For Jonathan Dodrill, Ph.D., dean of The Chicago School’s College of Undergraduate Studies, a leadership role at The Chicago School was a natural fit. He says, “My mom’s career as an educator inspired me to find my own way to have a ripple effect impact on students and communities. I’m so glad that I found The Chicago School, which is so supportive of its students.”
As the leader of the university’s undergraduate programming, Dr. Dodrill is tuned into the unique support needs of students at the early stages of their educational journeys. “Higher education assumes that you as a student naturally know how to navigate a university,” he says, “but these are really complex institutions. I’m invested in not only helping students gain the academic expertise they need to graduate, but also in helping students gain a sense of self-efficacy they need to navigate the academic and professional spaces that they’ll encounter after graduation.”
Dr. Dodrill brings a great deal of experience in student support to his current role, serving as The Chicago School’s associate director of student support for its Chicago and Online Campuses from 2017 to 2018, then as senior director of student support for the entire university from 2018 until he stepped into his current role in 2023.
“I am really excited to see all that Dr. Dodrill will accomplish in leading our College of Undergraduate Studies,” says Michele Nealon, Psy.D., president of The Chicago School. “He brings a strong commitment to the student experience that I think will make a meaningful difference for student success and wellness.”
Looking ahead, Dr. Dodrill is focused on building out a new first-year experience program that will center on vocational exploration, academic preparation, and self-efficacy with an emphasis on inclusion and access for students from all backgrounds.
Dr. Dodrill says, “Traditionally in higher education, we’ve looked at first-gen students or students of color as those who need to adapt to systems we already have in place and that were largely not designed with their needs in mind. Today, though, these students make up most of The Chicago School and the overwhelming majority of the undergraduate population, so we need to flip our thinking. I’m proud to be part of a university that adapts to its students, and does not force students to adapt. This creates a culture where students of all backgrounds can feel at home here at The Chicago School.”