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

The Academic Achievers Program (AAP) was established in 1994. The program's mission is to recruit underrepresented students and increase retention and graduation rates. Members of the Academic Achievers Program are provided with an annual scholarship, tutoring, mentoring, time-management skill sessions, career guidance, and leadership skills. The Academic Achievers Program's support services are crucial to the students' ability to remain in college and successfully graduate from the University of Houston.

DELIVERY FORMAT: The program is in-person only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 74

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

WEBSITE TO APPLY: www.uh.edu/class/cmas

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

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Mexican American and Latino/a Studies

CONTACT FOR MORE INFO: Fely Aguilar at faguilar@uh.edu or 713-743-0914

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

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

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

Initiative Pillars

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

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

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

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

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

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Cisneros Institute for Emerging Leaders

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

The goal of "Advisors on the Loose" is to provide registration and advising information to students, with an objective of registering 80% of currently enrolled students for the subsequent term before the end of the current term. Once registration opens for the subsequent term, advisors begin "Advisors on the Loose." Advisors are provided an iPad. A registration lab is open while "Advisors on the Loose" is being conducted. Advisors, in pairs, go throughout the campus talking with students to inform them registration is open. Advisors are able to check student records by utilizing the iPad. They hand out a snack with registration lab information so students can go to the lab to register. Advisors are also able to connect with students by providing them quick advising information and providing them direction on how to connect with their assigned advisor.

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: 894

HOW TO ENROLL: No enrollment is needed

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

DEPARTMENT(S) OVERSEEING PROGRAM: Advising

CONTACT FOR MORE INFO: Georgia Flores at gflores294@alamo.edu or 210-486-5605

ACC makes childcare scholarships available to low-income student parents. The core features of the childcare scholarship program are 1) case management and 2) parent choice. Students who accept a childcare scholarship must agree to participate in intensive case management with a Student Advocate to help with clarity of goals and decisionmaking, referrals to additional supports and on-going problem-solving and personal support. Students who receive the scholarship may select the childcare provider of their choice. ACC arranges for payment directly with the provider. Students must pay the difference between the amount of their scholarship and the total cost of care charged by the provider. The goals of the childcare scholarships are 1) to improve the semester to semester persistence rates of student parents and 2) to improve the graduation rates of student parents. Funding for the program come from ACC's Perkins grant and from institutional sources.

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: 156

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

WEBSITE TO APPLY: https://www.austincc.edu/students/child-care

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Accessibility & Social Support Resources

CONTACT FOR MORE INFO: Steve Christopher at schris@austincc.edu or 512-223-7664

The Dallas College Family Care Center will provide support to students who are parents or expectant parents that are underserved or first generation and economically disadvantaged population to provide wraparound services that includes a three-tier model. Tier one: Immediate physical and mental health needs that address potential crises situations, such as food, formula, or childcare insecurity, providing physical resources such as diapers, female and infant hygiene, safe car seats, or other needs. Some of the program supplies i.e. car seats, safety equipment will be free rentals, and stay within the college’s inventory for program sustainability. In addition, provide mental and emotional support including parenting support groups and early childhood parenting classes. Tier 2 would provide Financial Literacy and including classes on budget and credit management, saving and long-term financial planning for a sustainable lifestyle. Tier 3 would focus on academic and student support services working with Success Coaches and Career Counselors securing those students are on a pathway for success in their academic career ensuring their financial goals align realistically with their career choices and degree/transfer plans.

