This very robust initiative is our University's Quality Enhancement Plan (QEP). In an effort to ultimately impact academic success, it proposes to address issues and challenges related to the “whole student.” The plan proposes activities that directly engage students as soon as they express an interest in the university. It also proposes activities that support and empower students to matriculate beyond the first year and ultimately progress to graduation. The primary thrust of this plan includes targeted interventions during the initial months of enrollment designed to help students have a strong acclimation to the University from the onset. TSU has identified a topic through its ongoing comprehensive planning and evaluation processes, that include 14 key areas across campus ranging from Admissions, Financial Aid, Information Technology and Campus Engagement.

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: 1200

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

PRELIMINARY OUTCOMES DATA: During COVID-19 we achieved the highest Fall to Fall persistence rate on record at our University, which was 68% (Fall 2020-2021).

DEPARTMENT(S) OVERSEEING PROGRAM: The Quality Enhancement Plan Executive Committee

CONTACT FOR MORE INFO: Shermetra Imo at Shermetra.Imo@tsu.edu or 713-313-7293

In Southwest Texas Junior College's 15/30/40+ Credit Hours Interventions, Success Coaches meet with students whom are seeking an Associate of Arts or Associate of Science when they meet key credit milestones. Success Coaches meet with each student to monitor student progress and plan future courses to keep students on track using student planning at each marker of 15/30/40+. Transfer pathways are also part of student planning. 15/30/40+ are markers for retention and completion. Once a student reaches the 40+ credit mark, the college's transfer team contacts each student to discuss graduation and transfer

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 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 Services

CONTACT FOR MORE INFO: Yesenia Silva at ymsilva@swtjc.edu or 830-591-7376

Tarteton State University's strategic plan, Tarleton Forward 2030, includes an objective that links student success to the effective teaching practices of its faculty. To that end, the objective includes a strategy that 100% of full time faculty will complete an Effective Teaching Practices course offered by the Association of College and University Educators (ACUE). This is a 25 week course that is designed to improve student learning outcomes by focusing on teaching practices in both face-to-face and virtual/online courses. Tarleton Forward 2030 includes this strategy as one effort designed to achieve the goal of leveraging "high-impact teaching and learning practices, technology, and quality instructional design... to provide a transformational and future-focused educational experience."

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: 60

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

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

PRELIMINARY OUTCOMES DATA: Since 2019-2020, 97 faculty have completed an Effective Teaching Practices course, which is approximately 22% of Tarleton State full-time faculty. The completion rate is 83%. For the 2022-2023 Academic year, an additional 66 faculty are taking the course.

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Educational Excellence

CONTACT FOR MORE INFO: Aimee Shouse at ashouse@tarleton.edu or 254-968-9598

The ACUE Effective Teaching Practices course enables faculty to learn and implement approaches that improve student engagement and persistence and promote deeper learning. This 25-module course covers research-based practices in 5 areas: 1) Designing an Effective Course; 2) Establishing a Productive Learning Environment; 3) Using Active Learning Strategies; 4) Promoting Higher Order Thinking; and 5) Assessing to Inform Instruction & Promote Learning. This course was independently validated and is endorsed by the American Council on Education.

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: 26

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

WEBSITE TO APPLY: https://acue.org/programs/faculty/

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

PRELIMINARY OUTCOMES DATA: Faculty reported at 95% or higher for each module the content learned was worthwhile and they have implemented or plan to implement.

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Affairs: Associate Provost for Academic Success

CONTACT FOR MORE INFO: Colleen Swain at cswain@uttyler.edu or 903.565.5898

The Action Network for Equitable Wellbeing (ANEW) Action Lab is a cohort-based opportunity for institutions to identify and address gaps in wellbeing and flourishing among historically marginalized student groups. Alvin Community College is the first community college to participate in this exciting work facilitated by New York University, which is focused on addressing inequities to improve student retention and success.

The Action Lab focuses on laying the founding by equipping colleges and universities with tools to:
• Build an understanding of the norms, processes, and structures that perpetuate inequities in wellbeing for a specific group of students
• Establish and/or deepen collaboration across campus and with students with lived experience
• Develop an initial theory of change
• Pilot 1-3 specific concrete actions and generate learnings to inform scale and spread
• Develop capacity to use data and assessment to inspire and drive improvement
• Create a path forward to continue the work upon the conclusion of the Action Lab

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: Pathways Advising

CONTACT FOR MORE INFO: Holly Williams at hwilliams@alvincollege.edu

Our program's core features include 1) proactively identifying students who have basic needs insecurities or are at risk of these insecurities, 2) connecting students to resources both on campus and off campus to minimize the effects of these insecurities, 3) communicating with students, faculty, and staff about the services offered to the students, 4) training faculty and staff on how to recognize and offer assistance to students who might be experiencing basic needs insecurities, 5) making the local community aware of the needs of our students, 6) reducing stigma around basic needs insecurities, and 7) engaging in activities and events around campus to give students a sense of connectedness and belonging. Our goals are 1) to strengthen and expand resources available to the students through collaborative partnerships, 2) to support students' social emotional, and academic needs with a focus on underserved students, and 3) to increase awareness and utilization of resources available to meet the basic needs. The objectives include 1) increasing the annual low socioeconomic FTIC persistence rate to 60%, 2) Increase the average low socioeconomic FTIC successful course completion rate to 70%, and 3) to reach 25% of FTIC students.

