Transforming Student Success: A Comprehensive Leadership Case Study

When Dr. Debra Y. Griffith took the helm of San José State University’s Educational Opportunity Program (EOP) in 2010, the decades-old student success program was at a crossroads. Years of state budget cuts had left EOP severely under-resourced and nearly dismantled ​blogs.sjsu.edu. Once one of the premier student support initiatives in California, the program needed bold vision and systems-level change to fulfill its mission of serving first-generation, low-income students.

Over the next several years, Dr. Griffith led a comprehensive transformation of EOP, one that not only restored the program to stability, but elevated it into a model of student success and educational equity. This case study explores how her transformational leadership and strategic approach revitalized SJSU’s EOP, offering insights for higher education leaders looking to strengthen student success frameworks, drive organizational redesign, spearhead program revitalization, and advance educational equity on their campuses.

 EOP students gather at San José State University, reflecting the program’s renewed sense of community and belonging after its revitalization. 

The revitalization of SJSU’s EOP was not an overnight project, but a deliberate long-term change initiative. One of Dr. Griffith’s first moves was to conduct a foundational assessment of the program’s gaps and opportunities. She examined everything from admissions criteria and student support services to staffing structures and physical space. Early on, it was clear that EOP needed a structural overhaul data on student outcomes and feedback from stakeholders confirmed that simply maintaining the status quo would not reverse the decline. Dr. Griffith understood that true transformation required addressing systemic issues with a design mindset. She set out a multi-year plan that prioritized evidence-based decision making, inclusive leadership, and sustainable systems-building. By setting a clear vision and assessing the program’s needs upfront, she created a strong foundation for change. This initial strategic planning phase ensured that every subsequent action was aligned with both student needs and institutional goals.

From Crisis to Opportunity: Revitalizing an Under-Resourced Program

EOP’s crisis presented an opportunity to reimagine what a student success program could achieve with the right leadership. In the early 2000s, severe funding cuts had hollowed out EOP’s resources and presence on campus ​blogs.sjsu.edu. By 2010, when Dr. Griffith was selected to lead the program’s rebirth, EOP was a shadow of its former self. Rather than viewing this as a setback, she saw it as an opportunity to restore EOP as a model for the CSU. Dr. Griffith engaged in frank conversations with university administrators, faculty allies, and EOP staff about what an improved program would require. There was broad agreement that simply reopening the doors wasn’t enough the program needed to evolve to meet contemporary student needs and compliance standards. Armed with campus support and a mandate for change, she treated the situation as a system-wide challenge that could galvanize innovation. This reframing from crisis to opportunity laid the groundwork for a positive, forward-looking campaign to restore EOP’s impact.

Central to the turnaround was securing institutional buy-in and resources despite tight budgets.

Dr. Griffith leveraged the passion of stakeholders who remembered EOP’s legacy and potential. A few years earlier, in 2007, students, alumni, and community members had petitioned the university to reinvest in EOP, and that grassroots advocacy strengthened her case. With support from key leaders (including past university presidents and the provost who had championed EOP’s survival), she was able to rally the campus around a common goal: giving EOP the tools to succeed again. This meant not only restoring funding, but also integrating EOP’s revival into SJSU’s broader student success agenda. By aligning the EOP revitalization with the CSU system’s Graduation and Retention Initiative and SJSU’s strategic priorities, Dr. Griffith turned a struggling program into a university-wide priority. The message was clear: supporting first-generation and historically disadvantaged students was central to the institution’s mission, not a peripheral effort. This alignment of purpose helped unlock the institutional will to find new funding and opportunities for EOP’s growth ​blogs.sjsu.edu.

Laying the Groundwork: Data-Driven Assessment and Stakeholder Engagement

With campus leadership on board, Dr. Griffith’s next step was a thorough program assessment to inform a long-term improvement plan. She gathered quantitative and qualitative data to understand where EOP was falling short. Key performance indicators like first-year retention, academic standing, and graduation rates of EOP students were analyzed against university averages. The data revealed that without intervention, EOP students were at risk of continued underperformance. This evidence base provided urgency and direction for change.

Just as importantly, Dr. Griffith listened to stakeholder perspectives: EOP students shared their challenges, counselors and faculty advisors highlighted operational bottlenecks, and even alumni offered historical context on what had once made SJSU’s EOP a standout program. By combining hard data with these on-the-ground insights, she identified critical focus areas: tightening the admissions process to reach the students who could benefit most, expanding academic support services, improving advising capacity, and creating a sense of community and belonging for EOP students who often felt marginalized on a large campus.

