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 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

This 5-module course prepares faculty with skills needed to create a more inclusive and equitable learning environment and improve students’ sense of belonging. The teaching practices align with the Association of College and University Educators (ACUE) Inclusive Teaching for Equitable Learning Framework: managing the impact of biases, reducing microaggressions in learning environments; addressing imposter phenomenon and stereotype threat; creating inclusive learning environments; and designing equity-centered courses.

DELIVERY FORMAT: The program is online only.

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Faculty Center for Teaching and Learning

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

C.R.A.S.H. is a faculty development program that lasts over the course of one school year. The program begins with a 3-day workshop aimed at teaching faculty culturally relevant pedagogy. At the end of the 3-day workshop faculty choose an inquiry project to run in one of their courses that involves making a specific pedagogical change and collecting data on that pedagogical change. Over the fall semester the faculty teach the course with the pedagogical change and collect data on the effectiveness of the change. In the spring semester they analyze and interpret their data and then present their project to an audience of their peers.

One goal of this program is to increase the use of culturally relevant and inclusive teaching practices so that students feel a greater sense of community and belonging as well as reach higher learning gains in their courses. A secondary goal of this program is to increase the use of systematic inquiry of pedagogical techniques in courses across campus. By increasing the use of systematic inquiry faculty will gain more insight into their own teaching practices and their students learning so that they are able to better serve the population of students that they have.

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: 33

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Faculty Learning Commons

CONTACT FOR MORE INFO: Heather Lehto at heather.lehto@angelo.edu or 3254866990

The Dallas College Conversion Program seeks to ensure that specific populations maintain momentum when engaging the enrollment process. Specifically, it ensures that students who "apply and not enroll" are monitored and engaged. These are students that despite numerous traditional outreach attempts do not take action and are "stuck" in some part of the enrollment pipeline. Additionally, the program seeks to actively re-engage students that have stop-out/dropped-out in recent years (typically going back (2) two academic years) and intentionally connecting and providing very focused service supports for their anticipated return. The Conversion Program's overarching goal is to provide added and intentional support to engage/re-engage students that might have mitigating circumstances that do not allow them to move forward in the academic endeavors.

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: 550

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: Office of Student Recruitment & Retention

CONTACT FOR MORE INFO: Marisa E Pierce at marisapierce@dcccd.edu or 214-378-1761

All students majoring, minoring or taking courses in any of these College of Education and Human Services programs are welcome to attend. Students have the opportunity to meet the departmental leaders, faculty, staff and classmates while chatting and chewing (food provided).

This also provides an unique opportunity for students to register for classes, get academic advising and address any holds on their accounts.

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: 200-300

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: College of Education and Human Services

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

The purpose of the program is to strategically plan how to build capacity and infrastructure for greater use of affordable course materials and open educational resources at Tarleton State University. Through the greater use of affordable course materials and open educational resources, we aim to make college more affordable for students, thereby reducing barriers to persistence and graduation.

DEPARTMENT(S) OVERSEEING PROGRAM: Curriculum and Faculty Affairs

CONTACT FOR MORE INFO: Lesley Leach or Aimee Shouse at leach@tarleton.edu or 2549689588

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

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.

DELIVERY FORMAT: The program has a hybrid format.

DEPARTMENT(S) OVERSEEING PROGRAM: Enrollment Management

CONTACT FOR MORE INFO: Clifton Jones at cwjones@tamuct.edu or 2545195424

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

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

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

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

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 and Social Support Services (FSSS) is a component of UTEP’s holistic advising model designed to foster financial literacy and wellness by increasing fiscal awareness, and empowering students to make more sound financial decisions.

Master of Social Work (MSW) graduate interns provide students with personalized financial and social support. MSW Interns employ financial social work theories and practices to help students recognize and assess their financial circumstances, with the ultimate goal of identifying methods to establish healthier money habits that lead to improved financial wellness.

FSSS offers services to all UTEP students, regardless of major or classification. The majority of students served are UTEP undergraduates with 0-60 earned credit hours. These students often face a variety of challenges upon entering a four-year institution and adapting to a system that is drastically different from high school or community college. MSW interns are exceptionally equipped to support and assist students with overcoming financial challenges to academic success. This includes, but is not limited to, guiding students on resources to pay for college, managing life expenses, building a budget, establishing credit, understanding financial risks, and strategies for making well-informed financial decisions in the context of each student’s unique circumstances.

FSSS works closely with the Foster Homeless Adopted Resources (FHAR) program, which connects foster, homeless and adopted students with resources to provide support along the path to degree completion.

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: 580

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: Advising and Student Services

CONTACT FOR MORE INFO: Heather Smith at hsmith@utep.edu or 9157475668

First Flight Week is a mandatory 8-day extended orientation program at the University of North Texas (UNT). All new freshman students are required to participate in First Flight Week in addition to attending a 2-day, overnight orientation program in the summer. Students are divided into groups of approximately 25-60, based on their residence hall wing or commuter status. Each group is led by a First Flight Leader, who will lead students to their required sessions, facilitate small group discussions and activities, and help the students build community and connections among themselves. For the students living on campus in the residence halls, their First Flight Leader is also their Resident Assistant, and will continue to be available to them throughout their first year at UNT. Our commuter students, are led by upperclassmen who are hired by the Orientation and Transition Programs office to be First Flight Leaders. First Flight week takes place the week before classes start for students. During this this week students have a variety of sessions, activities, and events to attend to meet their requirements.

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: 4695

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Orientation and Transition Programs

CONTACT FOR MORE INFO: Stephanie Brown at stephanie.brown@unt.edu or 940-565-3160