ACC makes childcare scholarships available to low-income student parents. The core features …
ACC makes childcare scholarships available to low-income student parents. The core features of the childcare scholarship program are 1) case management and 2) parent choice. Students who accept a childcare scholarship must agree to participate in intensive case management with a Student Advocate to help with clarity of goals and decisionmaking, referrals to additional supports and on-going problem-solving and personal support. Students who receive the scholarship may select the childcare provider of their choice. ACC arranges for payment directly with the provider. Students must pay the difference between the amount of their scholarship and the total cost of care charged by the provider. The goals of the childcare scholarships are 1) to improve the semester to semester persistence rates of student parents and 2) to improve the graduation rates of student parents. Funding for the program come from ACC's Perkins grant and from institutional sources.
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: 156
HOW TO ENROLL: Participants must apply to enroll in this program
WEBSITE TO APPLY: https://www.austincc.edu/students/child-care
EVALUATION STATUS: Data related to program outcomes are currently being internally collected
DEPARTMENT(S) OVERSEEING PROGRAM: Student Accessibility & Social Support Resources
CONTACT FOR MORE INFO: Steve Christopher at schris@austincc.edu or 512-223-7664
The Circle of Access and Retention in Education (CARE) will examine structures, …
The Circle of Access and Retention in Education (CARE) will examine structures, processes, and culture for a comprehensive approach to change success for our students, particularly adult learners of color, by changing our processes and by providing additional support to increase persistence and completion rates. The CARE project expands the college's work in becoming a student-ready college through the creation of holistic student support redesign by focusing on key priority areas: a redesign of Student Enrollment Services, the reimagining of the student orientation experience, small-scale pilots of holistic student support including embedded tutors and peer mentors, and professional development for staff and faculty to support these efforts. The targeted population will be adult learners, specifically students of color.
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: Office of the Provost/Vice President of Academic Affairs and Student Services
CONTACT FOR MORE INFO: Dr. Susan Guzman-Trevino at susan.guzmantrevino@templejc.edu or 254-298-8340
The College, Career, & Financial Health (CCFH) outreach program was created to …
The College, Career, & Financial Health (CCFH) outreach program was created to encourage and assist with postsecondary enrollment for elementary through secondary school students in Victoria College’s service area. The CCFH Coordinator is responsible for facilitating a pipeline to postsecondary enrollment from a very early age.Through various financial literacy sessions, students are able to explore career and college opportunities, as well as identify smart financial habits and options for future goals. Specifically, at the high school level, the CCFH Coordinator works diligently to increase the percent of service area secondary students who complete the ApplyTexas application, submit their FAFSA, and complete at least one scholarship application before high school graduation.
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)
Texas Southern University envisions the advancement and attainment of goals for this …
Texas Southern University envisions the advancement and attainment of goals for this sector of students by responding to the national and statewide data to re-enroll students from the 36 million current SCND population, reaching out with tailored programs and policies to meet their needs.
Texas Southern University caters to non-traditional undergraduate and graduate students who have excellent potential to complete a degree but need flexibility, opportunity, and accessibility to various completion options.
The TSU College of Transdisciplinary Studies programs affords students the opportunity to pursue transdisciplinary studies by selecting from a variety of degree programs that target vital local, national, and global workforce opportunities.
8 Bachelor's Degrees and 4 Master's Degrees have been developed.
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: College of Transdisciplinary Studies
CONTACT FOR MORE INFO: Dr. Aisha Morris-Moultry at completeu@tsu.edu or 713.313.1262
Victoria College's Community Connection Center - Wrap Around Services supports the students …
Victoria College's Community Connection Center - Wrap Around Services supports the students in pursuit of their vocational and academic goals through the provision of career and transfer assistance, as well as, social support services. Students seeking their vocational and academic goals often struggle to maintain progress due to life's challenges that can derail academic success for a myriad of reasons. Support services are available to all students who need assistance in areas of housing and utilities, food and clothing insecurities, medical and mental health, transportation, childcare and emergency needs. With full awareness of our students’ goals, Victoria College is equipped with transfer and career services to assist the student in securing their next steps, either transfer preparation or career exploration.