DELIVERY FORMAT: The program has a hybrid format.

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 40

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 Resources

CONTACT FOR MORE INFO: Shanna Rogers at srogers@mclennan.edu or 254-299-8516

The multi-lesson "Best Class/Worst Class" project provides a way for students and professor to set expectations for course performance collaboratively, while simultaneously modeling productive online interaction strategies. Students become more aware of their own learning process and the processes of those with whom they will be working, creating necessary bridges to successful collaboration. In addition, students are able to develop practical skills in navigating the online environment before being tasked with heavily-weighted course components.This project is designed to be implemented alongside discipline-specific course content. 

The University of Texas Rio Grande Valley is committed to maintaining the highest standards of excellence regardless of the course delivery format. The Center for Online Learning and Teaching Technology supports and fulfills the university's mission by providing professional development such as the Blueprinting Process that integrates the best pedagogical practices in quality online education. Blueprinting Process is based on Quality Matters. It is designed to prepare faculty to design, develop and deliver high-quality and accessible online courses and programs that provide students with a good quality learning experience.

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: 100

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: Center for Online Learning and Teaching Technology

CONTACT FOR MORE INFO: Francisco Garcia at francisco.garcia@utrgv.edu or 956-882-6667

The vision of the CRED program is to create a culture of life-long learning at UNT Dallas. The three goals that support this vision are the foundation of principals integrated into existing programs and resources to help build a culture where UNT Dallas students are self-motivated to pursue knowledge for professional success and are prepared graduated that employers seek in new hires. The three goals are: 1) students assess career options; 2) students test career expectations through direct exposure to workplace cultures; and 3) students evaluate strategies to maintain job-related effectiveness. Students participate in these goals at each level of their academic journey at UNT Dallas through career exploration activities, in-class assignments, experiential learning participation, and networking with community partners to practice job-attainment activities.

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: 1300

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 the Provost, Office of Experiential Learning

CONTACT FOR MORE INFO: Eronia King at eronia.king@untdallas.edu or 972-338-1764

The University of Texas at Tyler’s Center for Excellence in Teaching and Learning (CTEL) is dedicated to supporting the best practices in teaching and learning throughout the university.
The CTEL strives to enhance lifelong learning and provide high quality professional development to facilitate the development of new skills and discipline knowledge for faculty and, in turn, enhance the academic success of UT Tyler’s students. One way the CTEL works to achieve these goals is by providing faculty with professional learning communities. Professional Learning Communities (PLC) allow faculty and professional staff to come together to grapple with issues and concerns in targeted areas focused on student success. Faculty not only participate in these communities but design them as well. The CTEL is currently hosting six PLCs: 1) Academic Innovation, 2) Global Awareness & Diversity, 3) Service Learning, 4) Student Research, 5) Work-Life Balance, and 6) The Study of Student Writing.

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: 45

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: Center for Excellence in Teaching & Learning

CONTACT FOR MORE INFO: Colleen Swain at cswain@uttyler.edu or 903.565.5898

The Center for Success at Alvin Community College is the primary location for faculty and staff professional development at Alvin Community College. Our mission is to promote student learning and success by ensuring that faculty and staff have the learning resources, support, and opportunities to assist them with reaching their full personal and professional potential. We connect faculty and staff through our ACC Community, and we recognize excellence in teaching and learning through our awards program.

DELIVERY FORMAT: The program has a hybrid format.

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 200

HOW TO ENROLL: Employees of the college are granted access.

DEPARTMENT(S) OVERSEEING PROGRAM: Vice President of Curriculum & Instruction

CONTACT FOR MORE INFO: Haley Collins at hcollins@alvincollege.edu or 281-756-5688

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

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

DEI Training and Certification for Hiring Managers. Initiative promotes the advancement of DEI best practices regarding recruitment and retention of employees, including the faculty search process. This project was created in response to HCC students who expressed their desire to matriculate at an institution with diverse faculty and staff that represent similar demographics to the student population. The primary goal is to ensure HCC’s hiring process addresses the concern related to identifying diverse candidates in the faculty and staff search processes.

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: 100+

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

DEPARTMENT(S) OVERSEEING PROGRAM: Dr. Donna Davis, Diversity, Equity, and Inclusion Officer

CONTACT FOR MORE INFO: Dr. Donna Davis at donna.davis@hccs.edu or 713-718-8443

EAGLE is a mentoring program that pairs new teachers/adjuncts and facilitators from partnering school districts (ISDs) with seasoned LIT faculty to immerse them in LIT’s culture and receive any needed support.

