Jarvis Christian University has a two-tiered approach to advising in that students who have earned between 0-60 semester credit hours are advised by professional advisors and students above 60 hours are advised by faculty in their respective educational programs. Prior to the pandemic, the University strengthened its capacity to increase persistence rates by implementing an early warning and holistic student success management system, the Educational Advisory Board's Navigate.

Faculty identify at-risk students through the Navigate early alert system during the first four to five weeks of the semester. Using a cross-representative team of faculty, staff and professional advisors, the Navigate system was programed to send automated emails to students based on the early alert that was generated. The system provides students with detailed instructions along with the next steps they should take to get back on track.

Following early alerts, professional advisors invite students to schedule an appointment to discuss the early alert and offer any assistance needed. For severely struggling students, professional advisors will work with residence hall managers and the like to track the student, and if possible, meet with the student to mitigate failure risk and identify resources as needed.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

PROGRAM OUTCOMES: 78% of faculty completed 2,506 progress reports, indicating at-risk factors, for 732 unique students; 63% (N=461) were marked at-risk in at least one class for which intervention was provided through specialized email support. Of the students marked at-risk, 348 (75.5%) had a "C" or lower at midterms in at least one class, but almost half of the "Cs" were increased by 1+ letter grade(s) at finals. Further, all of the at-risk students who increased their grades from midterms to finals, re-enrolled for the spring 2020 term at a higher rate (77.3%) than the rest of the institution (62.4%).

DEPARTMENT(S) OVERSEEING PROGRAM: Division of Student Success

CONTACT FOR MORE INFO: Dr. Yolanda Jones at yjones@jarvis.edu or 903-730-4890

Early Start is a summer bridge program designed to assist incoming freshmen with successfully transitioning from high school to college. All incoming freshmen are eligible, though first-generation and low-income students are especially encouraged to apply. Students enroll in 6 credit-hours of coursework during UNT's 5W2 summer session and live alongside other participants in a designated residence hall. The program offers free room and board, textbooks, and academic supplies. Throughout the session, Early Starters attend weekly workshops focusing on the 7 Habits of Highly Effective College students in addition to community-building events.

DELIVERY FORMAT: The program is in-person only.

PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 27

HOW TO ENROLL: Participants must apply to enroll in this program

WEBSITE TO APPLY: https://earlystart.unt.edu

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Strategic Retention Initiatives

CONTACT FOR MORE INFO: Harold Woodard at harold.woodard@unt.edu or 940-565-2997

The Early Start Summer Program (ESSP) was implemented summer 2017, a summer bridge-style program for high school graduates who will be first-time entering freshmen. Designed to accelerate credit accumulation, enhance self-confidence and self-efficacy, and foster a sense of belonging, ESSP included a full-bodied cohort college experience in a summer term. Much like the CUNY ASAP program, students are placed in blocked courses, are offered supplemental instruction opportunities, are assigned a peer mentor, participate in social and civic activities such as community service, and receive specialized advising and orientation. Students can earn up to 12 semester credit hours in transferrable coursework and receive a substantive reduction in tuition.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

PROGRAM OUTCOMES: One cohort, students entering as first-time freshmen in the summer of 2017, has matriculated through to completion. The ESSP students within this cohort had a higher graduation (four-year) and retention rate than that of the 2017 total entering freshmen cohort. Due to its model of credit acceleration, nearly half graduated early (i.e., within 3-3.5 years). Post-program focus group data revealed that students preferred to receive the same degree of support throughout their entire first year.

DEPARTMENT(S) OVERSEEING PROGRAM: Division of Student Success Services

CONTACT FOR MORE INFO: Dr. Yolanda Jones at yjones@jarvis.edu or 903-730-4890

This 25-module course prepares faculty to implement evidence-based teaching practices shown to improve student outcomes and support equity goals. The teaching practices align with the Association of College and University Educators (ACUE) Effective Practice Framework: designing an effective course; establishing a productive learning environment; using active learning strategies; promoting higher order thinking; and assessing to inform instruction and promote learning. Faculty who complete all modules earn the full ACUE Certificate in Effective College Instruction, endorsed by the American Council on Education (ACE).

