SJC evaluates all students, unless they have an exemption, according to state guidelines for college readiness. Students that score less than developmental education levels (ABE) but do have a high school credential are placed in Intentional Connections learning communities to support their educational goals; after the initial implementation including intense career counseling, study skills, and INRW course work, these students enrolled in the learning community experienced a 70-75% successful completion rate to move into either the corequisites courses or even college level courses without support. This model has decreased enrollment in developmental education courses by 35%; students are moving to college level courses at a more rapid rate.

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: 557

HOW TO ENROLL: Participants are automatically enrolled in this program if they meet eligibility requirements

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

DEPARTMENT(S) OVERSEEING PROGRAM: College Preparatory Departments

CONTACT FOR MORE INFO: Rebecca Goosen at rebecca.goosen@sjcd.edu or 281-459-7667

FRAME2 Your Future - Focused Route of Academics to Maximize Education & Employment is Panola College's QEP, which is a five-year effort that focuses on improving student learning and student success through the Learning Framework course taken by incoming freshmen. The course introduces students to support systems that help them achieve their education and career goals in the most efficient manner.

The purpose of this course is to transform student’s academic behavior and enhance college readiness and success by acquiring study strategies based on research theory, facilitating a connection with campus resources, and giving students an opportunity to explore
various college and career pathways.

After studying all materials and resources presented in the course, the student will be able to:
• Identify and describe theories of learning, cognition, and motivation.
• Identify and describe factors that impact learning.
• Demonstrate and apply the use of various learning strategies (i.e. goal setting, time management, organizational, and note-taking strategies).
• Demonstrate critical thinking skills by identifying individual strengths and weaknesses of various skills and making recommendations for self-improvement.
• Demonstrate effective written and/or oral communication with peers, instructors, and/or campus support personnel.
• Choose a career path and program of study through research and analysis of data derived from self-assessment (interest or skill inventories, self-evaluations, etc.).
• Develop effective strategies for managing your money while you are a student through research and analysis of self-assessment data and financial literacy activities.
• Build and take an active role, to include self-advocacy, in a learning community (e.g. connect with peers, instructors, support personnel, and essential campus resources which support student success)

The purpose of this course is to transform student’s academic behavior and enhance college readiness and success by acquiring study strategies based on research theory, facilitating a connection with campus resources, and giving students an opportunity to explore
various college and career pathways.

After studying all materials and resources presented in the course, the student will be able to:
• Identify and describe theories of learning, cognition, and motivation.
• Identify and describe factors that impact learning.
• Demonstrate and apply the use of various learning strategies (i.e. goal setting, time management, organizational, and note-taking strategies).
• Demonstrate critical thinking skills by identifying individual strengths and weaknesses of various skills and making recommendations for self-improvement.
• Demonstrate effective written and/or oral communication with peers, instructors, and/or campus support personnel.
• Choose a career path and program of study through research and analysis of data derived from self-assessment (interest or skill inventories, self-evaluations, etc.).
• Develop effective strategies for managing your money while you are a student through research and analysis of self-assessment data and financial literacy activities.
• Build and take an active role, to include self-advocacy, in a learning community (e.g. connect with peers, instructors, support personnel, and essential campus resources which support student success)

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: 459

HOW TO ENROLL: Advisors add this course to all first semester Panola College students.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Department of Education

CONTACT FOR MORE INFO: Rebecca Morris at rmorris@panola.edu or 9036932014

In the Learning Frameworks course, students study the research and theory in the psychology of learning, cognition, and motivation; the factors that impact learning; and how to apply different learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of the college-level student academic strategies. Students use assessment instruments (e.g. learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned.

