The Holistic Exploration of Careers by Hands-on Opportunities (HECHO) program is a comprehensive career preparedness initiative that includes hands-on learning opportunities for first generation and economically disadvantaged students. HECHO is a Spanish word meaning “made” or “done.” HECHO at TLU is designed to ensure first generation and economically disadvantaged students make progress toward career preparedness through personal exploration and experiential learning via an asset/strength-based program. This program is three-fold: 1) a focus on personal skills and strengths identification, followed by 2) hands-on career preparedness activities, and 3) faculty training on StrengthsFinder with course integration.

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: Division of DEI

CONTACT FOR MORE INFO: Dr. David A. Ortiz at dortiz@tlu.edu or 8303052412

Texarkana College's (TC) I AM FIRST Project goal is to better support first-generation students on three levels: socially, emotionally, and academically. Our objectives are to serve all our first-generation students with the strategies that foster their sense of social belonging in our college community, support their self-efficacy and mental well-being, and develop their skills to succeed in the classroom and, ultimately, in their careers. TC's student body is approximately 75% first-generation. Success coaches will engage with students through group meetings, one-on-one appointments, and personalized text messaging. We also strive to get first-generation students involved in campus activities outside of the classroom. The Student Success Coach will have the tools to make referrals or contacts on the student's behalf and provide highly individualized coaching tailored to each student's needs. The assigned success coach will remain an advocate for the student from the student's first semester at TC until graduation, giving students the resources, skill-building opportunities, and confidence, they need to succeed.

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: Student Success and Retention

CONTACT FOR MORE INFO: Lee Williams III at lee.williams@texarkanacollege.edu or 903.823.3016

College of the Mainland's (COM) SSAP grant is a dedicated initiative aimed at recognizing and meeting the basic needs of students while equipping faculty and staff with the necessary skills to identify and support those in need. This grant focuses on enhancing the overall well-being and academic success of students, particularly those facing financial hardships or personal challenges that may hinder their learning experience.

Through the grant, COM can implement programs and services that address essential needs such as food, housing, healthcare, and mental health support. It also provides specialized training to faculty and staff to develop a better understanding of the signs and indicators of students in distress. With this training, educators can intervene early and provide appropriate assistance, ensuring student receive the necessary help and resources to overcome obstacles and achieve their educational goals.

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

CONTACT FOR MORE INFO: Dr. Kris Kimbark at kkimbark@com.edu or 4099381211

Professional development provided with additional funds from this grant will focus on advising and academic coaching. Training for faculty representatives from Schreiner University's seven academic divisions, staff representatives from administrative divisions, and coaches from the athletics division (Schreiner Student Success Champions) will: (a) focus on student learning and academic success through more intentional advising, (b) foster cultural competencies to assist students in developing positive ethnic and social identities, and (c) support students' critical consciousness and encourage constructive responses to societal inequalities.

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 Dean of Faculty

CONTACT FOR MORE INFO: William Michael Davis at wdavis@schreiner.edu or 830-792-7415

Victoria College (VC) wants to improve equitable access to academic, financial, and support services for VC students. To accomplish this, VC will use the majority of requested funds to procure a new comprehensive student engagement system or customer relationship management software, often abbreviated to CRM. The remainder of the request will supplement our digital outreach efforts to link more underserved students into the new system.

The target group for improved engagement is our underserved student populations. Empowering underserved students to succeed will require (a) sharing relevant information about VCs services with targeted groups who need it most and (b) understanding how students use services so we can continually increase awareness and support for groups who need it most.

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: Elizabeth Garza at Elizabeth.Garza@VictoriaCollege.edu or (361) 485-6813

Faculty are often the first people who know that students are having problems in (or out) of your classes that may affect their success or retention. Faculty and staff are asked to report students who are having academic, personal, financial or other concerns (excessive absences, disability services, homelessness) using an online form. The retention team will begin contacting these students within 24 or 48 hours of completing the report. The team includes Academic Advising, Disability Services, Dual Credit and Title V representatives.

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: 60

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: Academic Advising

CONTACT FOR MORE INFO: ShaNelle Lawson at lawsons@lamarpa.edu or 409-984-6183

Javelina Summer Bridge was a 9-day program aimed at helping students admitted by committee, or who had not passed the TSI in their adjustment to college. We also included First Generation college students. We provided reading/writing, math, and student success strategies, and enhanced their sense of belonging with student engagement activities.

DELIVERY FORMAT: The program is in-person only.

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Student Success

CONTACT FOR MORE INFO: Dr. Shannon Baker at shannon.baker@tamuk.edu or 3615932557

The KEY Center is a TRIO Student Support Services program available to 165 income-eligible, first generation or disabled students. The goal of the program is to assist students as they navigate the college experience by providing them an academically-supportive and enriching environment. Supports include intensive career and academic advising, transfer assistance, individualized tutoring, financial aid assistance, financial literacy, scholarships and more.