Early wins were essential to build momentum. One immediate change was refining EOP’s admissions criteria and procedures to ensure the program was serving its intended population with integrity. This move not only improved fairness and compliance, but it also helped campus partners see that a revitalized EOP would uphold high standards. Dr. Griffith communicated these changes transparently, which increased confidence among stakeholders that the “new EOP” was on the right track. Additionally, she set up regular data reporting on EOP student outcomes—making the program’s progress visible. By sharing early improvements in metrics (for example, incremental rises in term-to-term retention or course completion rates), she kept campus partners invested in the effort. This data-driven storytelling proved powerful: it translated the abstract concept of “student success” into concrete evidence of change. As higher education leaders know, sustaining a long-term initiative requires proving its value at each phase. Through consistent assessment and communication, Dr. Griffith ensured that EOP’s transformation stayed on everyone’s radar as a success story in the making.

Crucially, Dr. Griffith fostered a culture of collaborative problem-solving from the start. She convened a cross-functional task force with representatives from Student Affairs, Academic Affairs, Institutional Research, and even student leaders. This group served as both a sounding board and a coalition for action. For example, when data showed that EOP freshmen struggled in math and writing, faculty from those departments joined the conversation on how to address it. When EOP students reported feeling disconnected from campus life, the Student Engagement office got involved to help. By engaging stakeholders across campus, the EOP revitalization ceased to be a siloed project. It became a shared mission, reinforcing the idea that student success is a collective responsibility. This broad engagement also cultivated champions for EOP in various departments, people who would advocate for the program’s needs and celebrate its wins. In effect, Dr. Griffith built a network of allies that extended EOP’s reach and integrated it more deeply into the fabric of the university.

Building Systems of Support: Innovation Through Cross-Campus Collaboration

One of the hallmarks of EOP’s transformation was the creation of innovative support systems through cross-campus collaboration. Dr. Griffith recognized that to expand EOP’s capacity and services sustainably, she had to leverage existing strengths and resources within the university. A shining example of this approach was the partnership she forged with SJSU’s Department of Counselor Education. Rather than hiring dozens of new full-time advisors outright, an impossible expense for an under-resourced program, she collaborated with the Counselor Education graduate program to embed trained master’s students as counseling interns in EOP.

These graduate interns, each paired with a professional EOP advisor, provided much-needed advising and mentorship to EOP students ​blogs.sjsu.edu. In return, the interns gained hands-on experience working with a diverse student population. This partnership was a win-win: it expanded EOP’s advising reach at minimal cost and gave aspiring student counselors practical training. “Advisers receive supervision experience and assistance. Interns learn the ins and outs of advising and gain professional experience by managing small projects and a small advising caseload of their own,” Dr. Griffith explained of the program. By thinking outside the box and tapping into academic departments, she built a support system that was both cost-effective and pedagogically sound.

Another critical innovation was the launch of the Spartan Scholars Program, SJSU’s first-ever intensive summer bridge experience for at-risk incoming students. Under Dr. Griffith’s leadership, SJSU spearheaded this five-week residential program aimed at freshmen who needed additional support in math and English ​cpp.edu. Implementing Spartan Scholars required breaking down silos between divisions: staff, faculty from the Math and English departments, Housing and Residential Life, and other student support units all had to coordinate closely. The result was a holistic program where students received developmental coursework, tutoring, academic skills workshops, and a preview of campus life in a supportive cohort environment.

This kind of cross-functional collaboration not only helped students remediate academic gaps before their first semester, but it also built a bridge between academic affairs and student affairs in service of student success. The program’s success (evidenced by participants’ strong retention and improved course performance) demonstrated how collaborative design can tackle long-standing achievement gaps. It sent a message to the campus that EOP’s revitalization was pioneering new models of student support that benefitted the whole institution.

Throughout these efforts, centering marginalized students remained the guiding principle. Every new program element be it counseling interns, summer bridge, or family engagement was designed “meeting students where they are,” in Dr. Griffith’s words, and partnering with them to overcome barriers ​calstate.edu. She insisted that any collaborative venture had to maintain EOP’s core equity mission: to uplift students who face the steepest hurdles in higher education. This meant training collaborators (like faculty or housing staff) on the unique challenges first-generation and low-income students encounter, ensuring culturally responsive practices. By holding student equity at the center of cross-campus collaborations, the revitalized EOP didn’t just add services—it wove a safety net of support that addressed academic, social, and personal dimensions of student success. The program’s transformation was therefore not just about increasing numbers or adding programs; it was about creating a culture of care and excellence that empowered marginalized students to thrive.

