Jan/Feb 2012
EXECUTIVE SEARCH PROFILE
Associate Dean,
Developmental Education
Davenport University Overview:
Davenport University, the second largest private non-profit university in Michigan, is at an
important juncture in its history as it moves forward to enhance its academic programming,
market position, and financial strength. President, Richard J. Pappas, Ed.D. is in the process of
leading the institution to achieve the vision, created in 2010 under his leadership, which states in
part:
“By 2015, Davenport will be renowned nationally and internationally as a quality institution of
higher education that understands the market better than any other institution and uses that
understanding to exceed employer expectations, transform communities, and change people’s
lives to achieve their dreams.”
The Vision for the future is built upon a foundation of quality and paints a bold picture for future
success. Under the leadership of President Pappas, Davenport has adopted an ambitious agenda
that commits the entire institution to seeking the highest levels of quality and driving the pursuit
of continuous improvement across its full range of activities. This commitment, as described in
detail in a vision statement adopted with near unanimous support by faculty, staff, and the Board
of Trustees, will be measured against the highest external standards with specific metrics
designed to build and nurture a culture of quality in the University.
This Vision creates a compelling and internally consistent strategy to take Davenport to a
leadership position among institutions of higher education in the region, the nation, and the
world. This vision was created through an inclusive process which resulted in 99% support from
faculty and staff.
In 2010, the University was accepted to the Higher Learning Commission’s prestigious
Academic Quality Improvement Program (AQIP) accreditation process and began the process of
aligning the University with the Malcolm Baldrige principles of quality.
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Davenport University is a tuition-driven institution with a residential campus in Grand Rapids,
13 non-residential campuses across the state, and online course delivery. The University offers a
career-oriented, practical curriculum of programs leading to associate, Bachelor’s and Master’s
degrees; National Association of Intercollegiate Athletics Division II athletic programs, and a
host of co-curricular activities, services, and resources. In 2011, Davenport Panthers athletic
teams won National Championships in Hockey, Lacrosse, and Rugby. The Panthers Women’s
Basketball Team was National Champion Runner-up in 2011.
The University currently enrolls over 12,000 student, employs nearly 700 full-time faculty and
staff and over 900 adjunct faculty, and has an operating budget of approximately $120 million.
Most faculty members are distinguished for having significant careers in their fields in addition
to classroom and academic research experience. Davenport typically maintains small class sizes
– an important factor in fostering interactive learning. It is accredited by the Higher Learning
Commission-North central Association of Colleges and Schools.
History of the Institution:
Davenport University traces its origins to 1866 in Grand Rapids, Michigan, where it was founded
to meet the career needs of the local community. It had grown over the years by acquiring
independent business colleges and operating them within a cooperative system, but with
considerable local autonomy. In May 2000, the system’s three affiliated institutions – Davenport
College, Detroit College of Business, and Great Lakes College – were merged into a single
institution and began the transition to university status, uniting its three colleges and more than
30 locations for the delivery of education to its largely non-traditional, adult-learner student
body. Today Davenport is a university for career-focused education in business, technology and
health professions.
In September 2005, Davenport implemented a significant change in strategy with the dedication
of the new 70 acre Lettinga Campus, just south of Grand Rapids, establishing itself for the firsttime as a traditional residential institution. This initiative had a focus on extracurricular
programming designed for the more traditional undergraduate population, including
intercollegiate athletics in both men’s and women’s sports. The campus includes two academic
building with classrooms, an auditorium, faculty offices, student lounge, group study rooms, and
a library information commons; three residence halls house 500 undergraduates; and a student
center with a field house. All of the facilities have been constructed since 2005. Currently, an
athletic complex is under construction that will include a baseball stadium, softball field and
tennis courts to further support the athletic teams.
Students choose Davenport because they are likely to get a good job, the school’s academic
reputation, faculty with real-world professional experience, small classes, and reasonable tuition
rates for a private university.
Davenport takes pride in the success of its students. The 61.3% first time pass rate for
Davenport accounting students on the CPA exam far exceeds the national average of 52.9%
(2010 results). 100% of Davenport nursing students passed the NCLEX exam in 2010 and again
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in 2011. Davenport Health information students’ consistently exceed national average pass rates
for both RHIT and RHIA . Davenport's Business Professionals of America Club students won
first place in 21 of 46 events at the 2009 state competition and consistently place in the top 10 at
the national level. Between 2009 and 2011, Davenport students won 23 first place awards at the
national level which is an all-time Business Professionals of America record.
President Gerald R. Ford, before his death, granted Davenport the rare privilege of bestowing a
scholarship in his name.
The President:
In August 2009 Dr. Richard J. Pappas ED. D. accepted the role of President of Davenport
University. Most recently, he served as President of National-Louis University in Chicago since
2005. During his 35 years in higher education, Pappas served as President of Lake Michigan
College in Benton Harbor, Michigan and Harford Community College in Bel Air, Maryland. He
has a doctorate in higher, adult and continuing education and a Master’s degree in higher
education and business management, both from the University of Michigan. Dr. Pappas earned
his undergraduate degree from Eastern Michigan University.
Financial Situation:
The University’s operating budget in fiscal 2012 is $120 million, with tuition revenue
representing approximately 90% of that amount. Institutional scholarships totaled approximately
$9 million. The University has consistently operated at a surplus and is committed to sound
financial management.
Location:
The West Michigan region supports a rich array of public and private colleges and universities,
including Grand Valley State University, Grand Rapids Community College, Hope College,
Calvin College and Aquinas College. Grand Rapids is also home to four hospitals and a major
health community including the Van Andel Institute, the Michigan State University School of
Human Medicine, and centers devoted to specialties including heart and cancer care.
