 2007
• Georgia Tech Search Committee for Director of Graduate Co-op & Undergraduate Internships,
Summer 2007
SOFTWARE
Degreeworks
GT/Crystal Reports
Banner 8.64
Microsoft Office Suite
Buzzport
OSCAR
AFACTS
VOLUNTEER WORK
Orange Duffel Bag
January 2013-2014
Project Read Literacy Program,
October 1999 - 2001
Village Atlanta,
October 1997 - February 1999
CERTIFICATION
Certified Professional Life Coach