Loretta Griffy

Associate Provost for Student Success, Professor of Mathematics and Statistics

Austin Peay State University


Loretta Griffy

Associate Provost for Student Success, Professor of Mathematics and Statistics

Austin Peay State University

Dr. Loretta Ussery Griffy has worked on a college campus over 25 years. She currently serves as the Associate Provost for Student Success at Austin Peay State University (APSU) and Professor of Mathematics and Statistics. Her work on campus focuses on promoting student success and a culture of self-improvement on campus through development, implementation and assessment of initiatives focused on the teaching, learning, and advising environment in a collegiate setting. Her teaching experiences are founded in developmental studies mathematics, which inform and guide her work with college students and faculty. She is engaged on campus in developing initiatives that utilize emerging technology to inform student faculty interaction and focus high impact work on high need areas. She is responsible for faculty development and engagement in student orientation events, academic advising, and the university success initiatives at her institution. As APSU began to focus on students’ first year experiences, success structures were developed to help students identify broad areas of academic focus (meta-major), structured 4-year and 2-year plans were developed and institutionalized as part of the curriculum development and annual update process, technology tools identified to ease the burden of degree planning and course registration, data utilized to inform intervention need, attention paid to the belonging and cultural needs of students, and early engagement with faculty and like-minded peers encouraged. Additionally, over the past few years, she has served as the principal investigator Department of Education Title III grant, as co-principal investigator for a National Science Foundation grant, and executive sponsor PI for a Breakthrough Models Incubator NextGen Learning grant, and Integrated Planning and Advising Services grant.

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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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