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: 1000

HOW TO ENROLL: Participants are automatically enrolled in this program if they meet eligibility requirements

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Instruction

CONTACT FOR MORE INFO: Billy Johnson at bjohnson@odessa.edu or 432.335.6712

TVCC faculty bring a wealth of knowledge and experience to the TVCC student body. Advancing opportunities for mentorships and students to demonstrate their learned skills by networking with their community is a critical aspect to encourage student engagement during classroom instruction. The Learning Symposium offers opportunities for students to apply their knowledge and skills to create projects meaningful to them and the community they care about. The concept of the learning symposium is new at TVCC, but resembles the concept of a student research symposium at 4-year universities. The goals for creating an annual symposium are to:
• Provide a structure for faculty – student mentorships in specific content areas which students are passionate and interested in.
• Inspire cross-circular learning experiences.
• Provide a focus on academic achievement for TVCC students.
• Increase community involvement with TVCC students.
• Foster deeper connections between Terrell, Kaufman, Athens, Palestine, and dual credit students. (The symposium would be hosted by rotating TVCC campuses in Athens, Terrell, and Palestine yearly, with dual credit and embedded faculty encouraged to participate.)
• Gain regional recognition from other colleges within the second and third years by offering invitations for their students to join.

Students and faculty are encouraged to think of ways they can connect classroom instruction to service opportunities in their communities and demonstrate skills they have developed. This is known as Applied Learning Opportunities.
We are striving to recognize the knowledge students bring to the learning environment and connect with communities and seek real-life experiences. By encouraging students to participate in the Learning Symposium, we are asking students to apply what they are learning to a whole task in a form that is relevant and appropriate to their goals and skills. Areas in which to frame a project include, but are not limited to: Service Learning/Community Service, Research/Field Study, Arts, Leadership, Civil Engagement, and Internships.

A panel of judges volunteer and are present during the symposium to view displays and participate during the demonstrations. Students’ submissions are judged within two categories:
• Most Impactful: $500 award
• Most Creative: $500 award

DELIVERY FORMAT: The program is in-person only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 100

HOW TO ENROLL: Participants submit a proposal with a faculty or staff mentor.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Instructional Innovation and Support

CONTACT FOR MORE INFO: Holley Collier at holley.collier@tvcc.edu or 9036756259

The Lions Den Classroom is a retention-focused initiative to engage the Deans of the college with more impactful interactions with students majoring in the College of Education and Human Services. It is our belief that students want to have more of a connection with the Deans and want to know who they are. As the Deans visit classrooms with goodies throughout the academic year, it allows students to ask questions, understand the college on a deeper level, and provides them with the opportunity to get a firsthand view of the Deans. Lions Den Classroom most importantly provides students the chance to discover information they would not be able to find anywhere else.

DELIVERY FORMAT: The program is in-person only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 300-400

HOW TO ENROLL: any student enrolled in classes under COEHS

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

DEPARTMENT(S) OVERSEEING PROGRAM: College of Education and Human Services

CONTACT FOR MORE INFO: Yolanda Willis at yolanda.willis@tamuc.edu or 2149543611

The Global GRIT Experience (GGE) has a mission to infuse the principles of grit mindset and behaviors into local and global communities. As a diverse campus, Lone Star College-Tomball seeks to be recognized as a leader in utilizing grit mindset to develop human potential. Some of the goals related to GGE are: make a difference in shifting negative experiences to positives experiences for students, create a Grit focused community that centers on redefining student abilities, support student success beyond college completion, make connection between policies and procedures and student needs in order to inform better practices, work with community partners to promote Grit within our students both on and off campus, create Grit mindset awareness and be a resource for other higher education institutions, increase student persistence, retention, and completion by 2% each academic year, and develop a Grit certification program for the LSC-Tomball community. The target population for GGE is all students enrolled at Lone Star College-Tomball. Additionally, we are seeking ways to increase participation with African American and Hispanic male students.

DELIVERY FORMAT: The program has a hybrid format.

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

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: Office of Academic Affairs

CONTACT FOR MORE INFO: Katerina Wingfield at katerina.r.wingfield@lonestar.edu or 281-655-3618

This interactive & participatory full day Writing Workshop is a celebration of English/Language Arts. Mr. Cork, the instructor, enthusiastically showcases the nuts and bolts of the writing process, as well as the essential tools required for ELA mastery and the joyful discovery of each young scholar’s unique voice as they pour it into their dynamic essays. Mr. Cork carefully explains ELA terminology that all eager young scholars must comprehend in order to capture the essence of self expression, while effortlessly executing campus and district expectations.

