The Pathways Academic Assistance Center's (PAAC) mission is to help students become successful and confident academically by: modeling the AVID (Advancement Via Individual Determination) Socratic Tutorial strategies by providing the tools and resources necessary to assume responsibility for their own learning; asking higher-level questions to gain a deeper understanding of their rigorous content through critical thinking and inquiry process; and utilizing Cornell note-taking as a method for mastering information, stressing Writing, Inquiry, Collaboration, Organization, and Reading (WICOR). Our tutors understand that students encounter the learning process with different degrees of strength and comfort; therefore, a collaborative approach guides our practice. Tutors and students engage in one-on-one and/or peer conversations about the subject area while sharing knowledge and granting authority to both the tutor and student. We recognize that differences in proficiency, linguistic and cultural background need to be taken into consideration when helping students to become efficient learners.

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: 1000

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

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Student Success

CONTACT FOR MORE INFO: Christina Gonzalez at christina.rodriguez-gonzalez@tamuk.edu or 3615935250

Peer-Led Team Learning (PLTL) allows student to work in small groups of 8 facilitated by peers who have successfully passed the course. Students in PLTL work on practice problem sets developed by UTA faculty. PLTL sessions are facilitated once a week and attendance is mandatory. After a weekly meeting with faculty, PLTL Leaders will meet with the group throughout the entire semester to help with conceptual content and study skills.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: The PLTL model was successful in decreasing the DFW rate in PLTL supported courses in 21-22. PLTL decreased DFW rates between 4% to 40% across courses. Supported courses are MATH 1426 (Calculus I), MATH 2425 (Calculus II), MATH 2326 (Calculus III), CHEM 1441 (General Chemistry I), CHEM 1442 (General Chemistry II) and CHEM 1465 (Chemistry for Engineers).

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Success Center - Division of Student Success

CONTACT FOR MORE INFO: Catherine Unite - Director at unitec@uta.edu or 817-272-0761

Over the years, we've noticed several trends that affect the online learning experience, especially for students who are new to online courses. This resource is divided into two main sections: the first focuses on what faculty can do to prepare their students for online learning, and the second offers useful tips for students to consider. We hope you find this information helpful for setting your students on the path to success in your online course.

We created two writing instruction (WI) courses for each discipline where specific aspects of writing within that discipline were taught, practiced, and refined. We encouraged programs to have one WI course early in the curriculum and one later in the curriculum. We worked to align the University Writing Center and Library with these efforts. We offered grants, stipends, and learning experiences for faculty engaged in these efforts.

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: Provost's Office

CONTACT FOR MORE INFO: Lisa Bunkowski at lisa.bunkowski@tamuct.edu or 2545195493

The Racial Justice Habit Building 21-Day challenge is intended to engage faculty and staff in learning about racial injustice and advocating for anti-racism related to a different culture each termination. Throughout the challenge, participants will build in-depth knowledge and awareness about the experiences within a broader cultural or ethnic community. The 21-Day challenge involves a five-week curriculum of short daily assignments and virtual group discussions. The 2021 challenge centered on African-American experiences, and the 2022 challenge focused on Latinx/Latine experiences.

DELIVERY FORMAT: The program is online only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 60

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

WEBSITE TO APPLY: https://www.utsa.edu/students/multicultural/trainings/21DayChallenge.html

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

DEPARTMENT(S) OVERSEEING PROGRAM: Multicultural Student Center for Equity and Justice and the Office of Inclusive Excellence

CONTACT FOR MORE INFO: Dr. Brandi Scott at brandi.scott@utsa.edu or 210-458-4770

The Rise as One for UT Tyler Students’ Success Project will: 1) implement a multilayered series of professional development opportunities for faculty and advisors, specifically targeting faculty teaching courses serving incoming first-time in college (FTIC) and transfer students, thereby promoting a growth mindset, increasing students’ sense of belonging, elevating engagement in academic courses, and supporting underprepared learners; and 2) implement new engaging virtual orientation experiences and onboarding opportunities for undergraduate students.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success for Orientation, Academic Success for Professional Development