Grand Rapids offers a rich variety of arts, culture, entertainment and recreation, including a
symphony, ballet and opera companies, several theater companies, a Broadway series, minor
league baseball and hockey teams, a new art museum and major convention center. The
University is located approximately 40 miles from Lake Michigan and its lakeshore communities
of Holland, Grand Haven, and Saugatuck.
Grand Rapids has a rich entrepreneurial spirit and heritage and is home to major, locally founded
and/or owned industries and businesses including Amway, Steelcase, Herman Miller, Haworth,
Bissell, Spartan Stores, and Meijer.
Culture:
Davenport University is an institution of higher education with a vision for national and
international renown. President Pappas has fostered an inclusive decision-making process within
an atmosphere that is fast-paced and exciting. Leadership recognizes achievement and expresses
gratitude.
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Davenport University’s values represent the behavioral expectations of the faculty, staff and
students in performing their responsibilities and achieving their goals. These values are
represented through STAIR: Serving Student with Quality, Trustworthiness, Accountability,
Innovation and Creativity, and Respect for People.
Davenport possesses a rewarding and collaborative working environment for people who want to
make a difference in the lives of students and take the institution to the next level. In 2011, the
Detroit Free Press Recognized Davenport as a “Top Workplace In Michigan.”
The Opportunity and Challenges:
Position Overview:
Nearly 50% of Davenport students enter the University in need of developmental education in at
least one subject area. The Associate Dean of Developmental Education will have a profound
impact on the long-term success of Davenport students and have a direct impact on persistence,
retention and graduation of students, ultimately leading to successful careers.
Reporting to the Dean for the College of Arts and Sciences, the Associate Dean of
Developmental Education is responsible for the design, delivery and continuous improvement of
the University’s developmental education and transitional programs. The position will also have
responsibility for leading the implementation of curricular courses and programs that prepare and
place students into appropriate college-level courses on all of Davenport’s campus’ and online.
This individual will be responsible for chairing the Developmental Studies Committee. This
committee involves both the faculty and the leadership of the University.
The successful candidate will have a demonstrated track record of teaching, creating and
implementing developmental programs at the community college or university level. There is a
strong preference for the successful candidate to have specific experience in Math and English.
Experience with the “James Garner Model” would be highly desirable. A Master's degree is
required, and a doctorate is preferred.
Major Responsibilities include:
 Make recommendations for the curricular and operational needs of developmental
education and transitional programs.
 Work with faculty to identify curricular needs. Create and implement developmental
programs in reading, writing, math, technology and other areas where students need some
review of basic skills and knowledge to be successful.
 Develop successful strategies for primary and supplemental instruction, tutoring and
developmental learning outcomes and to establish relevant policy.
 Work closely with admissions and advising staffs to ensure a comprehensive approach to
assessing and meeting students’ needs.
 Explore additional groups of students in transition and develop programs and strategies to
meet their needs.
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Participate in selection, training, orientation and development of faculty and support staff
serving developmental education and transitional programs.
Identify appropriate pre-test and post-test assessment measures for academic
preparedness for university-level classes.
Prepare reports in evaluation of student learning and basic skills.
Coordinate and maintain records on student progress in achieving goals.
Work hands-on with students in developmental education and transitional programs.
Develop appropriate intervention strategies to assist students in developmental education
and transitional programs.
Assist academic and campus leadership to develop appropriate schedule of
developmental education and transitional programs for each campus.
Serve on the Retention Task Force and collaborate with appropriate faculty and staff on
retention goals beyond developmental education and transitional programs.
Recommend appropriate resources and technology.
Provide great customer service, anticipate and exceed the needs of our customers.
Demonstrate and promote the University Cultural Values.
Perform other duties as assigned.
Qualifications:
 Master’s degree required, earned doctorate preferred. Graduate work in English,
mathematics or an area tied to developmental education preferred.
 Minimum five years experience in developmental education required, experience in
academic administration, teaching/instructing, mentoring and/or serving on academic
committees preferred.
 Demonstrated ability to work in cross-functional teams and collaborate with
organizational units that interface with the university.
 Ability to manage projects and new initiatives.
 Excellent organizational skills and demonstrated follow-through on projects.
 Experience in effectively managing and supervising teams.
 Understanding of diverse academic, socio-economic, cultural, ethnic and disability
backgrounds of students.
 Knowledge of cognitive and affective learning theories.
 Experience in program development.
 Demonstrated ability to work accurately and effectively with computerized data systems
(PC and mainframe).
 Demonstrated ability to work effectively with people of diverse backgrounds and
promote a positive working environment, spirit of cooperation and positive reactions to
change and conflict resolution.
 Demonstrated excellent interpersonal, communication and presentation skills, both
written and oral which transcend diverse audiences.
 Demonstrated ability to communicate effectively and relate well to students, parents,
faculty, staff, and others while maintaining appropriate confidentiality.
 Demonstrated motivational and problem solving capabilities with a high degree of
integrity, ethics, and dedication to the mission of the University.
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Must be able to work an irregular schedule, evenings or Saturday as needed, additional
hours during peak times or as required.
For Further Information, Please Contact:
RICHARD W. FOLTS
Partner
Amrop Battalia Winston
Telephone: (312) 704-0050 ext. 402
E-mail: r_folts@amropbw.com
Fax: (312) 704-0305
KAREN PAETZ
Consultant
Amrop Battalia Winston
Telephone: (312) 704-0050 ext. 403
E-mail: kpaetz@amropbw.com
Fax: (312) 704-0305
POLICY
Amrop Battalia Winston is committed to the highest standards of professionalism in all dealings
with candidates, sources, and references. We fully respect the need for confidentiality and assure
interested parties that their background and interests will not be discussed without consent of the
applicant prior to her or his becoming a candidate.
Davenport University is an equal opportunity employer.
www.davenport.edu