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

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Emerging Technical Grants Department

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

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

The UIW FLIGHT program includes three activities:

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Provost office

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

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

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

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

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

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Victoria College

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

The First Year Eats program, part of the Texas A&M Hunger Consortium, focuses on breaking down food insecurity on campus. LAUNCH presents the First Year Eats program that allows students to participate in various opportunities to receive food resources such as Crockpot meals, Monday meals, and our FYEats Store with various grocery store items.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: Students participating in First Year Eats have significantly higher GPRs their first and second semester and are retained into their second year at higher rates than similar students who did not participate in First Year Eats.

DEPARTMENT(S) OVERSEEING PROGRAM: LAUNCH

CONTACT FOR MORE INFO: Sumana Datta at sumad@tamu.edu or 979-845-1957

The First-Year Experience (FYE) Office supports every first-year student as they make The University of Texas at Austin their new home. FYE engages all new Longhorns in mentorship and interdisciplinary, rigorous academic programs that cultivate connection to the UT community in order to build strong socio-academic foundations throughout their transition to UT Austin. Through first-year learning communities -- First-year Interest Groups (FIGs) and Transfer-year Interest Groups (TrIGs) -- and the Signature Course, a unique feature of UT Austin's core curriculum, FYE strives to set students on a strong academic trajectory toward earning their degree on time. These programs increase students' awareness and utilization of campus resources; teach university-level skill sets, such as time management, well-being practices, and study techniques; and build a sense of belong to the UT Austin community.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Undergraduate College

CONTACT FOR MORE INFO: Patty Moran at patty@austin.utexas.edu or 512.471.4421

FYE's Mission
The First-Year Experience Program (FYE) is committed to supporting first-year-in-college-students through peer mentorship as they transition into university life. FYE Peer Mentors meet with students one-on-one to provide academic, social, and personal support in order to enhance student success.

FYE's Goals
Connecting incoming first-year students with student leaders who can provide guidance from experience to make their first year a positive experience.

Equipping first-year-in-college students with knowledge and access to resources.

Facilitating first-year student exploration in their academic studies.

Fostering a sense of campus community and belonging for first-year students.

FYE's Values
Teamwork - supporting one another professionally and personally and student leaders in their growth

Collaboration - working with individuals and other campus programs to enhance the student experience

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 Development, Leadership, Belonging, and Academic Support Programs

CONTACT FOR MORE INFO: Demetrius Johnson at demetrius.johnson@utsa.edu or 2104583072

The First-Year Experience (FYE) program at El Paso Community College (EPCC) provides evidence based transformative holistic advising and wraparound services for First-Time in College students (FTICs). The FYE program integrates cohort instructional models, early alerts and retention collaboratives with high FTIC enrollment courses, peer academic and faculty coaching, ongoing workshops and seminars, case management holistic advising approach, and individualized educational plans. The FYE Program has reformed EPCC’s advising model from a one-size fits all approach to proactive case management. The primary goal is to increase students’ completion rates. The three main objectives are the following:
• To increase FTIC students’ retention rate (fall to fall enrollment),
• To increase the number of FTIC students in good academic standing, and
• To increase FTIC students’ three-year graduation rate.
The FYE Program, through its integrated advising model provides a safety net and a strong foundation for students transitioning to college.

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: On average, the First-Year Experience (FYE) Program serves approximately 5,500 students every fall semester. Students advised by the FYE Program have demonstrated a 10% improvement in retention. From fall 2017 to fall 2022, FYE Program advisees had higher rates than non-participants on the following performance indicators:
• 14% higher persistence rate;
• 5% higher percentage of students on good academic standing;
• 4% higher three-year graduation rates; and
• 5% more credit hours earned.

DEPARTMENT(S) OVERSEEING PROGRAM: Instruction & Student Success Office

CONTACT FOR MORE INFO: Sandra Lujan at slujan9@epcc.edu or 915-831-2279

This First-Year Experience Seminar is a two-credit course that prepares first-time-in-college students to succeed at UIW, get the most out of their college experience and graduate on time. In a small classroom setting, structured lessons tied to the 5 pillars of the University's core mission values (education, truth, faith, service and innovation) will encourage a sense of community, show new students how to use campus resources to ensure a positive transition to UIW, and introduce proven academic success skill development including financial literacy and personal wellness. FYES students participate in service learning to incorporate such experiences as part of their lives at UIW and beyond. Students will navigate the unwritten rules and expectations for success in college through close collaboration with peer mentors embedded in each FYES section. In addition, students will investigate career options and learn a variety of UIW technology tools commonly utilized to further their learning while at UIW.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of the Provost