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: Advising, Counseling, & Support Services Department
CONTACT FOR MORE INFO: Bobby Cubriel at robert.cubriel@victoriacollege.edu or 361-572-6404
Complete U at TSU is geared toward recruiting students from five community …
Complete U at TSU is geared toward recruiting students from five community colleges partners, including: Alvin Community College, College of the Mainland, Galveston College, Houston Community College, and Lone Star College to assist students with successfully transferring into Texas Southern University and completing their baccalaureate degree. Students from these institutions are supported through orientation/onboarding, scholarships, and career planning.
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: College of Transdisciplinary Studies
CONTACT FOR MORE INFO: Aisha Morris Moultry, Pharm.D., Ph.D., M.S. at aisha.moultry@tsu.edu or (713) 313-1262
This Articulation will serve as the foundation guidelines for converting Continuing Education …
This Articulation will serve as the foundation guidelines for converting Continuing Education Units (CEU) to Semester Credit Hours (SCH) through Laredo College's Continuing Education Department and Workforce Divisions. This agreement is a mechanism to allow students who have completed specified Continuing Education Integrated Education & Training non-credit course(s) to be granted college credit through articulation. Continuing Education Unit (CEU) courses to be articulated shall be taught through Laredo College's Continuing Education Department. Continuing Education students may petition for articulated college credit upon CEU course completion through this Articulation Agreement. The purpose of this agreement is for students without High School Equivalency(HSE) or Diplomas to qualify for Ability to Benefit to be able to continue through post-secondary while they pass the HSE.
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: 88
HOW TO ENROLL: must be advised by career navigator
EVALUATION STATUS: Data related to program outcomes are currently being internally collected
Embedded tutors (ETs) work closely with instructors for the duration of a …
Embedded tutors (ETs) work closely with instructors for the duration of a course to help students understand course concepts and enhance student engagement. The tutor attends class meetings each week, and class attendance is based on the needs of the students and the structure of the class. In the classroom, the ET functions as a mentor and a model for successful academic strategies and habits. ETs are not classroom observers, teaching assistants, personal assistants to the instructor, or instructors. They have authority over students because instructors introduce them into courses. ETs follow the same “hands-off” rules as tutors in the Student Success Center (SSC): Help students understand materials, but don't do the work for them. Embedded tutors use “best practices” learned during the tutor training they receive at the beginning of the semester of employment. The tutors are intended to optimize classroom learning by working with individuals and small groups, including going over an assignment, reviewing a key lesson or skill, and preparing for exams. ETs also take on an advocacy and intermediary role with students, voicing concerns and ideas to the instructor based on student feedback. Their presence in the classroom enables students to better understand their instructor and the lessons. In addition, the tutor may hold study sessions for students outside of the designated class time. Instructors recommend their embedded tutor(s) from students that have previously taken their course and received an “A” or “A-” in the course. Currently, all of the ETs are assigned to courses in the College of Science and Engineering.
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 are currently being internally collected
DEPARTMENT(S) OVERSEEING PROGRAM: Student Success Center
CONTACT FOR MORE INFO: Dorsey Thomas at Thomasdo@uhcl.edu or 2812832450
In the Course Transformation Project, a team of faculty who teach courses …
In the Course Transformation Project, a team of faculty who teach courses with traditionally high D/F/W rates work together to explore ways to improve student learning and performance in the course by incorporating student-centered, evidence-based design and teaching practices as well as disseminating and replicating best practices already in use by individual instructors. The director of the Office of Faculty Development serves as project facilitator. The project includes examining granular, disaggregated course data to identify design and pedagogical strengths and gaps. These data are used by the team to identify research-based design and pedagogical practices that address gaps and enhance strengths. The team integrates these identified practices into the course as disciplinary-appropriate interventions in a pilot phase of the project. In addition, the team designs and implements methods of assessing efficacy of the interventions during the pilot. The team meets weekly during the design stage of the project and monthly during the implementation stage to discuss findings and make any necessary adjustments.
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: 10 Faculty teaching General Chemistry I and General Chemistry II (This is our pilot year.)
