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

The Intercultural Network's goal is to encourage intercultural awareness, inclusiveness, and academic achievement on and off campus. The mentoring component is one aspect of our overall approach of creating a safe & collaborative space for students of color in order to help them successfully complete their educational goals at TCC.

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: The Intercultural Network

CONTACT FOR MORE INFO: Dr. Sean Madison at SEAN.MADISON@TCCD.EDU or 817-515-1002

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

The Language Hub offers MC students free tutoring, by trained faculty, staff, and peer tutors, on writing assignments for any course. Tutors help with all stages of the writing process: brainstorming, outlining, researching, formatting, revising, and editing. In addition, the Language Hub offers programming that provides a resource for students to receive supplemental instruction in areas such as grammar and mechanics, formatting, 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)

DEPARTMENT(S) OVERSEEING PROGRAM: Fine Arts & Communication Division
CONTACT FOR MORE INFO: Sara Peterson at speterson@midland.edu or (432) 685-4718

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

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 learn from their mistakes.Activity Description:After assignments are returned, provide students an activity in which they analyze and learn from a mistake they made on the assignment or reflect on a part of the assignment they found particularly challenging.

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 collaborate effectively for learning. 

The Lions Den Classroom is a retention-focused initiative to engage the Deans of the college with more impactful interactions with students majoring in the College of Education and Human Services. It is our belief that students want to have more of a connection with the Deans and want to know who they are. As the Deans visit classrooms with goodies throughout the academic year, it allows students to ask questions, understand the college on a deeper level, and provides them with the opportunity to get a firsthand view of the Deans. Lions Den Classroom most importantly provides students the chance to discover information they would not be able to find anywhere else.

DELIVERY FORMAT: The program is in-person only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 300-400

HOW TO ENROLL: any student enrolled in classes under COEHS

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

DEPARTMENT(S) OVERSEEING PROGRAM: College of Education and Human Services

CONTACT FOR MORE INFO: Yolanda Willis at yolanda.willis@tamuc.edu or 2149543611

At LSC-Houston North, we put students first. Each first-time college student enrolled in EDUC 1300 Learning Frameworks course receives a faculty mentor to help guide them through their first semester. Upon completing EDUC 1300, students can opt in to an America Mentor program and be assigned a faculty or staff mentor. Our mentors are devoted to guiding our students and steering them in the right direction.

Each mentor will provide the following benefits:
Practical advice, encouragement, and academic support
Learn from faculty experience
Increase your social and academic confidence
Become more empowered to make decisions
Develop communication, personal, and study skills
Develop strategies for dealing with both personal and academic issues
Identify goals and establish a sense of direction
Increase awareness on campus resources and wraparound services
Increase engagement in campus activities and student organizations

Students and mentors review the program expectations.

Goal: To increase first-time in college students course completion and persistence.
Goal: To increase faculty engagement towards student success.
Target population: First-time in college students and at-risk students.
Objective: To match a student with a mentor each semester.

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: Office of Strategic Planning and Innovation Excellence

CONTACT FOR MORE INFO: Barry Horn at Barry.L.Horn@LoneStar.edu or 281-260-3561

Initially funded by a Title V grant for Hispanic-Serving Institutions from the US Department of Education, CASA is Connecting students to the campus community, Acclimating them to the rigors of academic life, helping them Succeed academically, and preparing them to Achieve and compete in college and beyond. The program guides students through the four CASA phases through three initiatives. Information Technology Enhanced Multidisciplinary Academic Learning Lounges (iMALLS) and the Center for Academic Advising and Transition (CAST) are designed to connect students to resources and opportunities to improve academic preparedness while Meaningfully Aligned Targeted Curriculum for Hispanic Students (MATCH) ensures students are receiving best-fit instruction based on proven methods. These three initiatives encompass twelve activities to engage students in research-based programs that facilitate in students a sense of belonging, influence, competence and efficacy. MATCH activities have assisted in increasing the number of students graduating with a degree or certificate within three years from a baseline of 14% to 26%. Hispanic completion was 25%. CAST tutoring and advising activities assisted in increasing the three-year transfer rate of students from a baseline of 6% to 12%. Hispanic transfer was 11%. iMALL activities have assisted in increasing the fall-to-fall persistence of FTIC fulltime students by 7% over the 2014 baseline of 50%. Hispanic student persistence was 61%.

