Navigating the crossroads of higher education requires a commitment to excellence in policy, practice and professional development.
Kathryn Dodge applies education and experience to support success.
"Practitioners who understand and anticipate the implications of policy are well positioned to innovate. "
Kathryn is actively involved in organizations below as co-founder, contributor and commissioner. Use them to deepen your understanding of current, critical policy debates and energize you and your staff on the path toward solutions.
"... a podcast series designed to inform and challenge listeners to consider higher education policy issues and their implications."
Kathryn Dodge co-founded Radio Higher Ed (RHE) with colleagues Alison Griffin and Elise Scanlon. Their first podcast was in November of 2011 and the 50th podcast was broadcast in 2016.
"...an agreement among member states, districts and territories that establishes comparable national standards for interstate offering of postsecondary distance education courses and programs. It is intended to make it easier for students to take online courses offered by postsecondary institutions based in another state. SARA is overseen by a National Council and administered by four regional education compacts."
Kathryn Dodge is a founding board member of NC-SARA. She was on the U.S. Department of Education negotiated rules panel for Program Integrity in 2008 that informed the development of the initiative.
"… created by states, for states, in 1965. We track state policy trends, translate academic research, provide unbiased advice and create opportunities for state leaders to learn from one another."
The Governor of New Hampshire reappointed Kathryn Dodge to a second term as a Commissioner in 2015.
"Good-intentions translate to success when people and organizations are well equipped."
Through accreditation, classroom, coaching and consultation work focused on strategic, systemic and sustainable efforts, Kathryn expands capacity for success.
Commission of Accreditation in Physical Therapy (CAPTE). Public member since 2015.
Accrediting Commission of Career Schools and Colleges (ACCSC). Program Reviewer Committee member since 2015.
Affiliate Assistant Professor at the University of New Hampshire teaching and on student committees in the PhD program in Education since Fall, 2014.
Adjunct faculty member at New England College in the Ed.D Education program since Spring, 2013.
Kathryn provides customized solutions that expand institutional and individual capacity to anticipate and innovate.
"In working with Kathryn, I was struck by the generous focus she maintained—on me, my needs, and goals as I transitioned back to the faculty after 27 years as Dean and Provost. Coupled with the respect she demonstrated for my values and her patience for my uncertainties, Kathryn delivered exactly what was needed." -- Anna DiStefano, Fielding Graduate University.
As acting CEO of Marian Court College crafted the closing process to identify necessary administrative steps and to address the needs of former students.
The American University of Madaba, accredited in May 2011 by the Ministry of Higher Education and Scientific Research in Jordan and authorized to grant degrees by the State of New Hampshire in May of 2013 evolves to embrace the cultural and operational ideals of American higher education.
"We find our voice and our way, in community."
Challenges considered in context with a small group of colleagues become opportunities for innovation. Kathryn founded leadership groups that enable participants to reflect and explore in ways that increase their capacity for creative leadership.
Academic Leadership Colloquia
– Chief academic officers consider emerging faculty roles in the context of a shared governance model, leadership/management in the context of presidential shifts, implications of national policy development, and blurring divisional lines to accomplish academic and organizational objectives.
Enrollment Leadership Colloquia
– Senior Enrollment officers consider: process and expectations, anticipating and adjusting to emerging degree models, and aligning strategic enrollment direction with institutional mission.