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

SOAR support first-time students to CTC in fall 2022, spring of 2023 and fall of 2023. Additionally, workshops and sponsored programming for faculty, staff and students will be continued from the Planning Grant, but the focus will be on relationship-building with students using an equity and success mindset. Specific components of SOAR include:
• Success mentoring to include direct aid for CTC students
• Success and equity programming and support for CTC students
• Campus Dialogues on equity, success and mentoring targeting students, faculty and staff
• Directed and intentional student communication and assessment regarding the CTC experience

SOAR builds on CTC’s Planning Grant whereby a workshop series on success, equity and engagement for faculty and staff was held in order to collect valuable feedback about initiatives being pursued and those that should be pursued. SOAR also builds on the work of the Student Success Advisory Team (SSAT) who studied first time at CTC cohorts in fall of 2019, 2020 and 2021 and determined that CTC loses the first-time population in the fall or immediately following the fall and that over half of the cohort are part-time, do not access a Pell, and do not complete the classes that they initially enroll in. Intentional support for these students and the issues that they face and continued training to the faculty and staff who serve them are required.

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: Academic Success Center/ Student Success and Persistence

CONTACT FOR MORE INFO: Julie Starkey at jstarkey@ctcd.edu or 254-526-1450

The STEP Learning Assistants (LAs) Program in the Teaching, Learning & Professional Development Center (TLPDC) began in Fall 2019 and was adapted for remote instruction during the COVID-19 pandemic. LAs returned to face to face classrooms in Spring of 2022. As of May 2022, the STEP Program had 67 LAs across six STEM course sections, in three departments involving approximately 1500 students at TTU. Learning Assistants offer a student persistence/retention strategy that complements other resources on campus. LAs attend the course and are directed by Instructors of Record during applied problem-solving portions of the class. They provide real-time, hands-on learning assistance for enrolled students. The LAs are provided pedagogical training and are supervised by the TLPDC at Texas Tech University. Learning Assistants have been shown to increase student persistence by lowering DFW rates among all LA-course enrolled students (Loes, Saichaie & Pascarella, 2017), as well as a reduction in DFW rates for underrepresented groups (Alzen, Langdon, Otero 2017). Additional research shows improved outcomes for the LAs themselves, as compared to their non-LA peers (Otero 2015). The STEP LA Program continues to grow in popularity among students, faculty and administration at Texas Tech University.

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: 3000

HOW TO ENROLL: No barrier to entry for students enrolled in LA-staffed courses benefit. LAs must Apply to serve as an LA

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

DEPARTMENT(S) OVERSEEING PROGRAM: Teaching, Learning & Professional Development Program

CONTACT FOR MORE INFO: Dr. Ken Griffith at ken.griffith@ttu.edu or 8068344865

UTRGV has developed a model for student success partnerships that brings together faculty alongside staff from our Center for Teaching Excellence, Center for Online Learning & Teaching with Technology, Learning Center, and Writing Center, with the goals of 1) analyzing student success data in key gatekeeper courses and 2) co-designing strategies and initiatives that will positively impact student persistence and completion. Faculty and Student Success staff work together to better understand students' unique needs and to determine how to best address them. Specific strategies implemented include integrated academic supports such as embedded peer collaborative learning, targeted professional development for faculty teaching gatekeeper courses, opportunities for trained student assistants to provide feedback to faculty on their course materials and pedagogical strategies, and "second chance" opportunities for students who haven't mastered course material to extend their semester by a few weeks in an effort to avoid having to re-enroll in the course the next 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)

PROGRAM OUTCOMES: Preliminary grade data from Spring 2023 is trending in a positive direction year over year, with notable decreases in DFW rates in ENGL 1301 and MATH 1314. Preliminary data from student surveys has yielded positive feedback, as well, noting that students are experiencing a greater sense of understanding of course content and greater confidence to interact with peers and university resources. These early indicators are usually markers for persistence and retention.

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Success

CONTACT FOR MORE INFO: Dr. Jonikka Charlton, Associate Provost of Student Success at jonikka.charlton@utrgv.edu or 956-665-7919

Service-learning is utilized as a teaching method by faculty at UTEP as a way to help students meet class learning objectives, and to practice what they learn in the classroom out in the community. It is also utilized to help students develop professional preparedness skills, civic engagement mindset and social responsibility, and personal development awareness. Service-learning helps students persist through their education and to develop a sense of self in society.