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: 50-100

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: COEHS

CONTACT FOR MORE INFO: Yolanda Willis at yolanda.willis@tamuc.edu or 2149543611

The Opportunity Tuition Waiver covers the cost of tuition and general fees at Western Texas College for high school graduates from Scurry County schools. High School graduates must be registered in at least twelve (12) credit hours for the fall semester immediately following his/her graduation and have a cumulative GPA of 2.75. To qualify for the waiver, graduates must complete the OTW application, contract, and 40 hours of volunteer service at approved volunteer sites in Scurry County communities. To continue receiving the waiver, students must maintain a GPA of 2.75 or higher and complete another 40 hours of service to the community. The waiver only covers the cost of credits earning students a certificate or degree. The Opportunity Tuition Waiver covers tuition and certain fees (building and general use fees only) for a maximum of fifteen (15) credit hours per semester for Scurry County high school graduates and twelve (12) credit hours per semester for Scurry County Dual Credit students.

DELIVERY FORMAT: The program is in-person only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 291

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

WEBSITE TO APPLY: https://www.wtc.edu/otw.html

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

DEPARTMENT(S) OVERSEEING PROGRAM: Dean of Student of Student Services

CONTACT FOR MORE INFO: Ralph N. Ramon at rramon@wtc.edu or 325-574-7625

The purpose of the Real Talk workshops is to intervene and prevent registration holds while helping students stay motivated to take care of business.

DELIVERY FORMAT: The program is in-person only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 300

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 externally collected in the past

DEPARTMENT(S) OVERSEEING PROGRAM: College of Education and Humans Services

CONTACT FOR MORE INFO: Yolanda Willis at yolanda.willis@tamuc.edu or 2149543611

There are eight programs in the School of Health Careers at Angelina College and each program requires specific prerequisite and corequisite courses. Retention and remediation has two major goals: (1)orientation camp for all students entering programs (2) general requirements of mandatory remediation for any student who is not successful in a unit exam or in a clinical/practicum area.

The target population is a student currently enrolled in one of the eight programs. During orientation camp, a risk factors survey is obtained and even prior to being unsuccessful, the student may be seen by faculty to provide strategies to avoid dropping below the passing benchmark. Identified risk factors include but are not limited to (1) first-generation college student; (2) responsibility for children or other family members (e.g. parents); (3) English as a Second language; (4) employment part-time or full time; (5) socio-economic status; (5) entering overall GPA at the 2.5 level; (6) geographical location in relationship to the main campus.

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: 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: Winifred Ferguson Adams, Dean School of Health Careers

The University of St. Thomas (UST) Rising Stars Internship Program is designed to serve disadvantaged students with the resources they need to succeed in their academic endeavors while gaining hands-on experience to prepare them for the workforce upon graduation. Students in the Rising Stars program are paired with a corporate sponsor and work as an intern during the academic year to earn funds toward tuition. The funds from the internship, combined with the Rising Stars scholarship, and federal and state educational grants, allow students to attend UST with a little out-of-pocket cost for tuition.Through the Rising Stars program, students are empowered to reach their academic and personal goals by staying enrolled in and graduating from UST, along with developing the skills needed to be successful in a corporate environment. The Rising Stars Internship Program supports its students’ success through customized programming, professional development training, mentorship opportunities, and educational experiences.

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: The retention rate for first generation/low S.E.S. students in the program exceeds 87%. Furthermore, there is an incremental increase in GPA of .10 for students that stay in the program.

DEPARTMENT(S) OVERSEEING PROGRAM: Marketing & University Relations

CONTACT FOR MORE INFO: Daniel Garcia at garciads@stthom.edu or 281-306-9579

The Sanger Learning Center is the academic support hub for all UT-Austin undergraduate students. Our goals include:

- Help students become effective learners.
- Promote help-seeking behavior.
- Provide professional development opportunities that prepare students for lives beyond the university.

Our services include appointment and drop-in tutoring across 70+ traditionally challenging courses. The center also offers Peer Academic Coaching for academic skills enhancement and Supplemental Instruction for challenging courses with peer-led study sessions. Additionally, the Public Speaking Center assists in speech development and delivery, and we offer Mathematics refreshers for calculus students. The Workshops and Outreach team conducts interactive workshops on various skills, including reading and studying effectively, time management, GRE preparation, and many more. Learning Specialists assist students in identifying academic needs and providing necessary resources. Finally, the center offers MCAT coaching for low-income and underserved student populations.