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: 2,400 as of May 2022

HOW TO ENROLL: All stakeholders have access to most of the activities in this program with the exception of Puente (MI Casa) and the English/Spanish Interpreter Program.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Lone Star College-North Harris Office of Academic Affairs

CONTACT FOR MORE INFO: Anne Albarelli at Anne.T.Albarelli@lonestar.edu or 281-618-5784

The Global GRIT Experience (GGE) has a mission to infuse the principles of grit mindset and behaviors into local and global communities. As a diverse campus, Lone Star College-Tomball seeks to be recognized as a leader in utilizing grit mindset to develop human potential. Some of the goals related to GGE are: make a difference in shifting negative experiences to positives experiences for students, create a Grit focused community that centers on redefining student abilities, support student success beyond college completion, make connection between policies and procedures and student needs in order to inform better practices, work with community partners to promote Grit within our students both on and off campus, create Grit mindset awareness and be a resource for other higher education institutions, increase student persistence, retention, and completion by 2% each academic year, and develop a Grit certification program for the LSC-Tomball community. The target population for GGE is all students enrolled at Lone Star College-Tomball. Additionally, we are seeking ways to increase participation with African American and Hispanic male students.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Academic Affairs

CONTACT FOR MORE INFO: Katerina Wingfield at katerina.r.wingfield@lonestar.edu or 281-655-3618

This document, intended for MCC faculty and staff, reports on the activities of our MCC OER Cohort in the academic year 2022-2023.

Midland College Math Lab provides in-person and online support to all Midland College students enrolled in a math course.

Some services of the Midland College Math lab are also available to area public school students.

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: Mathematics
CONTACT FOR MORE INFO: Sarah Hildebrand at shildebrand@midland.edu or (432) 685-6838

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

The Mental Health and Financial Support for the Underserved Students in South Texas program supports students' sense of belonging by providing behavioral health support, career/goal-setting counseling, and financial support to address the primary threats to students' persistence, and/or hesitancy to return for their degree.

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: Student Conduct and Community Engagement

CONTACT FOR MORE INFO: Mayra Hernandez at mghernandez@tamiu.edu or 956-326-2288

NOTE: Note, if you cannot see the materials, click "View Resource" and then click "Link" on the blank page which appears (or go directly to http://musictheory.tech).

This open educational resource (OER) textbook which is available at http://musictheory.tech contains an explanation of concepts from Music Theory I, II, III, and IV. It is supplemented by video explanations and online assessment activities. It is available at no cost for students and faculty of music theory so long as they use it according to the terms. The copyright notice must not be removed and the terms of distribution may not be changed. Derivative works are permitted under the same terms. Derivative works must be registered by email to editor@musictheory.tech. The concise nature of the materials makes them especially useful for those wishing to review theory concepts before taking an entrance exam, or for students needing out-of-class review of theory topics. The book and materials are under active development and suggestions for improvements are welcome! The materials were created with partial support from an OER grant from Tarleton State University. Floyd Richmond the author has taught college-level music theory I, II, III, and IV for 15 years to hundreds of students.

The supplemental videos and interactive assessments are found in the text but are extracted and listed online at http://musictheory.tech.

The following list of concepts extracted from the Table of Contents shows the scope of the textbook.

THEORY I

WHY IS MUSIC THEORY IMPORTANT

MUSIC THEORY THROUGHOUT HISTORY

WHICH NOTE TO PLAY
Staff, Clef, Treble (G), Bass (F), Alto (C), Tenor (C), Ledger Lines, Octaves

NAMING THE NOTES

ACCIDENTALS
Lines, Space, Accidentals, Sharps, Flats, Naturals, Double Sharps, Double Flats, Octave Numbers

RHYTHM
Note Shape, Heads, Stems, Beams, Rhythmic Names, Duration

STEM DIRECTION
Stem Direction, Special Cases, Center Line, Beamed Notes)

RHYTHMIC RELATIONSHIPS
Whole Notes, Half Notes, Quarter Notes, Eighth Rests, Sixteenth Notes
Whole Rests, Half Rests, Quarter Rests, Eighth Rests, Sixteenth Rests

PATTERNS AND COUNTING
One Beat Patterns, Two Beat Patterns, Kodaly, Gordan, Traditional

