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In November, Erika Randall was appointed interim dean and vice provost of undergraduate education. Provost’s Post posed the following questions to learn more about Randall and her plans for the Office of Undergraduate Education.

How do you view your role as interim dean of undergraduate education?

I see my role as one of an amplifier, connector and conductor—of energy, programs and people—all in service to the thousands of undergraduate students who make up the heart of our campus. 

This position sits at a nexus of collaboration, fostering relationships across campus that create clear pathways for all undergraduate students at every juncture of their student experience. 

The staff in the Office of Undergraduate Education works across a myriad of streams that include everything from our outstanding ROTC program to the critical work coming through the LEAD Alliance, to the curiosity-galvanizing efforts of the Program in Exploratory Studies, to the global heart and mind-opening work of .

Though seemingly disparate, the many offices in undergraduate education all seek to enliven the student experience, employ high impact practices that enhance academic success and increase student retention towards graduation. Our work scaffolds students to help them thrive inside their unique and collective academic journeys. 

On a practical side, the dean of undergraduate education helps drive initiatives (like re-enrollment outreach campaigns, examination of barrier policies and the imagination of new interdisciplinary degree paths) with campus partners like Division of Student Affairs, Enrollment Management, the Office of the Registrar and with partners from the schools, colleges and programs. This work is about collaboration and consensus building, while trying to achieve measurable outcomes and assessments of our efforts on behalf of students.

In undergraduate education and across ŷ���ڱ���Ƶ Boulder, we strive to employ the phrase “student success” in earnest and ask these questions: How are all students succeeding in their personal goals, timelines and sense of self-efficacy and mattering? How can we celebrate student retention while dimensionalizing its meaning to see retention as not only persistence towards graduation but also towards one’s own goals? How can we celebrate all identities and a sense of curiosity of everything that comes next? How do we continue well-assessed best practice while also shaping new initiatives that scaffold the learning environment for the changing demographics of ŷ���ڱ���Ƶ students? How do we welcome everyone to ŷ���ڱ���Ƶ Boulder in this moment and in the future?

What are your plans for the Office of Undergraduate Education?

During my time as interim dean, I plan to work with my team to look at the identity of the office, build out our collective mission and vision statements, and examine our budget in detail so we can best align our mission with our resources.

As a leader from the performing arts, how would you recommend ŷ���ڱ���Ƶ Boulder promote the arts to prospective students?

I have seen my dance training as an essential component throughout my leadership career. Skills of focus, time management, collaboration, improvisation, iteration and deep and wondrous “what ifs?” have contributed to my capacity for leading and following, risk-taking and re-imagination. Dance has taught me how to be facile and efficient, curious and critical, playful in the face of failure/mistake/ache and how to do so willingly.

The arts, in their richest and riskiest embodiment, can be a channel for creativity, critical thinking and discipline. They can also serve as a haven for students to find their people, offering a skeleton key for access and community.