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: Undergraduate College

CONTACT FOR MORE INFO: Ray Acuna-Luna at slc@austin.utexas.edu or 512-471-3614

The Scholar Enrichment Program (SEP) includes the TC Energy Summer Scholars Academy (SSA) and 1 credit hour supplemental instruction workshops supporting freshman level STEM courses. Low-income students from predominately minority serving high schools are recruited through site visits to their campuses, information sessions, email, and phone calls. All eligible students, however, are welcome to apply. During the SSA, students complete Calculus 1 and receive instruction in chemistry and college success. In the fall, students transition into the SEP where they receive continued mentoring, are placed in Collaborative Learning Groups for their STEM classes, and participate in career development activities. SSA students are encouraged to take on leadership roles as tutors, peer facilitators, and mentors as they advance through their studies. All students at the University are welcome to enroll in the SEP workshops that utilize peer facilitators to guide students through team-based problem-solving sessions to master challenging course material. Between 900-1000 students per semester enroll. The program is supported in part by a National Science Foundation Louis Stokes Alliance for Minority Participation grant, the University of Houston, TC Energy, Conoco Phillips, Halliburton, and alumni donors.

DELIVERY FORMAT: The program is in-person only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 2320

HOW TO ENROLL: Students apply for the Summer Scholars Academy and to serve as mentors, tutors, and peer facilitators for the program. Students self-enroll into the supplementary instruction workshops.

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

DEPARTMENT(S) OVERSEEING PROGRAM: College of Natural Sciences and Mathematics

CONTACT FOR MORE INFO: Donna Pattison at dpattison@uh.edu or 713-240-8933

For TVCC, Strategic Enrollment Management (SEM) has a single overarching goal: To provide the optimal number of students for every part of the college, based on the college mission and capacities. To do that, SEM initiatives influence students in three areas: 1) Recruitment, 2) Retention, and 3) Student Satisfaction.

Responsible for implementing process within those three areas is the SEM Committee. This is a large, campus-wide committee with a very wide reach. Each member of the SEM committee also oversee a subcommittee that has a particular purpose within the overall SEM structure. For example, our subcommittees include: Retention, Diversity and Inclusion, Recruitment, Campus Beautification, Safety and Security, Workforce, etc. These committees were chosen after an extensive SWOT analysis.

SEM touches every area of campus, touching every service and activity from the time a student makes an inquiry through a student's graduation into alumni status.

At TVCC we began with a SWOT analysis of our current position within the market and determined four focus areas for our first year of the SEM project. (We also incorporated project management training for all SEM members.) The four focus areas for our first year were: 1) Building necessary infrastructure in all areas, 2) Ensure safety guidelines are met on all campuses, 3) Grow retention and recruitment, and 4) Detangle confusing student processes.

We have been working on these four focus areas for the last year. We have been successful in all four areas. We are now shift into our second year of SEM, where collection and use of data will become paramount.

Our ultimate goal through SEM is to have our optimal number of students on all campuses and in all activities, including academics.

DELIVERY FORMAT: The program has a hybrid format.

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

HOW TO ENROLL: All stakeholders are influenced by the work of SEM

DEPARTMENT(S) OVERSEEING PROGRAM: Student Services Division

CONTACT FOR MORE INFO: Philip Parnell at philip.parnell@tvcc.edu or 9036756213

The College of Arts & Sciences (COAS) Intervention Specialists Unit aims to equip at-risk COAS students with the necessary tools to succeed in higher education. The COAS Intervention Specialist Unit is dedicated to helping students navigate their higher education career by providing individualized proactive advising (ongoing support through timely and direct communication and in-depth discussions of academic progress, performance, and degree planning), holistic support (identifying external factors impacting academic success of students and connecting students with campus and community resources), and academic intervention (providing opportunities for academic, personal, and career development).

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: College of Arts and Sciences

CONTACT FOR MORE INFO: Claudia Garza at claudiay.garza@tamiu.edu or 956-326-2488

TAMUC Scholars program offers faculty mentorship/advising for any degree that the university offers as an incoming freshman student. Students will have access to tutors, cultural events (on and off campus), opportunities for research and career coaching from our faculty and staff, and a pathway to continue to graduate programs in the College of Education and Human Services (COEHS) through our 4+1-degree and traditional graduate programs.