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: 165

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

WEBSITE TO APPLY: https://victoriacollege.edu/Explore/Students/KeyCenter

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Services

CONTACT FOR MORE INFO: Pam Neuman at pamela.neuman@victoriacollege.edu or 3615822413

The LEADS Program: Learn, Experience, Achieve Defined Success, is a multi-faceted first year experience (FYE) program that is designed to create a foundation and culture of learning and engagement for students at Howard College. The program is implemented through the fall and spring semesters of each academic year. The program focuses on 1) acquisition and enhancement of academic skills, 2) career exploration and plan development, and 3) peer, campus, and community engagement. LEADS incorporates a mandatory zero week orientation as well as a student success course which meets graduation requirements for the college. Career clusters are created in alliance with the college's Pathways for Success model and have no more than 15 students in each group. Students participate in career clusters with their peers with similar career interests.

The program is designed as a holistic first year experience that will engage students in their college campus, their communities, and their academic experiences. It fosters student commitment to learning and to actively participating in their academic and career planning so that their experiences have meaning and purpose as they move through the educational journey. Each student will work both individually as well as in group settings in all segments of the program.

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: 454

HOW TO ENROLL: Students enrolled during registration process and discussion with advisor

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Affairs - Student Success

CONTACT FOR MORE INFO: Cindy Smith at csmith@howardcollege.edu or 432-264-5034

The focus of the project at Lamar State College Orange (LSCO) is to plan for the creation and expansion of support for students outside of the classroom. Our campus is working to remove barriers for our students and allow them to focus on their course work. Areas of focus include creation of on campus solutions for health care and mental health, academic support programs, peer tutoring and supplemental instruction programming models, expansion of career services and related services, student academic and behavioral alert system, creation of the on-campus food pantry, providing programs to assist first generation student population, and TSI (Texas Success Initiative) prep courses for current and prospective students within in local independent school districts.

DELIVERY FORMAT: The program has a hybrid format.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Services

CONTACT FOR MORE INFO: Brian Hull at Brian.Hull@lsco.edu or 409-882-3342

Laredo College Early Alert Program's focus is to support students facing academic challenges which are affecting their progress. Services include offering students resources on the campus as well as in the community to meet their individual needs.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Counseling and Disability Services

CONTACT FOR MORE INFO: Adriana Craddock at adriana.craddock@laredo.edu or 956-721-5137

The L.E.A.D. program focuses on expanding peer-to-peer and faculty mentor relationships and implementing intervention strategies for at-risk first-year students based on the self-exploration of the LASSI (Learning and Study Strategies Inventory) assessment results and LASSI learning modules. Goals of the program include: increased retention of at-risk first-year students by 20%, implementation of LASSI assessment and intervention strategies in the first-year experience (FYE) course and increased participation (80%) of at-risk first-year students in the mentoring program. Peer mentors work with the FYE faculty and professional advisers who advise students during their first year of college to build a relationship social capital network. Professional advisers and FYE faculty will also work with the first-year students to construct interventions as prescribed by the LASSI assessment and learning module. These interventions will assist students in their transition from high school to university life.

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: Rattler Success Center

CONTACT FOR MORE INFO: Graciela Lopez-Fuentes at glopez@stmarytx.edu or (210) 436-3736

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

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

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

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

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

DELIVERY FORMAT: The program has a hybrid format.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 459

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Department of Education

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

All full-time, first-time-in-college (FTIC) students are enrolled in Learning Frameworks during their first semester at Texarkana College. In the course, students study research and theory in the psychology of learning, cognition, and motivation; factors that impact learning; and 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 continually draw from the theoretical models they have learned.

DELIVERY FORMAT: The program has a hybrid format.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 698

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: Business & Social Science Department

CONTACT FOR MORE INFO: Dr. Dixon Boyles at dixon.boyles@texarkanacollege.edu or 903 823 3192

The mission of the Male Excellence Network is to increase engagement, retention, success, and completion for Northeast Lakeview College male students. The Male Excellence Network program is a year-long cohort program that provides engaging, systematic, and holistic support for Northeast Lakeview College male students. The program will allow Northeast Lakeview College male students the opportunity to learn and apply skills that will empower them to achieve their academic, career, and life goals, as well as establish them as leaders among their peers.

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

CONTACT FOR MORE INFO: Allen Anguiano at aanguiano40@alamo.edu or 210-486-5152

The purpose of the MSI was to teach men to become leaders within their families and communities. The mission of the group is to enhance and better male students at Galveston College by providing academic support along with professional and personal development. The MSI worked on efforts toward academic, personal, and professional initiatives to enhance the lives and experiences of the group membership as well as the greater campus community. These initiatives include but are not limited to, community service projects, conferences, on-campus workshops, networking events, and academic support tools.