Throughout the semester, the mentor will meet with mentee in person and/or online to review processes, policies, procedures, the learning management system (LMS), and the early alert system. The mentor will also generally be available to provide support and assistance, serving as the mentee’s point of contact for immediate assistance and providing instructional support as needed.

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: 0

HOW TO ENROLL: New teachers, adjuncts and facilitators will be assigned to a mentor during their first semester at LIT.

EVALUATION STATUS: No data related to outcomes have been collected from this program

DEPARTMENT(S) OVERSEEING PROGRAM: Instructional Division, Office of the Provost/Vice President of Instruction

CONTACT FOR MORE INFO: Dr. Angela Hill at ajhill@lit.edu or 409-880-8188

This 25-module course prepares faculty to implement evidence-based teaching practices shown to improve student outcomes and support equity goals. The teaching practices align with the Association of College and University Educators (ACUE) Effective Practice Framework: designing an effective course; establishing a productive learning environment; using active learning strategies; promoting higher order thinking; and assessing to inform instruction and promote learning. Faculty who complete all modules earn the full ACUE Certificate in Effective College Instruction, endorsed by the American Council on Education (ACE).

DELIVERY FORMAT: The program is online only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 25

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

WEBSITE TO APPLY: https://forms.office.com/Pages/ResponsePage.aspx?id=UisfZMscqEO8cUpg5D7wdsaVXBOvLNxCkHOHKSf6OYxUNEdTSUtRNzFNM044MFBUSjM1WjBKTE1RVC4u

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

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Faculty Engagement

CONTACT FOR MORE INFO: Dr. Lisa Bunkowski at lisa.bunkowski@tamuct.edu or 254-501-5866

The goal of the Falcon Maps Advising Summits program is to produce the best academic paths for students by bringing together faculty and staff to make sure students progress to degree in the best way possible, reaching graduation with less debt and in the fastest possible time. Faculty and staff are gathered twice a year, once in the fall and once in the spring, by the University of Texas Permian Basin’s Student Success and Quality Enhancement Plan teams. At least one faculty advising mentor from each academic department is required to attend the sessions. The sessions switch between an interactive workshop facilitated during the fall and a conference style convening held in the spring. In both cases, faculty and staff learn more about the most up to date best practices for advising and mentoring students as well as the institution’s degree pathways.

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: 55

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: Dean of Student Success

CONTACT FOR MORE INFO: Michael Frawley at frawley_m@utpb.edu or 432-552-2314

The I’m First – UT Tyler program is a program that services the needs of first-generation college students on main campus as well as satellite campuses and those undertaking online coursework. This program understands that each first-generation college student experience is different from the next (and many of those experiences are based in intersectional identities), so our program is centered on information sharing, advocacy, and connections to UT Tyler students, faculty, and resources. We strive to provide a sense of belonging within our campus community, which is key to not only retention and completion but the success of each student’s journey with us. As such, one of our primary methods is advocacy on campus through open and accessible communication channels – we are the touchpoint for all first-gen student questions about anything UT Tyler or college related and direct them or take them to the appropriate office to aid them.

Every month we send out a checklist newsletter to all first-generation college students (including international students and non-degree seeking students) that highlights upcoming university deadlines, breaks, campus community events (like blood drives, game and movie nights, holiday celebrations, etc), and links to all resources like tutoring and supplemental instruction. In addition to the checklist, we have created a regularly-updated glossary of all university terms (with links to the appropriate contacts and webpages) that is posted on our website and circulated accordingly.

We also host our own events, such as scholarship application workshops in which students may come to learn how to find the best scholarships for their situations and demographics, how to write the best essay, and how to submit them. This is an all-day, 2-day service offered in-person, but online and distance students are free to make unlimited one-on-one appointments for the same purpose as well as for resume review. We also host come-and-go social events. Further, we honor these students by providing first-generation stoles at every graduation and present them at a free banquet for them and their families. They are also available for pickup at graduation check-in. We host tables at preview days and homeschool days with swag and information, and our newly formed student organization will have a presence at orientation as well as host their own peer-centered events.

Lastly, beginning in the 2022 fall semester, the first-generation living-learning community will open its first wing in an on-campus housing unit. It will have its own first-generation RA as well as weekly meetings with our office’s staff that serve to bring the university’s resources to the students directly, such as advising, tutoring, safe zone training, study halls, library liaison tutorials, and more. Further, these students will also participate in servant-leadership opportunities and get to experience the Tyler community on field trips.

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: 110

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: UT Tyler Office of Academic Success

CONTACT FOR MORE INFO: Sidney Wilson at sidneywilson@uttyler.edu or 903-565-5528