A Home at the Heart of Campus: Visible Commitment and Community Building

A pivotal moment in EOP’s resurgence was the relocation of the program’s offices to a prominent, accessible space on campus. After years of being tucked away in a remote corner (previously, EOP was relegated to an out-of-the-way location in a parking garage complex), the program gained a new home in SJSU’s Clark Hall Academic Success Center, right at the heart of campus ​blogs.sjsu.edu​. This move, the culmination of a five-year campaign, was more than a physical upgrade it was a powerful symbol of institutional commitment. “Our goal was to give EOP a home that was central and visible, and here it is,” announced Provost Gerry Selter at the ribbon-cutting ceremony ​blogs.sjsu.edu. For the 2,700+ students served by EOP, the new centralized center was a tangible reminder that they belong and matter at the university​blogs.sjsu.edu. The space was designed as a welcoming hub where students could drop in, study, meet with advisors, or just catch their breath between classes ​blogs.sjsu.edu. By co-locating EOP with the Guardian Scholars program (for foster youth) and other support services, Dr. Griffith helped create a one-stop shop for student support. This physical integration of services made it easier for students to access help and reinforced a sense of community among participants.

Creating a “campus home” for EOP was also strategic from a change management perspective. It signaled to faculty and staff across the university that EOP students are our students, central to SJSU’s identity. The visibility of the program in a high-traffic academic building fostered greater awareness and destigmatized seeking support. Students not formally in EOP saw the bustling center and became curious; faculty from various departments dropped by to connect; partnerships with other services (like tutoring and career counseling) were strengthened by sheer proximity. In essence, the new space served as a catalyst for community-building and collaboration. Dr. Griffith often emphasized that student success work can’t be done in isolation, and the hub embodied that philosophy. It was a bricks-and-mortar testament to the idea that supporting marginalized students is a shared value at SJSU.

The investment in a central EOP facility also underscored the sustainability of the revitalization efforts. Securing dedicated space (and the budget to operate it) represented a long-term commitment by the university, one less subject to the ebb and flow of annual budget politics. This was a key strategic win that Dr. Griffith achieved through persistent advocacy. She had identified space as a critical need early in the process and worked tirelessly to fulfill it​calstate.edu. By addressing fundamental infrastructure physical space, staffing, funding, she was locking in the gains made by the program. Future EOP students would inherit a solid foundation of support, and future university leaders would be less able to overlook the program’s needs. In sum, giving EOP a rightful place at the heart of campus was both a practical improvement and a symbolic turning point: it cemented the program’s transformation and integrated it into the life of the university for the long run.

Measurable Impact: Retention, Compliance, and Program Growth

Transformational initiatives in higher education ultimately rise or fall on their measurable outcomes, and the EOP revitalization delivered tangible results. One of the most striking achievements under Dr. Griffith’s leadership was the dramatic improvement in student retention. Within a few years, first-year freshmen in EOP were persisting at higher rates than their non-EOP peers at the university​. In fact, EOP’s first-year retention rate not only improved, it exceeded the overall freshman retention rate for SJSU—a remarkable reversal of the historical trend​. This meant that the students who traditionally faced the greatest obstacles to continuing in college were now, with EOP’s support, staying in school at above-average rates. Such an outcome is a powerful validation of the student success framework put in place. It shows that when provided with targeted resources, guidance, and community, underrepresented students can thrive and even outpace their peers​. For university leaders, this turnaround is a compelling data point: it demonstrates how equity-driven programs contribute directly to improved institutional performance on key metrics like retention and graduation.

In addition to retention, the EOP overhaul addressed important areas of compliance and quality. The refinement of admissions processes ensured that the program adhered to CSU guidelines for serving economically and educationally disadvantaged students, thereby safeguarding state funding and the program’s integrity. Regular assessment and reporting mechanisms were instituted so that outcomes and budget use could be transparently tracked practices essential for accountability in any public higher ed program. Dr. Griffith’s focus on continuous improvement meant that EOP didn’t just meet minimum requirements; it became a model for how to run a student support program effectively. This is evidenced by the broader recognition the program received. In 2017, Dr. Griffith was honored with the CSU’s Wang Family Excellence Award as an Outstanding Administrator for spearheading the rebuild of EOP and significantly improving student outcomes​. Under her guidance, the program also grew in scope and scale (“from 2010 to 2016, Griffith led efforts to rebuild San José State’s EOP,” noted the award citation, highlighting the comprehensive nature of her work ​calstate.edu). Such accolades underscore that the EOP transformation wasn’t just an internal success, it became a recognized exemplar of student-centered leadership and program excellence across the California State University system.

