Our program name is Co-requisite Math and English classes for developmental education needs. In this program, we focus on giving students more support in their college level math, reading, and writing courses, which should also help in retaining the students through completion of their educational goals..

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: Office of Educational Services

CONTACT FOR MORE INFO: Michele Stevens at mstevens@fpctx.edu or 806-457-4207

The College Access program is intended to provide equitable access for high school seniors who wish to pursue higher education. We provide a comprehensive framework for access and recruitment of seniors in Tarrant County.

Overview of all sessions conducted at the high school:
TCC 101 - deliver information during either English or Government classes regarding general information about TCC and they can opt-in. Students complete an interest card/form and become part of the cohort group that will complete the steps below to get them to enrollment.

Admissions Application - provide step-by-step assistance with completing the TCC admissions application.

Pre-Assessment Activity (PAA) – administer the State-required activity for students who need to take the TSI Assessment which provides students with instruction on how to prepare for the test.

TSI Assessment (administered at one of the TCC Campuses or at the high school) – coordinate with testing center staff to offer an opportunity for students to complete the assessment in the areas of Math, Reading, and Writing, as needed. Students get to test for free.

Financial Aid Assistance – Coordinate presentation with Financial Aid staff to go out to the high schools and inform students about financial aid and scholarship information to include completion of FAFSA/TASFA.

Case-Management/- Interpret TSI Assessment scores and support students throughout their senior year with on-going general advisement and parent information sessions.

Parent Nights (conducted at TCC campus) – Parents are invited to attend an information session and find out the status of their student and what they have completed and what they still lack.

Summer follow-up – continue to communicate with students via post-cards, phone, chat, text, in-person to remind them to complete any of the steps they need in order to register (meningitis, re-test, transcripts, orientation, see an advisor, etc.).

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: Historically students who participate in our program have had higher success rates compared to the general FTIC population. Data from the past 10 years show fall to fall retention, on average, is about 11% higher than the general FTIC students; fall to spring about 6% higher, and 4-year graduation rate average is 3% higher.

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Recruitment & Outreach

CONTACT FOR MORE INFO: Noemi Vela at noemi.vela@tccd.edu or 8175151520

The College, Career, & Financial Health (CCFH) outreach program was created to encourage and assist with postsecondary enrollment for elementary through secondary school students in Victoria College’s service area. The CCFH Coordinator is responsible for facilitating a pipeline to postsecondary enrollment from a very early age.Through various financial literacy sessions, students are able to explore career and college opportunities, as well as identify smart financial habits and options for future goals. Specifically, at the high school level, the CCFH Coordinator works diligently to increase the percent of service area secondary students who complete the ApplyTexas application, submit their FAFSA, and complete at least one scholarship application before high school graduation.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Enrollment Services

CONTACT FOR MORE INFO: Sabrina Romo at Sabrina.Romo@VictoriaCollege.edu or 361-582-2543

College success coaching creates an environment that supports students in achieving their academic goals. College Success Coaching guides students to success through the development and application of personal wellbeing, motivation identification, goal planning, study strategies, time management, and resource referrals.

DELIVERY FORMAT: The program has a hybrid format.

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

HOW TO ENROLL: All students are able to enroll into program

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success

CONTACT FOR MORE INFO: Matthew Ramirez at Matthew.Ramirez@tjc.edu

Texas Southern University envisions the advancement and attainment of goals for this sector of students by responding to the national and statewide data to re-enroll students from the 36 million current SCND population, reaching out with tailored programs and policies to meet their needs.

Texas Southern University caters to non-traditional undergraduate and graduate students who have excellent potential to complete a degree but need flexibility, opportunity, and accessibility to various completion options.

The TSU College of Transdisciplinary Studies programs affords students the opportunity to pursue transdisciplinary studies by selecting from a variety of degree programs that target vital local, national, and global workforce opportunities.