DELIVERY FORMAT: The program is online only.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 25

HOW TO ENROLL: Participants must apply to enroll in this program

WEBSITE TO APPLY: https://forms.office.com/Pages/ResponsePage.aspx?id=UisfZMscqEO8cUpg5D7wdsaVXBOvLNxCkHOHKSf6OYxUNEdTSUtRNzFNM044MFBUSjM1WjBKTE1RVC4u

EVALUATION STATUS: Data related to program outcomes are currently being internally and externally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Faculty Engagement

CONTACT FOR MORE INFO: Dr. Lisa Bunkowski at lisa.bunkowski@tamuct.edu or 254-501-5866

Dual credit biology course is a course that is taught on our high school campus, Arlington College and Career High School. Our campus is an early college high school partnered with the Tarrant County College Southeast Campus. Offering a dual credit biology course on our campus allows our students to take the course in a familiar environment and to easily access extra supports provided by the instructor. The instructor, an embedded dual credit faculty member, meets all SACS requirements to teach the course but is employed by the ISD. She teaches high school science courses as well as dual credit biology.
The goal and objective for offering this course on our campus is to help our students establish a love for science and to continue to pursue courses and career pathways in STEM fields, which is a high needs employment field in Texas.
Our target population are first generation, low income, high school students (dual credit students) who sometimes need a great deal of support and encouragement to help them believe they can achieve. Our dual credit embedded biology instructor, Jennifer Meador, is able to provide the perfect balance of support and rigor that enables students to learn the college readiness skills required to help them succeed. We have seen a large increase in the amount of students who want to pursue STEM careers after taking her course. The impact she has on their progress is creating generational change that will help to further build a talent strong Texas.

DELIVERY FORMAT: The program is in-person only.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

PROGRAM OUTCOMES: In both the Fall 2021 and Spring 2022 semesters, 96 percent of students enrolled in the embedded dual credit biology course successfully completed the course, earning a C or higher.

DEPARTMENT(S) OVERSEEING PROGRAM: Tarrant County College Southeast Campus

CONTACT FOR MORE INFO: Ben Bholan at bbholan1@aisd.net or 682-867-9600

Embedded tutoring brings the tutor to the students. The tutors are present for lectures, so they know exactly how the teacher wants the students to attempt their problems. Students are more engaged when in groups and start to become a part of a group. Research has shown that students who feel they belong to a community, tend to stay. Students that need tutoring, but don't go, often say that they are either embarrassed to ask for help, insecure about their intellect, or afraid that others who see them might portray them as dumb. Embedded tutors address all of these concerns by sending the tutor to the students instead of the other way around.

DELIVERY FORMAT: The program is in-person only.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 150

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: No data related to outcomes have been collected from this program

DEPARTMENT(S) OVERSEEING PROGRAM: Developmental Education

CONTACT FOR MORE INFO: Cesar Sanchez at sanchez_c@utpb.edu or 432-552-2839

Student Success Specialists are available to students for consultation on personal or social matters. Vernon College realizes that a variety of factors affect a student’s success in higher education. Our goal is to help each individual student realize the resources available to them so they can utilize them and develop a support system to help each student achieve their goals.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success

CONTACT FOR MORE INFO: Criquett Chapman at cchapman@vernoncollege.edu or 9405526291

The Engaged Learning Institute (ELI) is a robust by-faculty, for-faculty cohort-based program that cultivates the uncovering, sharing, and implementation of engaged learning practices to impact student success. It focuses on transforming student learning in and beyond the instructional space, employing relevant technology to facilitate engaging, inclusive, and accessible student-centered teaching across all modalities. Institute participants share their experiences and build on their expertise through practice, self-reflection, discussion, and redesign.

The Engaged Learning Institute frontloads a contextual framework focused on three core lenses:

ENGAGEMENT is the broad lens through which ELI focuses content to encourage faculty to think about how to intentionally create environments and facilitate opportunities that help students to become world-ready, emphasizing Texas Higher Education Coordinating Board (THECB) core skills. The ELI is centered on four dimensions of engaged learning suggested by the Associate of American Colleges & Universities (AAC&U): classroom, multidisciplinary and contextual, civic and social, and technological and experiential. Engaged learning strategies center students as active participants in their own learning, maintaining essential focus on learners so that they may take ownership of their learning processes.

UNIVERSAL DESIGN FOR LEARNING serves ELI faculty as a framework grounded in neuroscience to advance consideration of ways to intentionally build in multiple means of content representation, skill demonstration, and overall engagement throughout course curriculum and delivery to ensure activation of brain networks essential to student learning.

