Jeremy Larance

Assistant Provost for Academic Innovation and Strategic Planning

West Liberty University

Jeremy Larance

Assistant Provost for Academic Innovation and Strategic Planning

West Liberty University

Ph.D. in English from The University of Tulsa (Twentieth-Century British Literature)
M.A. in English from Louisiana Tech University (English Literature)
B.A. in English from The University of the South, Sewanee (English)

Dr. Jeremy Larance is the Assistant Provost for Academic Innovation and Strategic Planning at West Liberty University. He was one of the university’s first instructors to teach a corequisite composition course, and as Chair of the Department of Humanities from 2014-2018, he played an instrumental role in developing the corequisite composition program into one of West Virginia’s most successful first-year initiatives. He has been a member of the West Virginia Higher Education Policy Commission’s Corequisite Task Force since 2015, and he has served as a facilitator and content expert for multiple Complete College America sponsored events. As Assistant Provost, he now coordinates multiple university-wide initiatives including 15-to-Finish, meta-majors, math pathways, and continued corequisite support in both composition and math.

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Dr. Larance completed his doctorate in English Literature at the University of Tulsa. His dissertation, “Howzat…Cricket or Not?: The Language and Literature of Cricket and the English Gentleman Mythos,” explores the ways in which images of the amateur cricketer propagated the gentleman ideal in British culture from the early 1700s until the early twentieth century. Prior to pursuing his doctorate, he earned his bachelor’s degree in English from the University of the South (Sewanee) and his master’s degree in English Literature from Louisiana Tech University. Before assuming administrative duties at West Liberty University, he served as the Non-Fiction Editor of Aethlon: The Journal of Sport Literature, and still serves on the journal’s Editorial Board. In recent years, Dr. Larance has turned his scholarly attention towards the skies, exploring the ways in which images of American superheroes both reflect and influence our country’s perceptions of masculinity, heroism, sexuality, and nationalism. He has published articles on comics studies, cricket-literature, the A. J. Raffles stories, and the works of Alan Moore.

In his spare time, Dr. Larance enjoys reading (of course), drinking Sumatra coffee, fishing, and collecting vintage poker books.

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15 to Finish

Boost the number of students who are on track for on-time graduation by encouraging enrollment in 15 credits each semester (30 credits per year, including summers). Financial aid dollars, as well as institutional process and practice, should support that standard.

Math Pathways

Ensure all students enroll in and complete gateway math in their first year by designing math courses that are aligned with the skills students need for their chosen program of study.

Corequisite Support

Increase gateway course completion within the first year by enrolling entering students into the college-level math and English courses, providing those who need additional help a concurrent course or lab that offers just-in-time academic support.

Momentum Year

Build momentum so students meet first-year benchmarks: informed choice of meta major or major, enrollment in 30 credits with nine in the program of study and completion of gateway courses. Provide early support and guidance for decision making, using interest assessments and labor-market data.

Academic Maps with Proactive Advising

Default students onto highly-structured academic maps that include 15 credits per semester (or 30 per year), indicate milestone and pre-requisite courses, and empower advisors to effectively monitor progress and provide intervention as needed.

A Better Deal for Returning Adults

Increase degree attainment by inviting adult learners back to complete their education, providing a redesigned system that offers accelerated courses, year-round enrollment and predictable schedules. Give credit for prior learning and experience and additional support to help students navigate the system.

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