A New Chapter for Student Success

07/05/2026

At William Penn University, helping students reach their full potential is not an afterthought. It is an intentional, evolving commitment rooted in care, connection, and accountability. That commitment is embodied in the newly revamped Student Success Program (SSP), formerly known as the Student Success Center, which has undergone a thoughtful redesign following the hiring of Matt Brown as Director and Nicole Gragg as Assistant Director.

At its core, the mission remains unchanged. As Brown explains,

“The Student Success Program (SSP) promotes independent learning and offers free tutoring, academic support, testing services, accommodation coordination, and translation support in a welcoming space. We meet students where they are, help them get to where they want to be, and continue to support them in their journey.”

What has changed is the program’s scope, structure, and ability to reach more students who need support the most.

One of the most significant shifts has been the introduction of technology to better understand how students use SSP services.

“This year we implemented the use of technology in the Academic Skill Center to track student usage in the areas of tutoring, printing, quiet study, test proctoring or English Language Building,” Brown says. “It is important for us to know exactly how students are utilizing the Academic Skill Center and tutoring, so we can staff correctly and efficiently.”

This data-driven approach ensures resources are aligned with real student needs and allows the program to operate with greater precision and impact.

Academic coaching has also expanded dramatically.

“We are currently serving 120 students in the Academic Coaching Program. These students meet weekly with an academic coach and together the student and coach review grades, attendance, and develop strategies to help the student be successful,” Brown shares.

Retention has been elevated as a central priority, and the identification process was broadened so more students who appear on risk reports are eligible for coaching. This shift closed a long-standing gap between students who needed help and those who actually received it, resulting in stronger accountability and improved outcomes.

The redesign also brought sharper focus to test proctoring services. By limiting proctoring to students with accommodations and those absent due to approved university activities, peer tutors are now able to concentrate on tutoring, while proctoring is handled directly by the director and assistant director. The result is a more efficient system that maximizes student support where it matters most.

Beyond academic services, the program has placed renewed emphasis on how students experience William Penn from their very first days on campus. Gragg has led a major revamp of Orientation and First Year Experience efforts.

“My passion project is creating a positive, welcoming, and impactful Orientation and First Year Experience,” she says.

That passion translated into results.

“This past Fall, we had one of our most successful Welcome Weeks and Freshman Orientation. Each year we continue to grow, try new initiatives, and adapt to meet the needs of our students.”

The team is also preparing to launch Summer Academic Advising to connect with students before they arrive, and Gragg will attend the National Conference on the First Year Experience to bring back new ideas to enhance student engagement.

Today, the Student Success Program offers comprehensive academic support in one central space. Students have access to tutoring in over 150 courses by 19 peer tutors, individualized academic accommodations, academic coaching, and focused test proctoring. A new English Language Building program was introduced this year to support students who need additional help developing English-speaking skills. These students meet twice a week with a tutor to practice conversational English, with progress assessed at midterm and semester’s end to determine next steps and successful completion of the program.

Creating a welcoming environment remains a cornerstone of the program, particularly for students who may feel hesitant to ask for help. To reduce stigma, SSP staff often frame academic support in familiar terms, especially for student-athletes.

“Professors are equivalent to coaches … Academic Coaches are equivalent to athletic trainers … Peer tutors are equivalent to strength coaches; they can help you improve in a specific area and plan your training based on what your needs are.”

The message is clear: seeking support is not a weakness, but a smart strategy for growth.

Peer tutors play a vital role in this culture of support.

“Peer tutors representing over 150 courses provide that one-on-one support and guidance to students,” Brown explains.

Tutors receive structured training, a guidebook outlining expectations, and participate in mandatory meetings each semester.

“Our tutors are able to communicate the content and expectations of the course in different ways to meet the needs of all students,”

ensuring flexibility and accessibility for learners across disciplines.

Students are introduced to SSP through multiple avenues, including the university website, Union bulletin boards, and referrals from professors and coaches. Each referral is followed by direct outreach and a one-on-one meeting to assess student needs. The SSP team also maintains close communication with faculty and coaches.

“The SSP maintains a strong line of communication with faculty and coaches to ensure that we are all on the same page when we are supporting the student.”

Early outcomes from the program’s changes are promising. While confidence and persistence are difficult to quantify, academic progress is measurable.

“54% of the students enrolled in the program during the Fall of 2025 displayed no academic risks at the end of the semester.”

For many students who began the term struggling, this marked a meaningful turnaround.

Behind the program’s success is the collaborative partnership between Brown and Gragg.

“The director and assistant director work collaboratively on every decision that impacts the Student Success Program,” Brown says.

Their complementary backgrounds strengthen the program’s leadership.

“Matt is old and Nicole is young, LOL,” Brown jokes, before highlighting Gragg’s drive and commitment. “Nicole’s desire to support the students is infectious… She will move heaven and earth to support students.”

Gragg brings deep institutional knowledge as a William Penn alumna, while Brown contributes over 30 years of experience in education. Together, they share a belief that relationships are foundational.

“Students need to feel safe and know that you care and will show up when it matters.”

Ultimately, the message is simple and powerful.

“It’s simple, we want to see students succeed, period.”

Students arrive at William Penn from vastly different backgrounds, some with strong support systems and others with none at all. What unites them is the desire for something better.

“The only way the Student Success Program can be successful is for faculty, coaches, staff, admin, alumni, shareholders and students to all work together to make every student at Penn a SUCCESS!”