CULTURALLY RESPONSIVE TEACHING offers ELI faculty a framework to help us craft inclusive environments that honor the whole student. ELI actively works to break down assumptions that Culturally Responsive Teaching (CRT) is reductionist and only about race. ELI supports achievement Title V to facilitate student access and success, specifically focused on developing and enhancing culturally competent faculty and staff through professional development.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

DEPARTMENT(S) OVERSEEING PROGRAM: Organizational Excellence and Development

CONTACT FOR MORE INFO: Sha-shonda Porter at sha-shonda.porter@tccd.edu or 8175151208

The Entering Student Experience supports UTEP students in their first 45 credit hours to build a foundation for their academic excellence and professional success. ESE fosters an inclusive environment to ensure students from diverse backgrounds have a meaningful transition to UTEP.

DELIVERY FORMAT: The program is in-person only.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

PROGRAM OUTCOMES: The impact of UNIV 1301 is greater on the first-term retentions of students. The impact is that students who take UNIV 1301 are 1.37 times more likely to be retained for high risk students.

DEPARTMENT(S) OVERSEEING PROGRAM: Office of the Provost

CONTACT FOR MORE INFO: Denise Lujan, Ed.D. at cdlujan@utep.edu or (915) 747-6521

For the past year, San Jacinto College has redesigned our onboarding and advising processes to include a focus on holistic student supports, appreciative advising and a newly established division of student support services. As we continue the work of enhancing how we support our students and the technologies used during such supports, this project will allow us to build up our efforts to integrate holistic and appreciative student support. The scope of this project includes:
1. The professional production of informational videos to support our redesign and advising efforts.
2. The development of outreach materials to create awareness around Mental Health, Accessibility Services, Food Markets and Student Engagement.
3. A site visit to research other institutions' advising and student support services model. This visit and study will produce a more intentional collaborative experience between our advisors and students leading to an increase in student retention and success rates.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

DEPARTMENT(S) OVERSEEING PROGRAM: Student Support Services

CONTACT FOR MORE INFO: Tanesha Antoine at Tanesha.Antoine@sjcd.edu or 2819986150

The F1RST program is a four-year comprehensive learning community program for first-generation, Texas residents. During the first year of the program, students live in a living-learning community. The program teaches students college success skills, personal skills, career and internship preparation, and leadership skills while building social and academic connections and belongingness to the campus. The goal of the F1RST program is to increase retention and success rates for first-generation, low-income students. If the student qualifies for financial aid (FAFSA on file, Texas resident, first-generation, family AGI of $50,000 or below) they may be eligible for a grant up to four-years totaling $20,000.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 71

HOW TO ENROLL: Participants are contacted at the point of admissions eligibility about the opporutnity to join the learning community. Student then must apply. All eligible are welcome to join after intent application.

EVALUATION STATUS: R_27BBQbat14JLTvV_F1RST Program Presentation Data 2

PRELIMINARY OUTCOMES DATA: The average retention rate for students in F1RST at Galveston College from Fall 2018 to Fall 2020 was 63%, compared to a 60% retention rate for non-F1RST students.

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Academic Learning Support at Texas A&M University - Galveston Campus

CONTACT FOR MORE INFO: Krista McBrien at kmcbrien@tamug.edu or 409-741-4353

The F.A.T.E. Center is an initiative at Texas A&M University-San Antonio that serves foster and adopted youth enrolled at the institution who have been touched by the foster care system. Our program works with foster/adopted youth through the enrollment pipeline helping students complete their FAFSA, ETV, TSI testing, and new student orientation. Once the student enrolls at the institution, students are assigned a peer mentor who works with the student to engage with other foster youth, the campus community as a whole. The peer mentoring program is also focused on career exploration and major choice. All foster and adopted youth are also assigned an academic coach who works with students on their academic supports. Finally, the program has emergency funds and a supply pantry with non-perishable food, hygiene products, and school supplies. The F.A.T.E. Center contains wrap around supports to make sure foster youth not only enroll at A&M-San Antonio, but that they are retained and graduated.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 142

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: Data related to program outcomes are currently being internally and externally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Student Academic Success Center

CONTACT FOR MORE INFO: Kimberley Nanez at kjnanez@tamusa.edu or 210-784-1352

FLEXTech is an innovative program that supports mobility into cybersecurity and information technology by connecting students and employers through networking events, career fairs, mentorship opportunities, and use of career platforms, the program provides career readiness to students through online and in-person learning and assistance with job search strategy, resume assistance, LinkedIn, cover letters, employer research, networking, and developing an understanding of IT and Cybersecurity job fields.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

PROGRAM OUTCOMES: 126 program participants have self-reported an IT/Cybersecurity-related job or internship. Preliminary research indicates 85% of Bachelor of Applied Technology-Information Systems Cybersecurity graduates enrolled in the program have attained employment in their field of study versus 63% of students not enrolled in the program. Additional student labor market outcomes continue to be collected.