CONTACT FOR MORE INFO: Kevin B. Vichcales at vichcales@uiwtx.edu or 2108292759

The First Year Institute Seminar’s goal is to teach students “how to be a college student.” We examine factors that underlie learning, success, and personal development in higher education. Topics covered include information processing, memory, strategic learning, self-regulation, goal setting, motivation, educational and career planning, and learning styles. Techniques of study such as time management, listening and note taking, text marking, library, 0and research skills, preparing for examinations, and utilizing learning resources are covered. Includes courses in college orientation and developments of students’ academic skills that apply to all disciplines. All first semester freshmen must enroll in the course during their first semester of college. A final grade of C or higher is required, or the student must repeat the course. Our Learning Framework Capstone is meant to prepare students for transfer and or the workforce. This course includes 1) research and theory in the psychology of learning, cognition, and motivation; 2) factors that impact learning; and 3) application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of 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 draw continually from the theoretical models they have learned. (Cross listed as PSYC 1100). (NOTE: While traditional study skills courses include some of the same learning strategies, e.g., note-taking, reading, test preparation as learning framework courses, the focus of study skills courses is solely or primarily on skill acquisition. Study skills courses, which are not under-girded by scholarly models of the learning process, are not considered college-level and therefore are distinguishable from Learning Framework courses.) Prerequisite: 30 hours of college-level credit.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: FYIS-Student Central Learning Frameworks- CAO

CONTACT FOR MORE INFO: Krista Wilson at kwilson@fpctx.edu or 806-457-4200

For first-generation college students, adjusting to college can be difficult and may lead to lower graduation rates. Despite the availability of resources on-campus at St. Edward's University, there were obstacles that often prevented its first-generation college students from making the best use of resources. In response to this, in 2020, St. Edward's University implemented programming to remove barriers to success for students who are first in the family to go to college. Recognizing that there is financial need, little family background in higher education, and social and academic stress, First to GOat provides holistic programming that emphasizes mentoring, building community and belonging, leadership and character development, academic and career readiness, financial assistance and literacy, and personal health and wellness. First to GOat develops
and provides a supportive, inclusive community that values and celebrates their identity.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: The average one-year retention rate for first-generation students at St. Edward's University is 77.5% for 2020-2022, exceeding national and state averages. In addition, the average fall-to-spring first-generation college students persistence is 92.5% for 2020-2023.

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success Center

CONTACT FOR MORE INFO: Sonia Briseno at sbriseno@stedwards.edu or 512-448-8625

Focus Forward is a first-year experience program designed for incoming freshmen. Focus Forward serves the incoming freshmen class as a student success campus community program with the goal of connecting the students to the campus as an active member of the community. Focus Forward is built on the foundation of three pillars, academic focus, university engagement, and personal responsibility. As with all things there is overlap, this overlap strengthens the student's connection to the campus and provides them with a successful experience. As an institution of higher education Schreiner University provides a service dedicated to the individual growth of each student by providing the opportunity to be successful.

Academic Focus. Students are given the opportunity to learn. In the first year a specific focus is dedicated to helping students establish a strong foundation of understanding about the academic rigor, expectations, self-discipline, and university support that is needed to be successful.

Personal Responsibility. Students are given the opportunity for personal growth. In the first year a specific focus is dedicated to helping students understand the responsibilities of a student within the Schreiner community. From their interactions with peers to their interactions with faculty and staff, they have opportunities to learn from experiences and grow in their personal responsibilities.

University Engagement. Students are given the opportunity to engage as an active member of the Schreiner University community. The university strives to provide opportunities for students to have a meaningful connection with the university that helps them in their success as a student.

Meaningful collaborations occur across campus to provide the overlapping support of these three pillars, including Freshmen studies IDST course, peer to peer mentoring, academic advising, tutoring services, co-curricular experiences, community engagement, and student leadership opportunities.

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: First Year Experience

CONTACT FOR MORE INFO: Matt Goodwyn at tmgoodwyn@schreiner.edu or 8307927330

Increasingly, students name food insecurity as a barrier to their success. St. Edward's University is committed to eliminating on-campus food insecurity. Through grant funding and donations from faculty, staff and alumni, we support peer-to-peer outreach about on-campus and community-based food resources, transporting students to nearby food resources, stocking the St. Edward's Monarchs Food Pantry, fulfilling weekly grocery requests, reducing food waste and providing emergency aid funds through HOOF (Hilltoppers Overcoming Obstacles Fund).