Program growth was another measurable facet of EOP’s revitalization. By rebuilding trust and proving its efficacy, EOP was able to expand the number of students it served and the depth of services provided. The program quickly climbed back to serving thousands of students, providing them with academic advising, tutoring, financial aid counseling, mentoring, and more. As noted earlier, more than 2,700 students benefitted from EOP’s support once the program was fully restored and relocated centrally​. This growth was not just in headcount, but in the richness of the student experience. Participants now had access to summer bridge opportunities (like Spartan Scholars), specialized counseling, leadership development events, and a supportive peer network—resources that simply did not exist a few years prior. Moreover, by engaging parents and families and connecting students to other campus resources, the impact of EOP extended beyond direct services. It created ripples of success: improved academic performance, higher rates of students advancing to sophomore year and beyond, and ultimately more EOP students walking across the graduation stage. These outcomes speak to the transformational impact of the leadership practices applied. They show that even an under-resourced program, when strategically redesigned, can deliver superior results.

For higher education administrators, the lesson here is clear: strategic investment in equity-focused programs yields returns in student success metrics that benefit the entire institution. Improved retention and graduation rates not only change lives; they also enhance a university’s reputation and financial health (through funding models and alumni engagement). SJSU’s experience with EOP demonstrates that organizational redesign, when done thoughtfully, can convert a struggling unit into a powerhouse of student achievement. It’s a compelling argument for not cutting struggling programs, but instead reimagining them with strong leadership, adequate support, and a relentless focus on outcomes.

Leadership Lessons in Transformation: Strategies for Higher Ed Leaders

The story of EOP’s renaissance at SJSU offers rich lessons in transformational leadership and change management that are applicable far beyond one program or campus. College and university administrators seeking to revitalize programs or improve student success can draw several key insights from Dr. Griffith’s approach:

• Begin with a Data-Informed Assessment: Successful change starts with understanding reality. Conduct a thorough audit of the program’s strengths, weaknesses, opportunities, and threats. Use both quantitative data (retention rates, usage stats, outcomes) and qualitative input (student and staff feedback) to map out where intervention is needed most. At SJSU, this foundational assessment guided a targeted strategy for EOP’s revival, ensuring efforts addressed the root causes of decline rather than symptoms.

  
  

• Align with Institutional Mission and Priorities: A program cannot thrive in isolation. Frame your initiative as central to the institution’s core goals—be it improving student success, advancing equity, or fulfilling a strategic plan. Dr. Griffith linked EOP’s goals with SJSU’s broader mission and the CSU system’s Graduation Initiative, turning a niche program into a campus-wide priority​. This alignment helps in securing leadership buy-in, funding, and cross-department collaboration.

  
  

• Engage Stakeholders and Build Coalitions: Transformational leaders don’t go it alone. Identify and involve stakeholders at all levels: students who can voice needs and victories, faculty who can lend expertise, staff who will implement changes, and administrators who control resources. By building a coalition of support from petition-signing students and alumni to cooperative department heads, Dr. Griffith ensured that EOP’s success was a shared victory. Regular communication, transparency, and celebrating early wins are key to maintaining stakeholder enthusiasm over the long haul.

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• Champion Equity and Student-Centered Design: Programs serving marginalized students must center those students in every decision. This means adopting a “meet students where they are” philosophy, as EOP did, providing flexible, holistic support. It also means training your team (and partners) in cultural competence and inclusive practices. Dr. Griffith’s equity-centered leadership kept the focus on first-generation and low-income students’ unique challenges, driving choices about services and policies that would yield the greatest impact for those who needed it most​. Leaders should continually ask: how does this change improve the experience or outcomes of the students we serve?

  
  

• Innovate Through Collaboration: When resources are limited, think creatively about partnerships. Break down silos between departments and even divisions. The collaboration with the Counselor Education department to expand advising capacity in EOP is a perfect illustration​. Similarly, the Spartan Scholars summer bridge involved academic affairs joining forces with student affairs. Such collaborations can unlock new solutions (and efficiencies) that a single unit couldn’t achieve alone. Encourage your team to seek out allies across campus and to remain open to unconventional approaches.

  
  

• Build Sustainable Systems and Infrastructure: Lasting change requires institutionalization. As seen with EOP, securing a dedicated space, establishing ongoing assessment practices, and formalizing programs (like family engagement and summer bridge) were crucial for sustainability​. Leaders should aim to embed successful innovations into the regular operations and budget of the institution. This might involve policy changes, permanent funding lines, or new staff roles to carry the work forward. The goal is to move from a one-time “initiative” to a new normal. That way, progress isn’t person-dependent and can weather leadership transitions or budget fluctuations.