HOW TO ENROLL: Participants are automatically enrolled in this program if they meet eligibility requirements
EVALUATION STATUS: No data related to outcomes have been collected from this program
DEPARTMENT(S) OVERSEEING PROGRAM: Office of Faculty Development
CONTACT FOR MORE INFO: Dr. Candace Hastings at hastings@txstate.edu or 512-245-2112
DREAMS Week (Dedication, Responsibility, Engagement, Academics, Motivation, and Success) is a zero …
DREAMS Week (Dedication, Responsibility, Engagement, Academics, Motivation, and Success) is a zero week orientation program required of all new students and transfer students with less than 15 successful credit hours. The program began as part of Title V grant activities in 2021. The goal of the program is for students to feel comfortable in their environment, know how to access resources, be introduced to faculty and staff, and be engaged in student life activities while developing academic skills to be successful in college. Each activity falls under one of the target areas represented by the DREAMS acronym. The program covers use of technology, cultural diversity, financial literacy, team building, note taking and study skills, academic and organizational skills, career planning, clubs and organizations, campus tours, and non-academic support services. Student life activities are held throughout the days to help students become acclimated to their campus and engage with other students, faculty, and staff. The program utilizes student mentors to help new students identify people on their campus that can be a resource as they start college. Howard College history and tradition is also covered so that students can begin to understand and relate to being a Hawk. Students are asked to bring their laptop with them but are provided with needed supplies throughout the program. Students are required to stay throughout the day and lunch is provided. The program concludes with a campus "Block Party" that includes all students, faculty, and staff. The Block Party provides lunch, outdoor student activities, music, and more!
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: Student Affairs
CONTACT FOR MORE INFO: Lauren Barber at lbarber@howardcollege.edu or 432-264-5024
The Dallas College Family Care Center will provide support to students who …
The Dallas College Family Care Center will provide support to students who are parents or expectant parents that are underserved or first generation and economically disadvantaged population to provide wraparound services that includes a three-tier model. Tier one: Immediate physical and mental health needs that address potential crises situations, such as food, formula, or childcare insecurity, providing physical resources such as diapers, female and infant hygiene, safe car seats, or other needs. Some of the program supplies i.e. car seats, safety equipment will be free rentals, and stay within the college’s inventory for program sustainability. In addition, provide mental and emotional support including parenting support groups and early childhood parenting classes. Tier 2 would provide Financial Literacy and including classes on budget and credit management, saving and long-term financial planning for a sustainable lifestyle. Tier 3 would focus on academic and student support services working with Success Coaches and Career Counselors securing those students are on a pathway for success in their academic career ensuring their financial goals align realistically with their career choices and degree/transfer plans.
DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.
PROGRAM SCALE: Small-scale
DEPARTMENT(S) OVERSEEING PROGRAM: Student Care Network
CONTACT FOR MORE INFO: Cathy Edwards at connections@dcccd.edu or 214-860-5800
Dallas College's Student Care Network is a holistic care system with services …
Dallas College's Student Care Network is a holistic care system with services and resources committed to helping students break down barriers to success beyond academic needs. The Student Care Network aims to empower students to reach self-actualization, breaking the cycle of generational poverty through a strong network of support. The Student Care Network puts students in touch with financial, food, medical, mental health, transportation, child care, housing or other resources to help them fulfill their basic needs and succeed in college. Each of the seven main campuses has counseling and health services, clothing closets, food pantries, and a broad network of community partners. Dallas College has doubled the number of licensed professional counselors and nurses available at each campus and has 16 Student Care Coordinators. Dallas College takes its support one step further, opening its food pantries and clothing closets to the community.
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: According to the 2023 Student Basic Needs Survey. Students at Dallas College told us: - 67% of survey respondents from our institution experienced at least one of the following: food insecurity, housing insecurity, or homelessness. - 47% of survey respondents from our institution experienced limited or uncertain availability of nutritionally adequate safe food or the ability to acquire such food in a socially acceptable manner in the prior 30 days. - 59% of survey respondents from our institution experienced one or more challenges that prevented them from having a safe, affordable, and consistent place to live in the previous year.
DEPARTMENT(S) OVERSEEING PROGRAM: Student Wellbeing and Social Support
CONTACT FOR MORE INFO: Carlos E. Cruz, Ed. D. at ccruz@dallascollege.edu or 972-860-8027
The College’s Continuing Education programs selected for short-term training in Corpus Christi …
The College’s Continuing Education programs selected for short-term training in Corpus Christi and Aransas County align with Workforce Solutions of the Coastal Bend’s Targeted Occupations List for 2019-2021 and trends outlined by the Texas Workforce Commission for both Texas and the Coastal Bend. These programs correlate with high demand for employment, including: Healthcare (Certified Nurse Aid, Electrocardiography, Medical Billing and Coding, Medical Secretary, and Phlebotomy) and Trade Industry (Building Maintenance, Carpentry [Basic], Electrical Wiring, HVAC, Millwright, Plumbing [Basic] and Welding). These short-term programs range from four to 16 weeks to complete, and programmatic sequencing allows students to on-board into specific study fields without prior knowledge or skills development. Additionally, these CE programs, whether they provide certification or WSAs (Workforce Skills Awards), allow students to gain immediate employment during or upon completion.The College offers various modalities of course delivery, including face-to-face, remote or E-learning and hybrid formats. Mode of delivery is dictated by industry certification or licensing requirements that mandate hands-on training as well as curriculum, laboratories, tools/equipment utilization, simulators and software associated with each program.