During the 2021-22 academic year, 750 St. Edward's students applied for emergency aid through the Hilltoppers Overcoming Obstacles Fund (HOOF); 95% of applicants cited food insecurity as the reason for their request. Additionally, the free, on-campus Monarchs Food Pantry is open every weekday afternoon. While open to the university community only, we anecdotally know that many of the students who access these resources do so to feed their families. Started by students for students, the Monarchs Food Pantry is maintained through Campus Ministry and supported through privately raised dollars and food donations. It is currently student volunteer-run with a paid student Food Pantry Operations Intern supervising. Additionally, St. Edward's has formal partnerships with two South Austin food pantries: St. Ignatius Martyr Catholic Church and Foundation Communities.

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: Dean of Students Office and Campus Ministry

CONTACT FOR MORE INFO: Connie Rey Rodriguez at connierr@stedwards.edu or 512-448-8408

FLP is committed to developing the strengths of humble and ambitious first year students, so that they persist at the institution and in making a difference on campus and in the world. Students will deeply understand and explore The Five Practices of Exemplary Leadership and the Social Change Model of Leadership. Students explore and analyze varying leadership behaviors and articulate their own values and vision. Student participants also employ an appreciation for other points of view, advancing their own views that guide relationships and decisions while at the university. Students apply observation, conflict management, dialogue and active listening techniques as a means of understanding and engaging with others. This semester-long exploratory cohort-based program consists of 14 workshops students attend as well as a day long leadership retreat. Students must attend the retreat as well as 5 of these core workshops in addition to 10 exploratory events outlined in the syllabus to expose them to the different co-curricular offerings at the institution. Students that successfully complete the program are honored at the end of the year.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Orientation, Leadership and Engagement

CONTACT FOR MORE INFO: Nicholas Hudson, Ed.D. at nicholas.hudson@tamiu.edu or 9563262280

Recognizing the importance of STEM education in preparing the increasingly diverse generations that will make up the American workforce, this project strives to generate STEM student success at Texas State University (TXST) for Hispanic and Low Income (HLI) students who will become our next scientific and technical professionals. There are four primary activities designed to address persistent challenges in STEM education and career attainment for HLI students. Activity 1 will create a Peer Education Program with Success Coaches that will serve all incoming HLI freshman and transfer students in their first year at TXST who are identified through a predictive analytics factor-specific model as needing high-support during their transition to college. Activity 2 will improve the transfer navigation process and increase transfer matriculation to TXST through creation of a Transfer Articulation and Navigation Center. Center staff will initiate new transfer articulation agreements with 2-year HSIs, produce an online repository of course equivalency guides and other information pertinent for transfer students, and provide direct student transfer advising to facilitate the transfer process. Activity 3 will create a STEM Workforce Advisory Council to build collaborations with STEM employers leading to expanded Co-Op and work-based experiences for HLI STEM students; additionally, a new Work-based Experience Preparatory program will be implemented to provide targeted students with professional development improving their competitiveness for employment upon graduation. Activity 4 will provide professional development in culturally responsive teaching methods for STEM faculty teaching core courses that will enable faculty to make lasting changes to their instructional methods to improve HLI students' success.

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: Generación STEM

CONTACT FOR MORE INFO: Dr. Carolyn T. Chang at carolyn.chang@txstate.edu or 512-245-3150

GenJacks is a program for first-generation college students, those whose parents or guardians didn't graduate from a four-year university. GenJacks is an extended learning community that provides support and resources to help first-generation students be successful and stay in college.

The GenJacks program provides mentorship, student success courses, academic support resources, career planning, and experiential learning beyond the classroom through internships and community-based projects.

Students who participate in the program have enhanced faculty and professional academic advisor support, higher GPAs, a cohesive curriculum with linked courses in the cohorts, a higher level of student engagement and social belonging, and higher satisfaction with their college experience.

Students in the GenJacks program must:

-attend the Summer Leadership Academy
-participate in the academic learning community and take SFAS 1101 (The New
Lumberjack Experience, a first-year experience course)
-complete career and professional development through SFAS 1110 and SFAS
2150
-and meet monthly with mentors.

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 GenJacks program increases retention and graduation rates by providing transformational experiences.

The one-year retention rate of GenJacks students is 87% compared to 72% for other first-gen students and 81% for students who are not first-generation.