  
  

• Stay Accountability-Focused: Keep an eye on the metrics that matter and hold yourselves accountable to the results. Set clear targets (e.g. improve first-year retention by X%, increase student participation or satisfaction scores, etc.) and track progress openly. Use data as a tool for continuous improvement, not just reporting. In the EOP revitalization, tracking retention and learning outcomes not only demonstrated success but also flagged areas for further enhancement. As a leader, being candid about what’s working and what isn’t builds credibility and trust.

  
  

By implementing these strategies, higher education leaders can navigate the complex process of turning around under-performing programs or launching new initiatives that advance student success. The EOP case exemplifies that with intentional design and committed leadership, transformative change is possible even in resource-constrained environments. It also shows that the payoff, improved student outcomes, renewed institutional energy, and lives changed—is well worth the effort.

Partnering for Success: The Value of “Do Better by Design” in Driving Change

Perhaps one of the most important lessons from Dr. Griffith’s journey is that expert guidance and a structured approach can dramatically accelerate the transformation of educational programs. As the founder of Do Better by Design, Dr. Debra Griffith now extends this expertise to institutions nationwide, serving as a consulting partner for colleges and universities aspiring to undertake similar transformational work. For higher education leaders tasked with improving student success frameworks or overhauling an under-resourced program, partnering with seasoned professionals can provide the strategic capacity and confidence needed to “do better” – by design, not by chance.

Do Better by Design’s consulting philosophy is rooted in the very principles that proved effective at SJSU’s EOP. It begins with a strategic organizational assessment, evaluating an institution’s readiness for change, identifying gaps, and leveraging strengths to craft a tailored improvement plan. This ensures that any intervention is data-informed and aligned with the institution’s mission from day one. From there, the focus turns to reimagining student support systems in an inclusive way much like EOP’s redesign to address academic, social, and personal barriers holistically. Through facilitation of cross-campus dialogues and design thinking sessions, Do Better by Design helps campuses break down silos and generate innovative solutions that fit their unique context. Whether it’s launching a summer bridge program, developing an equity-focused coaching initiative, or redesigning a student services unit, the emphasis is on sustainable changes that build capacity within the organization.

Importantly, engaging a consulting partner like Do Better by Design gives campus leaders access to a wealth of experience and an external perspective. Dr. Griffith’s two decades of leadership across K-12, community colleges, and universities mean she has encountered a wide range of challenges and effective practices. Her team can spot pitfalls and opportunities that campus insiders might overlook, and they bring frameworks and tools tested in real-world settings. This outside expertise accelerates the planning phase and bolsters the execution of initiatives, saving time and resources in the long run. It also provides a form of accountability and support: having external coaches and consultants alongside your team keeps the project on track and pushes everyone to maintain the ambitious vision even when day-to-day pressures mount.

For higher ed institutions committed to improving student success, organizational effectiveness, and educational equity, the value of a partnership with consultants who understand these arenas cannot be overstated. They serve as thought partners, capacity builders, and sometimes as catalysts that challenge the status quo. In the story of EOP’s revitalization, one might wonder: what if an external partner had been brought in even earlier, during the darkest days of budget cuts? Perhaps the turnaround could have begun sooner. Today, there’s no need for college leaders to go it alone or reinvent the wheel. By collaborating with experts like Dr. Griffith and the Do Better by Design team, institutions can accelerate their transformation journey and avoid common mistakes.

Conclusion: Designing a Better Future for Student Success

The revitalization of San José State’s Educational Opportunity Program stands as an inspiring testament to what intentional, equity-focused leadership can achieve in higher education. Dr. Debra Y. Griffith’s strategic and compassionate leadership not only rescued a program on the brink but also transformed it into a beacon of student success and institutional pride. The journey was far from easy—requiring persistence, creativity, and collaboration across every level of the university—but it highlights a replicable truth: with the right design and leadership, even the most under-resourced programs can become engines of opportunity and achievement.

For higher education leaders everywhere, the EOP story offers a roadmap for action. Start with a clear vision grounded in data and equity. Engage your community in the change process. Break down silos and build systems that wrap around students. Measure what matters and celebrate progress. And above all, never lose sight of the lives that are changed when we invest in student success. As institutions navigate the pressures of today—tight budgets, evolving student demographics, demands for better outcomes the need for transformational leadership in service of educational equity has never been greater.

In designing a better future for our students, we do well to remember the core ethos that guided EOP’s revival. As Dr. Griffith often echoes, “We rise by lifting others.” By lifting up the students who need it most, we not only rise to meet our educational missions—we elevate our entire campuses. The revitalization of EOP is more than a single success story; it is a call to action for all of us in higher education to do better by design, ensuring that every student has the support and opportunities they need to succeed.​

Sources

calstate.edu​ blogs.sjsu.edu cpp.edu