DEPARTMENT(S) OVERSEEING PROGRAM: Emerging Technical Grants Department

CONTACT FOR MORE INFO: Tara N. Lewis at tnlewis@collin.edu or 469-365-1809

The University of the Incarnate Word FLIGHT (Financial Literacy, Integrated Guidance and Health career Tracks) program is a transformational university- wide, multi-pronged mentorship program for Hispanic and low income students who might otherwise not complete their degree and graduate. Research shows that a network of mentors, who contribute diverse skills and backgrounds to assist students at varying stages of the college experience, is more effective than one or more stand-alone mentoring programs.

The UIW FLIGHT program includes three activities:

- A FLIGHT Mentoring Center to implement a coordinated mentoring program that affords students access to mentors to guide them to graduation with a developed academic and financial plan.
- A first-year course taught by FLIGHT-certified faculty and embedded in learning communities with FLIGHT-certified peer mentors.
- A health professions pathway guided by a FLIGHT-certified Pre-Health mentor/advisor who works with the Health Professions Advisory Council, which is comprised of undergraduate faculty and mentors who support the pre-health academic programs at UIW.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

DEPARTMENT(S) OVERSEEING PROGRAM: Provost office

CONTACT FOR MORE INFO: Sandra McMakin at mcmakin@uiwtx.edu or 210-832-5602

Standardize instructional best practices and faculty tutor partnerships through guided professional development to better influence student outcomes.

(1) The activity director develops a library of study modules, informative videos, and discussion postings in VC's online course delivery system. The director will map out a "Recommended Training Plan," by which faculty complete tasks to go through specific modules until they've completed one module for each of the 12 best practices. Faculty will engage with other faculty for implementation strategies and incorporate their own strategies with the best practices in their courses where appropriate.

(2) The second element of Activity IV is to implement a program that will improve faculty understanding of VC's tutoring services and, therefore, increase the degree to which faculty encourage or require students to participate in tutoring.

As a result of developing a professional development program for faculty-driven student support, by the end of September 2023 (end of project year 3), VC will:

A. Increase Fall FTIC whose instructor explained VC's support services from 81.1% to 85%
B. Increase Fall FTIC who ask questions or contribute to class discussions two or more times from 63.3% to 70%
C. Increase Fall FTIC who work with other students during class at least once from 81.6% to 85%
D. Increase Fall FTIC who work on projects with classmates out of class from 49.1% to 55%
E. Increase Fall FTIC working in study groups outside of class at least once from 23.4% to 30%

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

DEPARTMENT(S) OVERSEEING PROGRAM: Victoria College

CONTACT FOR MORE INFO: Lisa Elsik at lisa.elsik@victoriacollege.edu or 361-582-2429

The goal of the Falcon Maps Advising Summits program is to produce the best academic paths for students by bringing together faculty and staff to make sure students progress to degree in the best way possible, reaching graduation with less debt and in the fastest possible time. Faculty and staff are gathered twice a year, once in the fall and once in the spring, by the University of Texas Permian Basin’s Student Success and Quality Enhancement Plan teams. At least one faculty advising mentor from each academic department is required to attend the sessions. The sessions switch between an interactive workshop facilitated during the fall and a conference style convening held in the spring. In both cases, faculty and staff learn more about the most up to date best practices for advising and mentoring students as well as the institution’s degree pathways.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 55

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: No data related to outcomes have been collected from this program

DEPARTMENT(S) OVERSEEING PROGRAM: Dean of Student Success

CONTACT FOR MORE INFO: Michael Frawley at frawley_m@utpb.edu or 432-552-2314

Texas Woman's University offers a Family Portal to interested guardians and parents of TWU students. The program's goal is to simplify finding information for parents and families by putting the resources they will need on one, simple web platform. The site maintains an up-to-date schedule of events with information tailored to each user’s preferences and areas of interest. Users are also able to sign up for an email newsletter and can choose the frequency (daily, weekly, monthly).