The 6-year graduation rate of GenJacks students is 76% compared to 51% for first-generation students not supported by the program and 59% for students who are not first-generation.

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success Center

CONTACT FOR MORE INFO: Raquel Skidmore at skidmorerr@sfasu.edu or 936-468-6232

GradCast is a career placement service utilized by Vernon College for graduates of Career and Technical Education (CTE) programs. This service is free to qualifying students and provides for 1000 free resumes sent anywhere in the United States among over 600,000 employers in over 30 career and technical education programs of study. Student directory information (permissible under FERPA law) released to GradCast upon graduation includes name, address, graduation date, type of award, phone number, email address, and program of study. GradCast will contact the graduates through a series of automated emails, text messages, and/or phone calls to initiate this career placement service.

Gradcast tracks students to see if they are in the field in which they went to school for. We provide this service as a graduation gift to our CTE graduates. For Spring 2022, Vernon College's response rate was 75%. Students can be tracked at any length of time.

DELIVERY FORMAT: The program is online only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Instructional Services

CONTACT FOR MORE INFO: Shana Drury at sdrury@vernoncollege.edu or 940-552-6291

The Graduation Help Desk helps ensure every student graduates. Any member of the UTA community can contact the Graduation Help Desk to assist students. The Academic Success Center staff supports all students by addressing complex academic and non-academic issues that hinder students' academic performance or path to graduation. The Graduation Help Desk has impacted both practice and procedure at the University of Texas at Arlington. Practice and procedure have been impacted through routine partnership with academic departments and the advising community to begin preparing students for timely degree completion earlier in their academic career. Partnerships with the Office of the Registrar, Office of Financial Aid, Student Money Management Center have also contributed to an increase in degree progression and completion.

DELIVERY FORMAT: The program is online only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Success Center/Division of Student Success

CONTACT FOR MORE INFO: Melissa Smith at Melissa.Smith@uta.edu or 8172720317

The Writing Center provides detailed, tailored support for academic and professional writing to Grayson College students. The Writing Center features two in-person locations in the Denison and Van Alstyne campuses. Students visiting the in-person locations have access to consultants, computers, and writing-specific programs designed to support their needs. The Writing Center also offers online support. Students can receive tailored feedback on their writing synchronously, through Zoom consultations with our tutors, as well as asynchronously, through detailed feedback on their submitted work. In all locations, students can receive support for their writing at any stage in the process. Our trained consultants ask open-ended questions and offer constructive feedback to improve students’ writing in a wide range of disciplines.
Moreover, the Writing Center also supports students’ writing through writing groups, workshops, and asynchronous support courses. The latter includes TSI Exam preparation and Plagiarism Prevention modules.

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: Arts and Humanities Pathway

CONTACT FOR MORE INFO: Aidan Holtan at holtana@grayson.edu or (903) 463-8697

HSI L.E.A.D.S. Program is designed to provide support and encouragement for Hispanic and low-income students at Temple College (Temple) to pursue high-paying, high-demand, STEM careers in the central Texas region. The Program, funded by the U.S. Department of Education Hispanic-Serving Institutions (HSI)- Science, Technology, Engineering, or Mathematics (STEM) and Articulation Programs, proposed to increase the number of Hispanic and other low-income students attaining STEM degrees and credentials using a two-pronged approach to create a culture of STEM that:

1. Starts students in Grades K-12 with STEM coursework and providing supports until degree completion at Temple and/or transfer to another degree-granting institution.

2. Creates a STEM workplace culture through enhanced hands-on STEM activities, increased professional development for Temple faculty, and STEM employer engagement.

Click on the “Learn More for Details” button on our webpage to visit our Google Site for additional information.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Affairs

CONTACT FOR MORE INFO: Eva Margarita Mungui­a at eva.munguia@templejc.edu or 254-298-8591

The Good Life Center is a combination of a food pantry as well as clothing closet designed to be accessible by all students at Howard College. The purpose of this center is to provide resources for students who may be struggling or have a need. Students can gain access to food items if they have a need and they do not have the financial resources to buy themselves snacks or groceries. There is also a full closet with professional and casual clothes. Students needing clothes for professional interviews can come in and pick out an outfit. If a student needs basic clothing items such as winter jackets, jeans, etc. they can get whatever is needed. There is not a base requirement to access this center other than being a Howard College Student. The goal is to help students achieve academic success and help remove barriers to them achieving that success.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Life Department

CONTACT FOR MORE INFO: Melissa Strain at mstrain@howardcollege.edu or 432-264-5200