The student success programs in the Targets faculty or staff collection identified the higher education institution’s faculty or staff as the primary stakeholder group that their program seeks to directly engage with.
This very robust initiative is our University's Quality Enhancement Plan (QEP). In …
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
Tarteton State University's strategic plan, Tarleton Forward 2030, includes an objective that …
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 …
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
While forging ahead with course platform innovations, the former one-hour course of …
While forging ahead with course platform innovations, the former one-hour course of College Assembly known as Chapel has been redesigned a weekly informative session of an Academic Symposium. This allows students to benefit from the experience of weekly interactions with professors and professionals. Interaction is an essential part of academic life. The symposium allows students to have exposure to division major presentations, and student demonstrations for creative intellectual purposes. The weekly symposiums that were initiated during the first week of the semester have proven to be beneficial. During the weekly interactions, students are given the opportunity to increase networking skills, meet with professors in their majors, improve communication and presentation abilities; plus glean the latest information that can have a positive impact on the Texas College academic community. Each major within the four divisions has committed to design programs for each week such as a major fair, internship orientations, graduate school opportunities, resume writing, financial literacy, soft-skill training, and various other motivational programs. Each session begins with an invocation, weekly announcements, reminders, and a weekly program. The Academic Symposium programming is designed to include the aspiration to respond to expectations of business and industry for core workplace skills mathematics, quantitative, analytical reasoning, written plus oral communication, and critical thinking/problem-solving. Having agreed on the three broad areas to be addressed, each division determined the learning outcomes. Thus, there has been an overwhelming response of attendance by students and faculty participation
DELIVERY FORMAT: The program is online only.
PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)
PROGRAM OUTCOMES: The Academic Symposium is an influential learning tool for Texas College students. Students can become bored with the day-to-day humdrum of classes, and home. The symposium helps break the monotony of the college routine. In many ways, it can help instill a sense of camaraderie, and school spirit, or even help develop an interest in potential extracurricular activities and future careers.
CLASS at Laredo College is a comprehensive program that provides support and …
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
Our program's core features include 1) proactively identifying students who have basic …
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
The purpose of this planning grant is to begin the expansion of …
The purpose of this planning grant is to begin the expansion of UHD's basic needs offerings for students to reduce the stress of managing personal and familial responsibilities in addition to their academics. Basic Needs services include, but are not limited to, access to food, technology, mental and physical health services, emergency housing, and emergency funding. Ultimately, the basic needs initiative is part of UHD's multi-prong student success effort to increase retention and graduation.
DELIVERY FORMAT: The program has a hybrid format.
PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)
DEPARTMENT(S) OVERSEEING PROGRAM: Student Success and Student Life
CONTACT FOR MORE INFO: Lynette Cook-Francis at lcookfrancis@uhd.edu or 7132215804
The University of Texas Rio Grande Valley is committed to maintaining the …
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 …
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 …
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 …
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
The mission of the Temple College Center for Teaching and Learning is …
The mission of the Temple College Center for Teaching and Learning is to encourage student success by promoting collaboration among learning communities and providing evidence-based resources that empower faculty and staff to test and refine innovative practices.
We work with faculty and staff in a variety of methods to achieve this mission. Our current work focuses on best practices in equity, using peer review, book clubs, and intentional design for our most vulnerable students. The CTL works on the premise of a growth mindset for our faculty and staff, building learning communities in which we learn from each other. Our just-in-time new faculty mentoring and in our roundtable and learning group professional development demonstrates this new reliance on faculty and staff teaching each other.
DELIVERY FORMAT: The program has a hybrid format.
PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)
The Center of Teaching Excellence & Learning will work to align its …
The Center of Teaching Excellence & Learning will work to align its goals to Laredo College’s Mission & Strategic Plan. The main focus of the center will be to foster a community of faculty and staff devoted in improving teaching strategies, best practices, and increasing student learning.
The two main focuses:
(1) Instruction – course design (learner-centered), assessing learning, student engagement, and technology tools for teaching (2) Student Learning – teaching specific student populations and equity, diversity, and inclusion
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: No data related to outcomes have been collected from this program
The Circle of Access and Retention in Education (CARE) will examine structures, …
The Circle of Access and Retention in Education (CARE) will examine structures, processes, and culture for a comprehensive approach to change success for our students, particularly adult learners of color, by changing our processes and by providing additional support to increase persistence and completion rates. The CARE project expands the college's work in becoming a student-ready college through the creation of holistic student support redesign by focusing on key priority areas: a redesign of Student Enrollment Services, the reimagining of the student orientation experience, small-scale pilots of holistic student support including embedded tutors and peer mentors, and professional development for staff and faculty to support these efforts. The targeted population will be adult learners, specifically students of color.
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 the Provost/Vice President of Academic Affairs and Student Services
CONTACT FOR MORE INFO: Dr. Susan Guzman-Trevino at susan.guzmantrevino@templejc.edu or 254-298-8340
Cisco College's Quality Enhancement Plan (QEP), Making Connections, focuses on student success, …
Cisco College's Quality Enhancement Plan (QEP), Making Connections, focuses on student success, a value at the core of the College's Mission and strategic plan. The QEP is designed to improve the student experience in online courses. It has two goals. The first is to connect students to support resources such as an online new student orientation, online LMS orientation, and online tutoring. The second goal is to connect faculty to professional development, including internal webinars, self-paced courses in the LMS, guest speakers, a repository of resources housed in the LMS, and an online course design checklist. Through the QEP, the College seeks to increase the online course success rate to 85% and decrease the annual withdrawal rate to 5% by 2025.
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)
Our program name is Co-requisite Math and English classes for developmental education …
Our program name is Co-requisite Math and English classes for developmental education needs. In this program, we focus on giving students more support in their college level math, reading, and writing courses, which should also help in retaining the students through completion of their educational goals..
DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.
PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)
DEPARTMENT(S) OVERSEEING PROGRAM: Office of Educational Services
CONTACT FOR MORE INFO: Michele Stevens at mstevens@fpctx.edu or 806-457-4207
College success coaching creates an environment that supports students in achieving their …
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 …
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 …
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
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