Service-learning is integrated in over 400 course sections at UTEP and is adopted by over 300 faculty. At least one course in each department is community engaged or a service-learning course. Students in these courses are granted academic credit for their learning and participation in the experiences. Programming support for students and faculty is offered through the university's Center for Community Engagement which has existed since 1998.

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: 6000

HOW TO ENROLL: Participants enrolled in certain courses are automatically enrolled in the program or practice

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

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Community Engagement

CONTACT FOR MORE INFO: Azuri Gonzalez at azurig@utep.edu or 9157477969

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 persist through challenges and failures.Activity Description:Students are asked to read about past students’ experience in the course and reflect on their own study strategies and responses to challenge that they can deploy to be successful in the course. 

The Somos Unidos “ One Word Project" is a student success initiative designed to accelerate mentor training and knowledge to support first-generation students and positively increase student retention and graduation rates. In partnership with the UIW FLIGHT Mentor Center, this project further expands UIWs ability to improve outcomes for first-generation students through curricular and co-curricular programming as well as professional development for faculty and staff. The intent is to create a sense of belonging for our students and methods to help students develop confidence and their own voices, ultimately strengthening retention rates amongst first-generation students. The Somos Unidos “ One Word Project seeks to raise the UIW retention rate to its institutional goal of 75% and close the gap each semester between these underserved populations and all other groups combined.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: First-Generation Celebration Survey
64% of respondents identified as first-generation.
19% of respondents usually tell their classmates they are first generation, while 27% only reveal in relevant situations
63% of respondents felt their was more academic support than expected before starting at the university
The most important services most helpful for first generation students were identified as celebration events, advising support, and financial aid support.
A low awareness of support services for first generation students indicates the need for opportunities for the institution to increase efforts to help first generation students know what supports are available.

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Success (website to be launched in Fall 2023)

CONTACT FOR MORE INFO: Dr. Monica Ayala Jimenez at monica.jimenez@uiwtx.edu or 210-805-3005

Rebranded and launched in 2020, the Student Experience Internship (SEI) Program, formerly known as Student Employment Initiative, was created through the Career Center in partnership between Office of Student Success, Human Resources, Dean of Students, and Academic Advising. The SEI Program is an initiative that provides on-campus internship opportunities for undergraduate students to grow in skill, expand in learning, and realize their potential through an enriched internship experience.

The Student Experience Internship Program will:

1. Allow colleges and departments of The University of Texas Rio Grande Valley to develop and offer quality internship experiences with learning outcomes related to a student's field of study
2. Provide opportunities for department supervisors, faculty, and mentors to train and guide SEI talent throughout the entire program
3. Allow students to engage with faculty, staff, and peers of different backgrounds and acquire social, cultural, and ethical development
4. Positively impact our students' time to graduate
5. Offer student the opportunity to obtain knowledge and experience that will be beneficial to their career and professional development
6. Provide students with skill development and improve their leadership abilities

DELIVERY FORMAT: The program has a hybrid format.

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 73

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

WEBSITE TO APPLY: Handshake, the university's job platform

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

DEPARTMENT(S) OVERSEEING PROGRAM: Career Center

CONTACT FOR MORE INFO: Jack Kaufold at jack.kaufold@utrgv.edu or 956-665-2246

The Student Success Mentoring program is designed to support all students in making a successful and enjoyable transition to the TAMUK campus by creating educational and supportive relationships designed to direct students to be successful. The Mentors support students by sharing skills and positive habits, guiding students to resources and opportunities on campus, and promoting positive decision making. Javelinas have the opportunity to meet with a mentor in one-to-one and small group sessions. Student Success Mentors strive to promote academic excellence and student success at Texas A&M University-Kingsville and guide students on their journey from first-year Javelinas to Javelinas for Life. The program’s goals are to support the transition process of all students to A&M Kingsville; increase the student's connection with the university; provide informal academic, career/professional and personal guidance; and connect Javelinas with campus resources.

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: 976

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: Center for Student Success

CONTACT FOR MORE INFO: Christina Gonzalez at christina.rodriguez-gonzalez@tamuk.edu or 3615935250

The goal of this initiative is two-fold: First, to remove economic barriers for students to improve their mental well-being. This will be accomplished by providing technology to students who otherwise might not be able to afford it. This technology will exist in a student space accessible to students who are already served by two of our campus-wide success programs.

