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

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

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

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

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

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

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

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

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

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

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Organizational Excellence and Development

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

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

DELIVERY FORMAT: The program is in-person only.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of the Provost

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

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

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

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

The First-Gen Advisory Board collaborates to support first-gen students with programing and mentoring. The board members also provide feedback on first-gen initiatives. All colleges are represented by an advisory board member. The majority of advisory board members are first-gen.

During its first year in existence, the board provided first-gen students with the following:
- All colleges hosted a celebration during National First-Gen Week for its first-gen students that enabled students, faculty, and staff to engage in events that created a culture of awareness and understanding of the first-gen college student experience.
- Planned and executed the inaugural First-Gen to Grad School event. Board members supported with a first-gen panel and round-table events led by first-gen staff and faculty.
- Provided feedback on the First-Gen Center framework (mission, priorities, and vision), glide path for the next 3 years, and first-gen programming.

DELIVERY FORMAT: The program has both online and in-person components.

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

PROGRAM OUTCOMES: Support 53% of students at SHSU who are first-generation.
2021 prior to the establishment of the Advisory Board
- 2 events hosted by SHSU (TRiO and COE).
2022 after the establishment of the Advisory Board
- 14 events hosted by SHSU to include all colleges celebrating its FG students.
- 678 FG students participated in National FG week.

CONTACT FOR MORE INFO: Joe Contreras at jxc200@shsu.edu or 9362943003

Sam Houston State University (SHSU) established its First-Generation Center (FGC) on June 6, 2022, as 53% of its students are first-generation students. An SHSU student is considered first-generation if neither parent nor guardian earned a bachelor’s degree in the United States. The SHSU FGC is dedicated to helping first-generation students and their families navigate their university experience.

The FGC operates on the following PRIORITIES, nested under the SHSU priorities of its strategic plan:
- Connect and engage the first-gen population to university resources and services.
- Enhance an inclusive environment that promotes a sense of belonging and empowers first-gen students to succeed (Proud to be First-Generation).
- Advance a culture of engagement and perseverance through first-gen programming.
- Known for its commitment to first-gen student success in the State of Texas.
- Identify, develop, and strengthen relationships with first-gen alumni, community group/organizations and other entities with a large first-gen focus to support first-gen students.

First-Generation students gain a community, have a transformative experience, and complete a bachelor’s degree.

DELIVERY FORMAT: The program has both online and in-person components.

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

PROGRAM OUTCOMES: SHSU was recognized nationally (First-Scholars Network) for its commitment to first-generation student success during the FGC’s first year in existence, by the Center for First-generation Student Success (NASPA). To be selected as a First Scholars Network member, SHSU displayed a demonstrated commitment to improving experiences and advancing success for first-generation students.

- 1,165 one-on-one mentoring appointments with professional staff
- Personally connected with 49% of first-gen freshmen (1555)
- 32 first-gen programming events

CONTACT FOR MORE INFO: Joe Contreras at jxc200@shsu.edu or 9362943003

First-Generation Student Orientation is designed for any student that identifies as first-generation. The goal is to provide each participant with necessary information to be successful in college. Time management, study skills, and goal setting skills are included in the orientation. We also go over key college terms and important offices and personnel that will be needed during matriculation.

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: 75

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: Student Success, Retention, and TRIO-EOC

CONTACT FOR MORE INFO: Lee Williams III at lee.williams@texarkanacollege.edu or 9038233016

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 University College’s First Year course offerings assist students as they transition from high school to the university and have been tailored to assist students based on a number of criteria including, major, prior college hours, class rank and academic performance.The UNIV 1301 Learning Framework course is the most popular and widely taken first-year experience course offered. Here, students will learn about the psychology of learning and develop the skills that will enable them to be successful college students. The Learning Framework course is organized by college, so students will also learn about program specific requirements depending on their major. In addition to the Learning Framework course, UTRGV also offers, UNIV 1101: Self-Discovery for Academic and Career Success. This one-hour course connects students to university resources as they navigate their first year at UTRGV while also helping them identify and develop a plan to achieve their academic and professional goals. Finally, the UNIV 1001 and UNIV 1300: Living and Working by Design courses encourage new students to think about and build out multiple college experiences by incorporating design thinking principles. Here students are given a safe and supportive space to think about possible majors and careers without any fear of judgment or critique. Students then work through potential major/career pathways by thinking about the actions they need to take and the resources they need in order to make their pathway(s) a reality.

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: 3500

HOW TO ENROLL: We do not automatically enroll, however, it is a first-year requirement for students who meet the criteria.

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

DEPARTMENT(S) OVERSEEING PROGRAM: University College

CONTACT FOR MORE INFO: Cynthia Saldivar at cynthia.saldivar@utrgv.edu or 956-882-7483

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

Our mission is to provide students FAMILIA – Family, Acceptance, Mentoring, Inspiration, Learning, Inclusion, and Advancement. We reach out to our students before their first day of class and provide an award winning website that includes a resource video library that is continuously improving and expanding. Our Peer Mentors call first time in college students to welcome them and answer any questions they may have from a fellow student’s perspective. The Peer Mentors continue their outreach throughout the students’ first year. The official induction into the SPC family is Tiger Nation Family Day (TNFD), which happens on the Friday before classes begin. TNFD is designed to introduce students to college leadership, highlight college programs, and services, and motivate students to BELIEVE * COMMIT* COMPLETE. During the first week of classes, students are welcomed with an assortment of campus activities, such as scavenger hunts and mixers, that allow them to build a social network and get connected with the campus community. The year-long programming includes workshops and activities facilitated by different departments such as Financial Literacy, The Tutoring and Technology Center, the Career Experience Team, and Advocacy Services. The year concludes with an End of the First Year Banquet, a time for students to celebrate the completion of their first year in college, their resilience, and all of their accomplishments. The First Year Experience program aims to launch students into their careers and/or second year of studies feeling resilient, confident, and like they belong.

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: 155

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: Educational Support Services

CONTACT FOR MORE INFO: Liz Castillo at ecastillo262@alamo.edu or 210-486-2473

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