Ross Gittell

Chancellor

Community College System of New Hampshire

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at Community College System of New Hampshire

Ross Gittell

Chancellor

Community College System of New Hampshire

Dr. Gittell holds a Ph.D. in Public Policy from Harvard University, a Master’s in Business Administration from the University of California, Berkeley, and a Bachelor’s degree in economics from the University of Chicago. Prior to his appointment as Chancellor at CCSNH, he was the James R. Carter Professor in the Department of Management at the Whittemore School of Business and Economics at the University of New Hampshire. His teaching career in management and economics spans twenty years and includes, in addition to the Whittemore School, teaching at the Graduate School of Management and Urban Policy at the New School for Social Research in Manhattan, and the Kennedy School of Government at Harvard University.

Dr. Gittell is active on numerous Boards and commissions. He is Vice President, forecast manager and board member of the New England Economic Partnership, a Director of the Exeter Trust Company, a board member of the NH Charitable Foundation, and a board member of Exeter Hospital and the Foundation for Healthy Communities. He was appointed by Governor Hassan and by Governor Benson to the NH Consensus Revenue Estimating Committee, by Governor Lynch to the Economic Development Advisory Council and to the Shipyard Advisory Council, and worked with Governor Shaheen on economic policy. He served on the New Hampshire Charitable Foundation’s Task Force for Philanthropy and was a board member of the New England Higher Education Public Policy Collaborative. Professor Gittell is also co-founder and co-director of the Green Launching Pad, an innovative and highly successful business accelerator program in New Hampshire.

Dr. Gittell is extensively published, including books, numerous articles and professional studies. He has received several awards, including the Champion of Educational Opportunity Award from the NH Educational Opportunity Association, the Award for Excellence in Service from the NH Department of Resources and Economic Development, as well as the Outstanding Associate Professor Award and the Excellence in Public Service Award, both from the University of New Hampshire. He has held several academic administrative posts at the Whittemore School of Business and Economics and at the University of New Hampshire.

Outside the academic arena, Dr. Gittell’s background includes senior economic consulting for corporate and public sector clients.

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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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