DELIVERY FORMAT: The program is online only.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 6850

HOW TO ENROLL: Participants are automatically enrolled and those who are not auto enrolled can join at any time

EVALUATION STATUS: No data related to outcomes have been collected from this program

DEPARTMENT(S) OVERSEEING PROGRAM: Student Life

CONTACT FOR MORE INFO: Amy Evans at AEvans18@twu.edu or 940-898-3607

The Fearless Leadership Institute (FLI), established at the University of Texas at Austin in 2013, is a holistic development initiative for Black and LatinX college women at UT-Austin, focusing on three core development areas: academic, personal, and professional development. The initiative provides services and hosts events that promote student engagement, sense of belonging, leadership development, and equips participants with the tools necessary for succeeding at the university and beyond. Participants can take advantage of weekly interest groups, exposure trips to Wall Street and Silicon Valley, international study abroad opportunities, graduate school preparation and mentorship from an upperclassmen, graduate students or professional women from the community. Part of FLI’s strategic plan includes extending programming and support to high school students. For the past two years, FLI has hosted a leadership conference for female high school students from around the state of Texas. To further impact high school students FLI will partner with She Needs To Know (SNTK), a local non-profit, to offer group and individual mentorship with the goal of impacting the postsecondary success for the high school participants of SNTK.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 442

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: Data related to program outcomes have been internally collected in the past

DEPARTMENT(S) OVERSEEING PROGRAM: Longhorn Center for Academic Equity

CONTACT FOR MORE INFO: Tiffany Lewis or Thais Moore at tiffany.tillis@austin.utexas.edu or 512-471-1205

Financial Literacy at Texas A&M University- San Antonio takes a multi-pronged approach to educating and equipping students as well as the general community with knowledge and skills in personal finance and financial management. Housed within the Mays Center for Experiential Learning and Community Engagement, Texas A&M University - San Antonio offers a Financial Literacy Fellows program with peer to peer education, one-on-one coaching, in-class presentations with a variety of topics, on and off campus outreach, and partnerships with entities both on and off campus. The goals of the program are to improve overall competency of personal finance, decrease finance-induced stress, career and economic development post-graduation, and improve retention rates. Major initiatives and programs include the Financial Literacy Fellows, a year-long program open to students majoring in finance or accounting at the undergraduate level, or are in the Masters of Public Accounting program. Students selected to serve as Financial Literacy Fellows are peer educators that advance financial literacy through campus presentations, community education, and creating individualized capstone projects to solve problems they see in the world. The Fellows help build capacity and reach, and improve relations with students. Another initiative are in-class presentations, which are incorporated into the First Year Seminar to acquaint new Jaguar students with Budgeting 101 and other financial education curriculum. Faculty in all departments and at all course levels can also request presentations on a variety of topics. For on-campus engagement Texas A&M University-San Antonio coordinates a variety of campus engagement events weekly throughout the academic year, and highlight a cluster of programs and workshops during the annual Financial Literacy Week (fall semester) and Money Smart Week (spring semester) in collaboration with several other campus departments. Money coaching appointments include one-on-one coaching which is wholly tailored to student needs and goals and is available free of charge to Jaguar students. Students meet with a trained money coach to strategize and implement a plan to help each student reach their financial goals. As a part of off-campus engagement, Texas A&M University-San Antonio also partners with community organizations such as Junior Achievement of South Texas to work with neighboring independent school districts so younger students can achieve financial literacy and capability before reaching higher education, as well as GEAR UP, a federal fund that helps low-income districts prepare students for higher education.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 750

HOW TO ENROLL: there are multiple parts- to be a Financial Literacy Fellow students must apply, other students always have access to all other programming

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: the Mays Center for Experiential Learning and Community Engagement

CONTACT FOR MORE INFO: Eliasz McCullen at emccullen@tamusa.edu or 210-784-1364

Financial Literacy Workshops
Goal: To increase students student success by implementing strategies to build students' financial understanding so that they can make smart decisions about their money.

Objectives:
Lamar State College Port Arthur seek to empower our diverse communities for financial success through strategies: (1) Classroom presentations focused on budgeting and credit; (2) Financial Empowerment Workshops that involves community volunteers from local financial institutions that has offered workshops throughout the academic year on topic to include: credit management, pre-employment retirement planning, and budgeting.

Career Coaching
Goal: To establish an effective on-ramp to college for Hispanic and low-income students by aligning instructional pathways with high school endorsements.

Objective(s):
1. Students will meet with Success Coaches, who will help students recognize and achieve their educational goals. They help students examine school programs, recognize their academic strengths, and assist in implementing strategies to enhance student retention.
2. Students will increase retention, success, and recognizing their career goals by taking career assessments.

DELIVERY FORMAT: The program has a hybrid format.

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 50;1500

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: No data related to outcomes have been collected from this program

DEPARTMENT(S) OVERSEEING PROGRAM: Trenida Lewis, Title V Pathway to Excellence Department, Lamar State College Port Arthur

CONTACT FOR MORE INFO: Trenida Lewis at lewistd@lamarpa.edu or 409-984-6235