Academic coaching is an interactive process that focuses on the personal relationship created between student and coach. An academic coach helps students navigate obstacles they may encounter during their academic career by using individualized and holistic approaches. They guide students in understanding and adapting their learning behavior by challenging students to think about personal and/or professional goals as related to academic/educational goals. Academic coaches help empower students to take responsibility for your own learning.

• Help students thrive by adopting a holistic and transformational approach.
• To help students become self-reflective and determine a path toward success.
• Equip and empower students to be able to identify context-specific methods, processes, and integrated strategic approaches to learning, problem-solving, motivation, and time management.
• To provide Academic Coaches with campus wide support as they identify trending barriers students face.
• To encourage intentional departmental and hopefully systemic change with awareness of barriers faced by subpopulations of our students.

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: UTRGV Learning Center

CONTACT FOR MORE INFO: Dr. Leslie Kimberling Jones at leslie.jones@utrgv.edu or 956 882-7059

CLASS at Laredo College is a comprehensive program that provides support and resources to students, fostering their academic growth and personal development.
Core Features: Tutoring Services: The program offers personalized tutoring sessions ensuring students receive the assistance they need.
Academic Workshops: To enhance study skills, time management, and critical thinking abilities.
Peer Mentoring: The program connects students with experienced peers.
Goals: Improve Academic Performance: The primary goal is to enhance students' academic performance by providing targeted assistance and support.
Foster Student Engagement: The program aims to foster a sense of belonging and engagement among students, creating a positive learning environment.
Increase Retention Rate by addressing academic challenges and providing resources.
Objectives: Increase student usage of tutoring services and academic workshops. Establish a robust peer mentoring program to connect students with mentors who can offer support and encouragement.
Implement skill-building programs to improve specific academic competencies among students.
Target Population:
CLASS targets enrolled students at Laredo College to provide support to foster success. The program aims to address the needs of struggling students and promote continuous improvement among high-achieving students, creating a dynamic learning 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: Dean of Academic Innovation & Technology

CONTACT FOR MORE INFO: Elizabeth Rodriguez at elizabeth.rodriguez@laredo.edu or (956)721-5879

Core features/target population
In Fall 2016, A&M-SA enrolled a cohort of 171 males of color, of which only 34, or 20%, graduated within 5 years, dovetailing national trends of lower minority male enrollment and graduation in higher education. As a result, the University launched AIMM in Fall 2021, a year-long program to increase the retention, graduation, engagement, and overall success of ethnic minority males on campus.

Participants are expected to increase their knowledge and skills in: time management, academic and leadership development, personal and professional branding, mental and physical health, financial literacy, and civic responsibility. AIMM's holistic approach cultivates a sense of belonging for participants, thus increasing their chances for educational success and future quality of life.

Goals and objectives
Learning Outcomes:
1. By actively participating in A.I.M.M., students will enhance their professional skills through public speaking, resume development, and personal branding.
2. As an A.I.M.M. participant, students will foster mentoring relationships with A&M-SA faculty and staff that contribute to their personal, academic, and professional development as student leaders.
3. A.I.M.M. identifies and utilizes academic-related resources and tools to support its member's academic performance in the classroom.
4. A.I.M.M. provides opportunities for participants to connect with campus resources, students, faculty, staff, administrators, and the San Antonio community by providing a holistic approach cultivating a sense of belonging.
5. Participating in service-learning projects, A.I.M.M. participants will recognize the importance of community service and civic responsibility through personal involvement and municipal engagement with A&M-SA and the San Antonio community.
A.I.M.M. participants will participate in initiatives to improve their health holistically. This includes but is not limited to students' physical, mental, emotional, social, and spiritual health and well-being.
7. As an A.I.M.M. participant, students will enter into a brotherhood bound by shared values, principles, attitudes, and beliefs.
8. A.I.M.M. will promote positive self-identity development by creating safe spaces for students to examine their own experiences and identities and to allow them to express it freely.

Initiative Pillars

Brotherhood
We define brotherhood as a network and/or group bounded by shared values, principles, attitudes, and beliefs. This brotherhood will challenge and empower their members positively and hold each other accountable.

Leadership
We define leadership in an individual and collective sense, as a person or group with the necessary qualities to be an example in multiple spaces. Leaders develop the ability to persevere and accept others' support and input to work cohesively towards a common goal with integrity.

College & Career Readiness
College and career readiness ensures that students are equipped with the translatable tools, skills, and abilities to succeed and excel academically. Students should be able to translate these skills and abilities into their chosen professional careers.

Health & Wellness
We define health and wellness as promoting healthy and holistic relationships amongst our students. Which includes, but it is not limited to, students' physical, mental, emotional, social, and spiritual health and well-being.

Identity
We promote positive self-identity development by creating safe spaces for students to examine their own experiences and identities and to allow them to express it freely.

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: Cisneros Institute for Emerging Leaders

CONTACT FOR MORE INFO: Jarrick Brown at jbrown@tamusa.edu or (210) 784-1424

At the Alamo Colleges District and Northeast Lakeview College, we support students with well-paid, student employment opportunities and internships. The Career Engaged Learning Office guides students in applying for these positions, as well as supporting their career development through this experiential learning opportunity.