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: 16

HOW TO ENROLL: Participants were selected after a application process

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

DEPARTMENT(S) OVERSEEING PROGRAM: Galveston College

CONTACT FOR MORE INFO: Deon Botha at dbotha@gc.edu or 4099441222

Math Center
The Math Center ("Math Lab") is an in-person, drop-in math tutoring center located in room 110 in the Math and Science Building (MS). The Math Center's mission is to provide instructional support for students studying mathematics. Assistance is available for all class levels at Paris Junior College, including co-requisite math support courses, covering topics from basic mathematics through calculus, including help understanding homework, reviewing for tests and quizzes, or brushing up on other skills. In addition, the Math Lab offers access to computers and the internet for students access to MyMath Lab for homework and quizzes.
The Math Lab provides the following services:
• Student tutors assist students in understanding math concepts, improving study skills, and identifying common mistakes.
• Math Faculty are available during their office hours to aid with coursework.
• A workspace where students can study independently or with classmates for math classes.
• Computers with a variety of mathematical and office software.

Writing Center
• Understanding writing assignments
• Brainstorming and development of ideas
• MLA and APA format styles
• Organization, flow, and clarity
• Thesis statements
• Grammar
• Outlining
• Avoiding plagiarism
• Academic databases
• Microsoft Word
• Google Docs

Online Tutoring
Paris Junior College provides both face-to-face and online tutoring support services for students across several academic subjects to ensure student success. Online tutoring is available 24 hours a day, seven days per week through Tutor.com. A link to Tutor.com is provided inside each course’s Blackboard portal for easy access.

DELIVERY FORMAT: The program has a hybrid format.

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

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

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

PRELIMINARY OUTCOMES DATA: A Spring 2022 survey reported that PJC students are very satisfied with the overall Tutoring services offered at the college.

DEPARTMENT(S) OVERSEEING PROGRAM: English Department for Writing Center; Math Department for Math Center; Student Services for Online Tutoring

CONTACT FOR MORE INFO: Sheila Reece at sreece@parisjc.edu or 903-782-0211

MSI is a jam-packed five-week program held during the month of July exclusively for incoming freshmen students at the University of St. Thomas. The Institute helps our newest Celts prepare for the rigors of UST. When not in class, students build meaningful friendships with fellow incoming freshmen as well as with established Mendenhall Mentors by going on excursions around Houston and activities beyond the classroom.

By the end of July, students will have completed 6 elective credit hours, will have received a head start applying to on-campus jobs, and will be more confident in their abilities to thrive at UST.

Ms. Mendenhall, who founded MSI 15 years ago, gives 30 students in the Institute a $1,000 per semester for up to 8 semesters scholarship. These scholarships are distributed based on need and participation in the program.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: We have found that students who participate in Mendenhall retain at a significantly higher rate than their peers. Our Mendenhallers retain at about a 94% rate and go on to graduate higher than their peers as well. Additionally, our students assume leadership roles more regularly than their peers because of their level of comfort with the institution.

DEPARTMENT(S) OVERSEEING PROGRAM: Amanda Villanueva, Dean of Students Office

CONTACT FOR MORE INFO: Amanda Villanueva at ingersa@stthom.edu or 713-525-3512

The mental Health Awareness Training CErT program is based on the UHCL Counseling and Mental Health Center's mission, “Connect, Empower, Thrive”. The "Connect, Empower, refer, and Thrive (CErT)", training is a research-based program for UHCL students, faculty, and staff on recognizing signs of mental health issues, connecting to resources, preventing poor mental health outcomes, and ensuring student retention and success. The 2-3-hour training contains modules separately targeting faculty/staff; general students and student leaders; veterans; and students seeking teacher certification. The main learning objectives for this training are for participants to learn to identify emerging signs and symptoms of mental health concerns, be able to distinguish skillful ways to intervene with individuals who are experiencing mental health concerns and make referrals to appropriate services, and be able to identify at least two ways to engage in self-care.

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

PROGRAM SCALE: Unknown

DEPARTMENT(S) OVERSEEING PROGRAM: UHCL Counseling and Mental Health Center

CONTACT FOR MORE INFO: Cynthia Cook at cert@uhcl.edu or 2812832580

NLC Connect seeks to mitigate enrollment barriers, promoting the retention and graduation of the College's part-time students. Monthly phone outreach, supplemented by emails/mailings, provides information on campus resources and connects students with wraparound services to address social, emotional, and educational barriers. Additionally, NLC Connect provides basic needs grants to address immediate welfare needs, reducing transportation, housing, and childcare barriers that stall academic persistence.

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: Northeast Lakeview College

CONTACT FOR MORE INFO: Cristela Garcia at cgarcia1411@alamo.edu or 2104865179