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: 90
HOW TO ENROLL: Participants must apply to enroll in this program
WEBSITE TO APPLY: www.delmar.edu/true
EVALUATION STATUS: Data related to program outcomes are currently being internally collected
DEPARTMENT(S) OVERSEEING PROGRAM: Del Mar College - Continuing Education
CONTACT FOR MORE INFO: Rachel Benavides at rbenavid20@delmar.edu or 361-389-8940
In partnership with theDream.US, this scholarship program supports undocumented students or those …
In partnership with theDream.US, this scholarship program supports undocumented students or those who have DACA to meet financial needs of up to $33,000 for four-year degree programs. In addition to financial aid, the program provides holistic support to ensure they are meeting university and scholarship program requirements and emergency aid, Fellowship opportunities, and DACA scholarships. Each program participant is also assigned a Dreamer peer mentor, who assists students with areas such as selecting majors and exploring potential career opportunities.
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: 109
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 collected
DEPARTMENT(S) OVERSEEING PROGRAM: Student Academic Success Center
CONTACT FOR MORE INFO: Kimberley Nanez at kjnanez@tamusa.edu or 210-784-1352
S+R Stars is a program for high-achieving, first-generation students that offers participants …
S+R Stars is a program for high-achieving, first-generation students that offers participants a number of targeted resources to support success throughout a student’s educational journey. These supports are meant to help participants reach their full potential as they pursue their degree at Ithaka.
The S+R Stars program provides mentorship, cohort events, financial aid resources, and career planning. Students in the S+R Stars program must: -attend at least three cohort events per semester -meet with their mentor once a month -and complete financial aid courses
DELIVERY FORMAT: The program is in-person only.
PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)
PROGRAM OUTCOMES: Data shows that the S+R Stars program increases retention and graduation rates by providing a strong support system for students. The one-year retention rate of S+R Star students is 80% compared to 70% for other first-gen students and 75% for students who are not first-generation.
DEPARTMENT(S) OVERSEEING PROGRAM: Student Success Center
CONTACT FOR MORE INFO: Jane Doe at email@college.edu or 123-456-7890
The Kilgore College Early Alert program is designed to improve the retention …
The Kilgore College Early Alert program is designed to improve the retention and persistence of all students by providing added instructional support to low-risk, medium-risk, or high-risk students. One of the institutional core values is success and improvement and escalating student success. The goal is to increase faculty involvement in the Early Alert System.
The Instructional Student Support Department works closely with the retention team members and faculty to increase early alert participation through training, emphasizing using the system each term and implementing the five steps to engage students in the intervention process. The fives steps are: (1) reach out to the student within 48-hours of receiving the early-alert assignment by phone, (2) email, (3) virtual meeting, and (4) in person when needed; additional, each student account will be noted thoroughly with the intervention performed. (5) Finally, feedback on the interventions will be sent to the submitter (faculty/staff member) and the retention manager. The submitted concerns include attendance, grades, general (not grades/attendance), behavioral/disciplinary, confidential, drop from class, financial, other, and withdrawal from college.
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: Instructional Student Support
CONTACT FOR MORE INFO: Ebony Dennis at edennis@kilgore.edu or 903-236-2030
Early College High School transfer student initiatives focus on degree attainment with …
Early College High School transfer student initiatives focus on degree attainment with a specific focus on graduating with less debt. To promote degree completion, the program will involve establishing monthly development seminars, parent workshops, social engagement opportunities, financial aid packaging, and data analytics. While this program is administered by a manager, programmatic elements are developed in collaboration with departments across campus.
FLEXTech is an innovative program that supports mobility into cybersecurity and information …
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
Standardize instructional best practices and faculty tutor partnerships through guided professional development …
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
Financial Literacy at Texas A&M University- San Antonio takes a multi-pronged approach …
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
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