These part-time positions employ students for approximately 19 hours per week at the pay rate of $15.33 per hour (effective 9/1/2023). Our District offers students, employment opportunities for:

• On-Campus Federal Work-Study
• Off-Campus Federal Work-Study
• On-Campus Student Employment
• Off-Campus Internships

The Career Engaged Learning Office (CELO) assists students in searching for student employment, guiding them in the submission of their application materials, and preparing for an interview. Career team members often act as an intermediary between the student and departmental supervisor to assist with a well-matched placement. Once hired, members of the career team offer an orientation and training to new student employees, to guide them in their professional development, as they begin gaining valuable work experience through student employment.

DELIVERY FORMAT: The program has a hybrid format.

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

PROGRAM OUTCOMES: Currently in development.

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Financial Aid, Human Resources, and Career Engaged Learning Office

CONTACT FOR MORE INFORMATION: Peggy Burford Chavez at pchavez65@alamo.edu

The purposes of Capitalizing on Scorpion Assets are the following:
1. Implement new customer relations management and early alert systems
2. To facilitate students' access to basic needs through campus services and community-based organizations, which will be centrally hosted, so students have direct access to wraparound supports
3. To facilitate more student and faculty engagement and interaction, a student area will be converted into a student-faculty engagement center so students can signal when they need assistance

These service are open to all students at Texas Southmost College.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: 62% of the students who participated in the supplemental instruction passed their coursework.

We have 13 CBOs vetted by TSC leadership:
- VIDA: Education Benefits
- SOMOS: Mental Health/Counseling/Parenting Skills
- Su Clinica: Wellness and Social Service Connections
- Elks Lodge #2876: Veterans and Children w/ Disabilities
- Communities in Schools Cameron County: Education & Social Service Connections
- Healthy Communities of Brownsville: Career Services
- Whoop Connect: Access to technology to help with school
- Veteran Females United: Support Services

DEPARTMENT(S) OVERSEEING PROGRAM: Scorpion HUB

CONTACT FOR MORE INFO: Dr. Angelica Fuentes at Angelica.Fuentes@tsc.edu or 956 295 3573

The NLC Career Fair supports post-completion goals by connecting students with employers. Students can practice networking in a professional setting and learn about part-time, full-time, and internship opportunities. Additionally, students are exposed to a variety of employers and can learn about area industries and local employers, market conditions related to their area of study, and desirable skills that employers want in graduates.

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: Career Engaged Learning Office

CONTACT FOR MORE INFO: Career Experience Team Leader at nlc-careers@alamo.edu or 210-486-5142

Circle of Care is an intervention program designed as a community initiative to support the success of all students through a collaborative effort of connecting people and departments across campus that are directly connected to students. Circle of Care serves all students on campus each year as a best practice to provide students with the support they need when they need it. The program is structured in an intentional way that provides support through a student's academic and student life experience. The Circle of care utilizes a platform on campus, Schreiner Insight, to connect people in a way that allows for immediate communication allowing for appropriate intervention to occur specific to the needed support within the experience area of student. This program allows for effective collaboration across campus, from faculty, advisors, department heads, and coaches to upper-level administrators of campus to support student success.

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: Academic Support Services

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

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

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

This program teaches students the learning theories in the areas of cognition, learning, and motivation. It also introduces them to the learning strategies that enable students to optimize their learning and become strategic learners. Our goal is for the students to transfer these theories and strategies to their other courses so they are successful college students. All students are encouraged to take the EDUC 1300: Learning Frameworks course their first semester, but it is mandatory for students who have less than 13 semester credit hours in college. As part of the Texas Core Curriculum in the Social and Behavioral Sciences foundational component area, we also introduce critical thinking and drawing conclusions, empirical and quantitative skills, social responsibility, and communication. We hope that students take what they learn in this course and apply it to their personal lives and future careers as well as their academic courses.

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: Academic Support & Student Success Division

CONTACT FOR MORE INFO: Dr. Deb Crislip-Baker at Deborah.Crislip-Baker@VictoriaCollege.edu or 361-573-3291

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

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

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

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

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

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

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

To meet the challenge expressed by demographic and enrollment changes, Texas A&M University – Corpus Christi has created the intensive transfer pathway program (IPP) focusing on both Del Mar College and Coastal Bend College to actively market and host services to community college students in academic pathway programs. This program provides on-campus outreach and advising sessions each semester as well as immersive visit programs at TAMUCC to facilitate enrollment, advising, and transition from the two-year to the four-year institution. This program is facilitated through activities planned and executed by the Office of Recruitment and Admissions under the guidance of the Division of Enrollment Management.

Students selected in the cohort (up to 80 each year) will receive $ 1,000 each fall and spring to help support their transitional activities and ease the their cost burden as new transfer students. The students in each cohort will be required to participate in the engagement activities and meet satisfactory academic and enrollment requirements. Student success will be measured relative to their persistence from the initial year of transfer to the second.

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 Enrollment Management, Texas A&M University - Corpus Christi

CONTACT FOR MORE INFO: Dr. Andy Benoit at andy.benoit@tamucc.edu or 361-825-5951