METER AND TIME SIGNATURES
Meter, Quadruple Meter, Triple Meter, Duple Meter, Conducting Patterns

PICKUP NOTES
Anacrusis, Conducting

MORE ABOUT TIME SIGNATURES
Common Time, Rhythmic Durations, Time Signatures with a 2, 4, or 8 on the bottom, Simple meter, 2/4, 3/4, 4/4

COMPOUND TIME SIGNATURES
6/8, 9/8, 12/8

DOTTED NOTE VALUES
Dotted Quarter/Eighth, Dotted Eighth/Sixteenth

TIES

SLURS

REPEATS
One-measure Repeats, Two measure Repeats, Simple Repeats, First and Second Endings, DC al Fine, DS al fine, DC al Coda, DS al Coda

MAJOR SCALES
Chromatic Scale, Major Scale, Solfege, do, re, mi, fa, sol, la, ti, do, Fixed and Movable do, Whole and Half Steps in a Major Scale

KEY SIGNATURES
Order of Sharps and Flats, Mnemonic Devices, Placement on the Staff, 15 Major Key Names and Number of Sharps and Flats

TONALITY

MINOR SCALES
Natural, Harmonic, and Melodic Minor Scales, Construction, 15 Mine Key Names and Number of Sharps and Flats

MODES
Minor Modes: Aeolian, Dorian, Phrygian; Major Modes: Ionian, Lydian, Mixolydian; Other Modes: Locrian; Other Scales: Pentatonic, Whole Tone, Octatonic, Pitch Class Set, Chromatic

INTERVALS
Consonant Intervals, Dissonant Intervals, Neutral Intervals, Melodic Intervals, Harmonic Intervals, Unison, 2nd, 3rd, 4th, 5th, 6th, 7th, Octave, Qualities of Interval: Major, Minor, Perfect, Diminished, Augmented, Doubly Diminished, Doubly Augmented, Listening to Intervals, Enharmonically Equivalent Intervals, Most Consonant, Neutral, and Dissonant Intervals, Inverting Intervals, Identifying Intervals, Constructing Intervals

SCALE DEGREE NAMES
Tonic, Supertonic, Mediant, Sub Dominant, Dominant, Submediant, Leading Tone, Sub Tonic

TRIADS
Major (Mm), Minor (mM), Diminished (mm), Augmented (MM), Arrangement on Scale Steps in Major Keys, Arrangement on Scale Steps in Minor Keys, Identifying Triads, Spelling Triads

CHORD SYMBOLS FOR TRIADS
Popular Music Conventions, Roman Numeral Conventions

TRIAD INVERSION
Root Position – Bass Note: Root, First Inversion (6) Bass Note: Third, Second Inversion (64) Bass Note: Fifth

HARMONIC PROGRESSIONS
Dominant to Tonic Movement, Circle of Fifths, . . . iii, vi, ii, V I . . .

CHORD SUBSTITUTIONS
Chords with Shared Notes, Common Chord Substitutions

MORE ABOUT CHORD PROGRESSIONS
Chord Substitutions in Major and Minor Keys, I64 as a dominant substitution, Cadential 64 Progressions

WRITING MUSIC
Rhythms, Melodies, Harmonies, Texture, Form

CREATING HARMONIES
Two Voices, Three Voices, Four Voices, Voice Leading Rules, Resolving Adjacent Chords, Resolving Chords with Tendency Tones

NON-CHORD TONES
Passing Tone, Neighboring Tone, Appoggiaturas, Escape Tones, Anticipations, Suspensions, Retardations, Pedal Tones, Suspension Numbers, Identifying, Constructing

CADENCES
Function of Cadences, Types of Cadences: Authentic Cadences, Perfect Authentic Cadences, Imperfect Authentic Cadences, Plagal Cadences, Half Cadences, Deceptive Cadences; Strength of Cadences

PERIOD AND PHRASE CONSTRUCTION
Phrases, Periods, Double Periods, Antecedent, Consequent, Parallel Construction

THEORY II

SEVENTH CHORDS
M7 (MmM), Mm7 (Mmm), m7 (mMm), Æ7 (mmM), °7 (mmm), Writing Quality with Popular and Roman Numeral Systems