8 Bachelor's Degrees and 4 Master's Degrees have been developed.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: College of Transdisciplinary Studies

CONTACT FOR MORE INFO: Dr. Aisha Morris-Moultry at completeu@tsu.edu or 713.313.1262

Today’s college attendees are more mobile than any time in history. They have many choices to complete a credential of value, and college hopping is commonplace. Unfortunately, this results in situations where students have completed almost all their requirements but left without a credential. The population of “almost grads” is growing, creating a dearth of qualified employees in the workforce. Through ODC, three North Texas higher education institutions actively engaged with “almost grads” to provide them the assistance they needed to complete a credential of value. ODC began by extracting students within 15 credit hours of credential completion. Accelerating Student Success funds encouraged students to enroll when they faced barriers such as not enough time to complete a FAFSA, having excessive hour fees, or a small financial incentive to re-enroll. ODC helped cover the remaining credits to graduation without any further roadblocks…just a carrot to convince students to complete their graduation goals.

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)

PROGRAM OUTCOMES: 331 students have been awarded scholarships to complete their degree. We are still finalizing numbers and some are enrolled in fall 2023, but we anticipate a very high percentage will graduate specifically due to this program.

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success - Collin College; Financial Aid - UNT and NCTC

CONTACT FOR MORE INFO: Jay Corwin at jcorwin@collin.edu or 972-549-6320

Victoria College's Community Connection Center - Wrap Around Services supports the students in pursuit of their vocational and academic goals through the provision of career and transfer assistance, as well as, social support services. Students seeking their vocational and academic goals often struggle to maintain progress due to life's challenges that can derail academic success for a myriad of reasons. Support services are available to all students who need assistance in areas of housing and utilities, food and clothing insecurities, medical and mental health, transportation, childcare and emergency needs. With full awareness of our students’ goals, Victoria College is equipped with transfer and career services to assist the student in securing their next steps, either transfer preparation or career exploration.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Advising, Counseling, & Support Services Department

CONTACT FOR MORE INFO: Bobby Cubriel at robert.cubriel@victoriacollege.edu or 361-572-6404

Complete U at TSU is geared toward recruiting students from five community colleges partners, including: Alvin Community College, College of the Mainland, Galveston College, Houston Community College, and Lone Star College to assist students with successfully transferring into Texas Southern University and completing their baccalaureate degree. Students from these institutions are supported through orientation/onboarding, scholarships, and career planning.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: College of Transdisciplinary Studies

CONTACT FOR MORE INFO: Aisha Morris Moultry, Pharm.D., Ph.D., M.S. at aisha.moultry@tsu.edu or (713) 313-1262

The proposed planning project includes four areas of review by TWU that will enable sound decision-making as the university expands access to and streamlines high-quality proactive advising. The planning project includes the following elements:
1. Conduct a comprehensive review of academic advising at TWU including organization structure, staffing levels, and approaches to academic advising.
2. Learn how to scale proactive academic advising and intervention throughout the university including the viability of implementing retention/student success grants for students.
3. Review of pre-matriculation academic advising practices including prospective applicant services for both first-time-in-college and transfer students with particular emphasis on high-demand majors.
4. Develop and conduct internal research and review of emerging best practices for student intervention.

The target population is undergraduate students.

DELIVERY FORMAT: The program has a hybrid format.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Success

CONTACT FOR MORE INFO: Joshua Adams at jadams15@twu.edu or 940-898-3755

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to feel like they belong in the course.Activity Description:This is a writing activity where students reflect on the relevance of what they are learning and its applications to their future goals.

SHSU is a partner of Navigate EAB and utilizes this technology as our primary student success management system. The Coordinated Care Network is a function of Navigate EAB and has been employed at SHSU as a retention-based partnership across several divisions. The Coordinated Care Network supports student success by bridging institutional efforts in receiving and triaging student alerts and referrals through Campus Connect (Navigate EAB). When faculty or staff issue an alert or referral, Campus Connect is configured to enact a chain of technology driven events to connect the student with the expert department who then provides appropriate intervention. Additionally, we target high-needs students to submit an alert or referral on themselves to receive assistance with their particular need(s). Overall, students who are alerted through the Coordinated Care Network and/or self-alert process experience positive gains in credit completion, term GPA outcomes, and persistence rates.

