Matt Hollrah

Professor of English, Chairperson of the English Department

University of Central Oklahoma

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at University of Central Oklahoma

Matt Hollrah

Professor of English, Chairperson of the English Department

University of Central Oklahoma

Dr. Matt Hollrah is Professor of English and Chairperson of the English Department at the University of Central Oklahoma where he also served as the Director of Composition for eight years. His scholarly work has appeared in the minnesota review, READER, and the collection Authorship Contested: Cultural Challenges to the Authentic, Autonomous Author edited by Amy Robillard and Ron Fortune. He is also the author of two online composition textbooks published by Great River Learning entitled So What? and Now What?, and his poetry has been published in the Swansea Review, Soundings Review, This Land, and the anthology Ain’t Nobody That Can Sing Like Me: New Oklahoma Writing.

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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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