Secondly, this initiative will engage staff - with a particular focus on advisors - in training and discussion groups focused on creating equitable and inclusive organizations. The purpose of this is to increase a sense of belonging low-income and students of color experience on our campus.

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: School of Undergraduate Studies

CONTACT FOR MORE INFO: Hillary Procknow at HILLARY.PROCKNOW@AUSTIN.UTEXAS.EDU or 5122327581

The Service-Learning Faculty Fellowship program provides an intentional professional development opportunity for faculty members interested in service-learning. The practical and theoretical underpinnings of service-learning are emphasized through three workshops during the fall. Faculty members then apply these principles by teaching a service-learning course of their design in the spring semester. Three spring discussions provide structured support for troubleshooting challenges and ensuring quality. Benefits include a stipend, a course release (when possible), recognition by university leadership, and evidence of teaching excellence to support promotion and tenure applications.

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: Participants must apply to enroll in this program

WEBSITE TO APPLY: https://www.tamuct.edu/provost/service-learning.html

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

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Affairs

CONTACT FOR MORE INFO: Morgan Lewing at morgan.lewing@tamuct.edu

Student Success Services (SSS) is a TRIO program funded by the U.S. Department of Education. The program’s mission is to help eligible students succeed at Weatherford College (WC), graduate and/or transfer to a university to complete a degree. SSS participants are provided personal academic advising, individual development plans, tutoring and supplemental instruction, financial aid assistance, personal counseling, career advising, transfer assistance through campus tours and cooperative advising with transfer admissions offices, and cultural enrichment. All of these services are provided to WC students at no cost to the student. To be eligible, students must be enrolled at WC, be citizens or permanent residents of the U.S., and meet one or more of the following requirements: have a family income within federal low-income guidelines, be a first-generation student, or a student with a documented disability.

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: 152

HOW TO ENROLL: First-Generation, Low-Income or a student with a documented disabilty.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Weatherford College, TRIO-SSS Grant Program

CONTACT FOR MORE INFO: Maria E Gallegos at maraiza@wc.edu or 817-598-6484

The teaching effectiveness and emotional intelligence professional development program develops effective, quality outcomes-based distance education training that will maximize student learning. The program serves as the college’s resource in the application of instructional systems design to curriculum and the enhancement of teaching and learning. It provides individual and group training for faculty and staff on effective teaching and learning strategies and the facilitation of student learning and student success. The program coordinates opportunities for employees to develop their skills in an effort to improve the education and service to students, as well as offers a variety of opportunities such as professional development workshops, informational sessions, and Professional Development Day. In addition, the Learning Framework classes focus on emotional intelligence (EI) to improve decision making and time management skills and other EI skills for enrolled students. Professional development classes for faculty and staff are also available in EI.

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: 3923

HOW TO ENROLL: All stakeholders have access to the program and then must enroll in the program/classes

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

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Teaching & Learning

CONTACT FOR MORE INFO: Staci Taylor at staylor@mclennan.edu or 254-299-8363

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 communicate ideas effectively. During a review session for an upcoming exam, assign students questions on different topics, and ask them to both reflect on their own and in pairs to create brief summaries or presentations to teach their peers. 

Tutoring in our Academic Success Centers and/or Online is available to all students attending Houston Community College. One important key to success in college is learning to use available resources. Houston Community College provides many tutoring opportunities for all students in most all areas of study. Whether a student prefers real-time, face-to-face interaction or the privacy and convenience of working with an online or virtual tutor, HCC provides multiple options for support. In addition, HCC provides access to our physical and virtual Academic Success Centers, staffed with experts ready to assist students with writing assignments, math problems, and most academic and workforce subjects. Our mission for the Academic Success Center is to provide complimentary quality tutoring that supports student learning and empowers students to succeed, whether in academic courses or workforce training programs. The Center helps students to shape their future by providing a safe, comfortable, and welcoming environment that supports teacher instruction and supplements student learning.

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: 2,500

HOW TO ENROLL: All Houston Community College Students have access to tutoring through the Academic Success Center

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

PRELIMINARY OUTCOMES DATA: Participants who tend to come in for tutoring earlier in the semester and more frequently, tend to have higher success outcomes than those who wait later in the semester and are infrequent.

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Instruction, Instructional Support

CONTACT FOR MORE INFO: Amanda Guerrero at amanda.guerrero@hccs.edu or 713-718-6172