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: 1469

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 Technologies

CONTACT FOR MORE INFO: Brittany Fish at brittany.fish@shsu.edu or 9362944950

The corequisite model at Amarillo College, for math and English, is a paired model with a 3-hour transfer course and a 3-hour support course. The corequisite model decreases time to completion by enrolling academically underprepared students in transfer-level classes, thereby eliminating the elongated timeline of the traditional prerequisite developmental education pathway. Academically underprepared students are treated as a cohort, enrolling in both sections for a total of 6 hours, and are not commingled in the transfer-level course. The support course functions like a lab or workshop and does not have a separate Developmental Education curriculum. Amarillo College uses embedded tutors in the support course to assist the instructor with one-on-one and group tutoring sessions. The transfer-level courses are: English Composition I, College Algebra, Mathematics for Business & Social Sciences, Contemporary Mathematics, and College Algebra for STEM Majors.

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: 1724

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: English and Math Departments

CONTACT FOR MORE INFO: Frank E Sobey at fesobey@actx.edu or 8062826811

These learning communities pair a subject-intensive (math or English) UNIV Freshman Seminar course with a gateway course in the subject as a form of corequisite remediation that takes the place of developmental education to help students achieve the status of TSI Complete.

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: 200

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success Center

CONTACT FOR MORE INFO: Beverly C Tomek at tomekb@uhv.edu or 361-570-4145

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

DREAMS Week (Dedication, Responsibility, Engagement, Academics, Motivation, and Success) is a zero week orientation program required of all new students and transfer students with less than 15 successful credit hours. The program began as part of Title V grant activities in 2021. The goal of the program is for students to feel comfortable in their environment, know how to access resources, be introduced to faculty and staff, and be engaged in student life activities while developing academic skills to be successful in college. Each activity falls under one of the target areas represented by the DREAMS acronym. The program covers use of technology, cultural diversity, financial literacy, team building, note taking and study skills, academic and organizational skills, career planning, clubs and organizations, campus tours, and non-academic support services. Student life activities are held throughout the days to help students become acclimated to their campus and engage with other students, faculty, and staff. The program utilizes student mentors to help new students identify people on their campus that can be a resource as they start college. Howard College history and tradition is also covered so that students can begin to understand and relate to being a Hawk. Students are asked to bring their laptop with them but are provided with needed supplies throughout the program. Students are required to stay throughout the day and lunch is provided. The program concludes with a campus "Block Party" that includes all students, faculty, and staff. The Block Party provides lunch, outdoor student activities, music, and more!

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Affairs

CONTACT FOR MORE INFO: Lauren Barber at lbarber@howardcollege.edu or 432-264-5024

The Dallas College 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

The Dallas College Family Care Center will provide support to students who are parents or expectant parents that are underserved or first generation and economically disadvantaged population to provide wraparound services that includes a three-tier model. Tier one: Immediate physical and mental health needs that address potential crises situations, such as food, formula, or childcare insecurity, providing physical resources such as diapers, female and infant hygiene, safe car seats, or other needs. Some of the program supplies i.e. car seats, safety equipment will be free rentals, and stay within the college’s inventory for program sustainability. In addition, provide mental and emotional support including parenting support groups and early childhood parenting classes. Tier 2 would provide Financial Literacy and including classes on budget and credit management, saving and long-term financial planning for a sustainable lifestyle. Tier 3 would focus on academic and student support services working with Success Coaches and Career Counselors securing those students are on a pathway for success in their academic career ensuring their financial goals align realistically with their career choices and degree/transfer plans.

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

PROGRAM SCALE: Small-scale

DEPARTMENT(S) OVERSEEING PROGRAM: Student Care Network

CONTACT FOR MORE INFO: Cathy Edwards at connections@dcccd.edu or 214-860-5800