SEVENTH CHORD INVERSION
Root Position (7), First Inversion (65), Second Inversion (43), Third Inversion (42), Popular and Roman Numeral Conventions, Seventh Chord Progressions, Substitutions, Doubling, Resolving, Identifying, Construction, Using 9th, 11th, and 13th Chords

SECONDARY DOMINANTS
Concept, Purpose, Circle of Fifths, Major and Minor Keys, Identification, Construction, Resolution

SECONDARY SEVENTH CHORDS
Concept, Purpose, Identification, Construction, Resolution

THEORY III

MODULATIONS
Pivot Chords, Common Tones, Direct Modulations

BORROWED CHORDS

PREDOMINANT CHORDS
Neapolitan 6 (N6), Augmented Chords: German (G+6), Italian (I+6), French (F+6), Other +6 Chords, Enharmonic Spelling, Identification, Constructions, Resolution, Secondary Augmented Sixth Chords

THEORY IV

LATE ROMANTIC AND IMPRESSIONISTIC PRACTICES
More Substitute Chords, ct°7, Parallel Chords, Planing, Chromatic Mediants, Whole Tone Scales, Octatonic Scales, Pentatonic Scales, Modal Scales, Modified Modal Scales, Making Dissonances Approachable

TWENTIETH CENTURY AND BEYOND

TWENTIETH CENTURY CLASSICAL MUSIC
Meter (Changing Meters, Asymmetric Meters, Bimetric, Polymetric), Tonality (Bitonality, Polytonality), Non-Tertian Harmony (Tone Clusters, Secundal Harmony, Quartal Harmony, Quintal Harmony), Pandiatonic Harmony, Minimalism, Expressionism/Serialism, Aleatoric Music, Prepared Piano, Music Concrete, Electronic Music

JAZZ
Origins, Influences, Vocabularies, Melodies, Rhythms, Expression, Harmony

POP MUSIC
Decades, Instruments (Folk, Clean Electric, Distorted Electronic, Keyboards, Bass, Drums, Vocals), Harmonies, Memorization, Modulations, Forms, Timbres

FORMS
Binary, Ternary, Round/Canon, Invention, Fugue, Passacaglia, Minuet, Theme and Variation, Rondo, Sonata Allegro, Tone Poem

Faculty onboarding at TJC includes many components to ensure new and seasoned teachers are prepared to be leaders in the classroom and at the College. Topics covered in this year-long onboarding include: higher education overview, principles of learning, designing curriculum, instructional strategies, assessing outcomes, the role of technology and online learning, the faculty role at TJC, and TJC resources.

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: 28

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: TJC Learning Commons - Office of Professional Development

CONTACT FOR MORE INFO: Katie Moses at katie.craddock@tjc.edu or 903-510-3139

Del Mar College has developed a two-level, asynchronous online training course offered via Canvas, the College’s designated learning management system. In order to achieve the goal of following consistent and effective advising practices, the training course will be made available to faculty and staff members who also serve in advising capacities. The course will be offered twice per year. If there are enough faculty and staff members enrolled, then there will be two sections made available: one for faculty members and one for other personnel who advise students such as chairs, embedded advisors, and enrollment specialists.The College has set a goal of 140 faculty members and 50 staff to complete the Advising Certification Course between 2020-2024.

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: 39

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 and externally collected in the past

DEPARTMENT(S) OVERSEEING PROGRAM: Leticia Wilson, Director of Advising Initiatives, Student Affairs, Del Mar College

CONTACT FOR MORE INFO: Leticia Wilson at lwilson21@delmar.edu or 361-698-2129

As food insecurity becomes a growing concern for college campuses, Rice is proud to join the efforts of campus food pantries nationwide. The Pantry operates on a good faith basis and is an anonymous resource for all students, faculty, staff, and community members. It is our goal to ensure The Pantry is a space where individuals feel welcome and that this is an accessible resource.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: The anonymous student surveys allow our office to receive up to date feedback from our repeat community members and new users. The findings display the needs of our community members and their experience when utilizing the service. We are able to use the evaluations to ensure that our goal for the space is being maintained and upheld to the accessibility standard.

DEPARTMENT(S) OVERSEEING PROGRAM: The Office of Student Success Initiatives

CONTACT FOR MORE INFO: Chelsea Blake at cb106@rice.edu or 713-348-7478