Braden Hosch serves as the Vice President of Educational and Institutional Effectiveness at Stony Brook University, where he is at the forefront of advancing academic excellence through a strategic integration of analytics, assessment, and institutional research. In this pivotal role, Braden leads initiatives that harness...
Braden Hosch serves as the Vice President of Educational and Institutional Effectiveness at Stony Brook University, where he is at the forefront of advancing academic excellence through a strategic integration of analytics, assessment, and institutional research. In this pivotal role, Braden leads initiatives that harness data governance to inform policy analysis and drive systemic change across the university. His expertise in program evaluation and strategic planning allows him to effectively assess educational outcomes and implement best practices that enhance student success and institutional performance.
Braden is also the University Accreditation Liaison Officer, where he plays a critical role in ensuring that Stony Brook meets and exceeds accreditation standards. His commitment to maintaining high-quality educational offerings is reflected in his leadership of key projects that focus on continuous improvement and accountability. By leveraging his skills in data analysis and program development, he collaborates with faculty and administration to create evidence-based strategies that align with the university’s mission and goals.
In addition to his administrative responsibilities, Braden is a sought-after public speaker and thought leader in higher education research and public policy. He actively engages with stakeholders to advocate for policies that promote equity and access in education. His passion for academia is evident in his dedication to fostering an environment where innovative teaching and learning can thrive, ultimately preparing students to excel in a rapidly changing world. Through his visionary leadership, Braden Hosch is not only shaping the future of Stony Brook University but also contributing to the broader discourse on educational effectiveness in higher education.
