Amanda Opperman | Senior Institutional Effectiveness Specialist

Amanda Opperman, Senior Institutional Effectiveness Specialist, is a veteran higher education professional, with vast experience in and out of the classroom. She leads initiatives to help institutions improve the efficiency and utility of effectiveness planning and reporting.

 Amanda brings a wealth of experience in various capacities throughout the postsecondary sector, including: accreditation monitoring, the scoring and design of placement assessments,  institutional and programmatic effectiveness consulting, and classroom instruction. She possesses a unique combination of passion, energy, and industry experience. Her ability to generate practical, actionable recommendations immediately impacts the institutions that work alongside her.

Most recently, Amanda served as program director at the California University of Management and Sciences where she developed faculty training, delivered compliance reporting, updated curricula, and led ongoing improvements to student learning outcomes measurement.

Amanda holds a B.A. and an M.A. in English from San Diego State University and is currently a Ph.D. candidate for Education at the joint doctoral program from San Diego State University and Claremont Graduate University.

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How competency-based programs can bridge the skills gap

Some critics say that our country’s postsecondary institutions are incapable of keeping up with projected growth in the middle-skill occupations. According to their projections, the U.S. will face a shortage of 5 million workers by 2020, and this is due to the fact that "education and workforce development institutions aren’t closely aligned with these sectors to meet the growing demand". Read more about How competency-based programs can bridge the skills gap

Why I Am Passionate About Program Effectiveness

Relating program effectiveness to the greater good of society may sound a bit lofty and heavy-handed at first, but consider the primary stakeholders involved in the process of program effectiveness: the students, the schools, and the employers. When a school is operating at optimum effectiveness, the outcomes benefit everybody: Read more about Why I Am Passionate About Program Effectiveness

Hope for the Best, Prepare for the Worst

Recent events such as the American Council on Education’s release of their Recalibrating Regulation of Colleges and Universities report, the introduction of the Supporting Academic Freedom through Regulatory Relief Act, and APSCU’s latest motion in their suit against the Gainful Employment rule may give hope to colleges that are feeling overburdened by regulation compliance these days. Read more about Hope for the Best, Prepare for the Worst

Do students think they’re job ready?

The long-held suspicion that there is a misalignment of student beliefs and employer expectations regarding the current skills gap crisis was empirically confirmed recently when the Association of American Colleges and Universities (AACU) released certain survey data that included responses from 400 business executives and 613 college students on the topic of college learning and career readiness. In conjunction with AACU’s release, The Chronicle of Higher Education published an article bleakly titled, “College Students Think They’re Ready for the Workforce. Read more about Do students think they’re job ready?

Can Competencies Oust Outcomes?

I was recently reading through a heated exchange on an online competency-based education discussion forum when I came across the following statement from an exasperated educator: “Why are we bothering to talk about CBE? Why don’t we just get back to measuring outcomes?!” I was shocked. Read more about Can Competencies Oust Outcomes?

Retention Tension: Dropouts, Engagement and Competency-Based Education

As an academic director, faculty frequently sent struggling students to my office. These students were at risk of being kicked out or doing their best to drop out. From high absenteeism to nonexistent study habits, there was a host of symptoms that contributed to the students’ challenges. But, regardless of the symptoms, I found that student engagement was at the heart of the matter. Read more about Retention Tension: Dropouts, Engagement and Competency-Based Education

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