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: 100-200

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

WEBSITE TO APPLY: https://www.tamuc.edu/college-of-education-and-human-services/tamuc-scholars/

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

DEPARTMENT(S) OVERSEEING PROGRAM: College of Education and Human Services

CONTACT FOR MORE INFO: Yolanda Willis at yolanda.willis@tamuc.edu or 2149543611

TexConnect links students to resources both on and off campus through case management and student outreach. TexConnect connects Tarleton students with an array of resources, including on-campus pantries. With the Purple Pantries, small-scale student grants, and strategic partnerships students who experience gaps in resources may continue their education. Transportation challenges, food or shelter instability, clothing or academic materials, licensure costs, or many other hurdles can interrupt students’ lives and educational journeys. TexConnect collaboratively joins resources to address those student needs in order for students to focus on their education. By using data from student case management, we can better understand our students and their needs. Data facilitates intentional systemic changes that help retain and graduate our students.

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: 1165

HOW TO ENROLL: Referral channels embedded in University early alerts, CARE Team, University Withdrawal Flow, and students may be referred or may self-refer/request via our website: www.tarleton.edu/texconnect

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

DEPARTMENT(S) OVERSEEING PROGRAM: Assistant Vice President for Student Affairs

CONTACT FOR MORE INFO: Lora Helvie-Mason at helviemason@tarleton.edu or 254-968-9487

UT Success Programs (UTSP) are housed in our individual schools and colleges and provide students with a home on campus and a network of support. The University of Texas at Austin has success programs in each of our undergraduate schools and colleges, with the exception of the Jackson School of Geosciences and School of Information. UTSP provide academic, social, and development support to students throughout their first year and in some cases throughout their first two years. Each program provides an academic learning community that includes peer mentoring, group and individualized advising, learning skills training, tutoring, and peer-to-peer teaching. These academically focused success programs are distinct, reflecting the particular environment and pedagogy of their associated colleges and student populations.

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: 2349

HOW TO ENROLL: Participants are invited to participate in the program. Invitations are based on the eligibility requirements.

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

PRELIMINARY OUTCOMES DATA: Since 2013, the number of students served in a success program each year increased from 870 to over 2,200 – over an 200% increase. Four-year graduation rates for those schools with an active academic success program increased approximately 9.2%. Newer programs who do not yet have 4-year graduation rates, achieved an average first-year retention rate of 96.6%, an average increase of over 1.3% percentage points. Most notable are the improvements in closing the 4-year graduation rates for Students of Color and for Pell-Eligible students. Since 2013 these two populations’ four-year graduation rates have improved by approximately 16% percentage points.

DEPARTMENT(S) OVERSEEING PROGRAM: School of Undergraduate Studies - Student Success Initiatives

CONTACT FOR MORE INFO: Kathy Uitvlugt at kathy.uitvlugt@austin.utexas.edu or 5124759675

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: The Undergraduate Research Scholars (URS) program offers Day 1 paid research to any Honors undergraduate student -- from all majors -- by partnering students with research-active faculty at the TTU and TTUHSC campuses. Honors students can follow their passions, delve more deeply into their field, or try a new academic pursuit through a formal mentoring relationship with faculty. URS is a two-semester (or longer) commitment. The program begins September 1 and culminates in the spring with a mandatory presentation in the TTU Undergraduate Research Conference.

DEPARTMENT(S) OVERSEEING PROGRAM: Honors College

CONTACT FOR MORE INFO: Robert Peaslee, Ph.D. at robert.peaslee@ttu.edu or (806) 742-1828

WBU's Multidisciplinary Tutorial Services believes that competent, collegiate-level tutoring is important for the Wayland community to become more academically, professionally, and spiritually sound. Our mission is to offer peer (student-to-student) tutoring (with faculty oversight) across the Wayland curriculum in an inclusive environment and at no cost to students. Our services therefore are dedicated to helping students achieve academic and professional success in the classroom and beyond.

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: WBU's Multidisciplinary Tutorial Services currently assists an estimated 300-400 students on-site and online each academic year.

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Affairs

CONTACT FOR MORE INFO: Dr. Brent Lynn at lynnb@wbu.edu or 8062913672