2023 CTN Board Member – Dr. Greg Morris

Dr. Greg Morris

Dr. Greg Morris serves as Senior Vice Provost for Academic Services at Dallas College, one of the nation’s largest community college systems, serving over 100,000 students annually.

In his role, Greg provides executive leadership over several academic support areas, including the Learning Commons (libraries, tutoring, academic testing, and instructional computing) and the Offices of Academic Scheduling, Articulation and Transfer, Academic Compliance, and Catalog and Curriculum Operations.

He also leads the Office of Special Academic Programs, which supports several academic enrichment programs, including the Honors Program, Phi-Theta Kappa, SkillsUSA, Service Learning, and the Common Book initiative.

Supporting both faculty and curriculum development, Greg’s portfolio includes the Center for Excellence in Teaching and Learning (CETL) and the Academic Incubator, where innovative solutions are tested in support of industry needs. He oversees Prior Learning Assessment for the College and guides the college’s three Hispanic serving institution (HSI) Title V grants.

Greg has over twenty-five years of extensive higher education experience in private, public, two-year, and four-year institutions. His depth of leadership roles has encompassed academic affairs, enrollment management, workforce, and economic development, military outreach, and leading nationally recognized online education initiatives.

Before coming to Dallas College, Greg served as the West Virginia Community and Technical College System’s Vice Chancellor and the chief undergraduate enrollment officer at The University of Texas at Dallas. He led the University of Hawaii System’s off-campus military education and Pearl Harbor Naval Shipyard apprenticeship programs at Honolulu Community College.

Dr. Morris holds an undergraduate degree in Landscape Architecture from West Virginia University and a Doctorate in Education from George Washington University and was a 2018 Aspen Presidential Fellow with the Aspen Institute. 

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