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

PROGRAM SCALE: Small-scale

DEPARTMENT(S) OVERSEEING PROGRAM: Student Care Network

CONTACT FOR MORE INFO: Cathy Edwards at connections@dcccd.edu or 214-860-5800

The College’s Continuing Education programs selected for short-term training in Corpus Christi and Aransas County align with Workforce Solutions of the Coastal Bend’s Targeted Occupations List for 2019-2021 and trends outlined by the Texas Workforce Commission for both Texas and the Coastal Bend. These programs correlate with high demand for employment, including: Healthcare (Certified Nurse Aid, Electrocardiography, Medical Billing and Coding, Medical Secretary, and Phlebotomy) and Trade Industry (Building Maintenance, Carpentry [Basic], Electrical Wiring, HVAC, Millwright, Plumbing [Basic] and Welding). These short-term programs range from four to 16 weeks to complete, and programmatic sequencing allows students to on-board into specific study fields without prior knowledge or skills development. Additionally, these CE programs, whether they provide certification or WSAs (Workforce Skills Awards), allow students to gain immediate employment during or upon completion.The College offers various modalities of course delivery, including face-to-face, remote or E-learning and hybrid formats. Mode of delivery is dictated by industry certification or licensing requirements that mandate hands-on training as well as curriculum, laboratories, tools/equipment utilization, simulators and software associated with each program.

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: 90

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

WEBSITE TO APPLY: www.delmar.edu/true

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

DEPARTMENT(S) OVERSEEING PROGRAM: Del Mar College - Continuing Education

CONTACT FOR MORE INFO: Rachel Benavides at rbenavid20@delmar.edu or 361-389-8940

This program is to help academically underprepared students to complete their college level Math and English courses within the first two semesters. This is a cohort model where students stay together through their courses. In addition they receive mandatory tutoring and academic coaching that are free of charge. The Early Alert system is also included in this model, and the academic support specialists keep in touch with the students throughout the entire semester.

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)

PROGRAM OUTCOMES: Since the 2017 implementation of the co-requisite model, Math success rates went from 20% to 65% and English success rates went from 35% to 70% average.

DEPARTMENT(S) OVERSEEING PROGRAM: General Education and Academic Support

CONTACT FOR MORE INFO: Nadezhda Nazarenko at nnazarenko@alvincollege.edu or 281-756-3725

FYE's Mission
The First-Year Experience Program (FYE) is committed to supporting first-year-in-college-students through peer mentorship as they transition into university life. FYE Peer Mentors meet with students one-on-one to provide academic, social, and personal support in order to enhance student success.

FYE's Goals
Connecting incoming first-year students with student leaders who can provide guidance from experience to make their first year a positive experience.

Equipping first-year-in-college students with knowledge and access to resources.

Facilitating first-year student exploration in their academic studies.

Fostering a sense of campus community and belonging for first-year students.

FYE's Values
Teamwork - supporting one another professionally and personally and student leaders in their growth

Collaboration - working with individuals and other campus programs to enhance the student experience

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Development, Leadership, Belonging, and Academic Support Programs

CONTACT FOR MORE INFO: Demetrius Johnson at demetrius.johnson@utsa.edu or 2104583072

Grayson Cares is an umbrella program in the Counseling and Social Services Department that addresses the holistic needs of all students. The student, counselor, and social worker intern work together to seek resources needed to overcome barriers to success. Staff assists students in connecting to resources available on campus and in the community. Students seek social services for many reasons. Reasons why a student may want to seek social services through Grayson Cares:
-campus food pantry
-food assistance for family
-childcare and transportation assistance
-emergency student aid
-gas voucher program
-off-campus housing
-utility assistance
-medication assistance
-personal counseling

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: 500

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 and externally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Counseling and Social Services

CONTACT FOR MORE INFO: Dr. Molly Harris at harrism@grayson.edu or 903.463.8714

The Integrated Education and Training (IET)- Contextualized Learning allows students seeking a high school equivalency credential or English language attainment the opportunity to participate and complete a credential of value that could ultimately lead to a career advancement and/or 'stackable' higher education degrees. The IET skills training leads to a high wage, high demand occupation and runs simultaneously with the GED and ESL program, additionally including a course that is focused on the reading, writing, verbal, and/or math skills needed to achieve and exceed in the training and career field. The IET program allows a student to accelerate the transition between an academic readiness program into workforce preparation training, which ultimately leads to credential completion and employment. The IET program provides tuition and supplies for those that qualify to help Adult Education students transition to a workforce Credential of Value while providing additional academic support to ensure student success.

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: 5

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Adult Education and Literacy

CONTACT FOR MORE INFO: Dr. Tiffani Price at tprice@odessa.edu or 4323556891

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 focus of the project at Lamar State College Orange (LSCO) is to plan for the creation and expansion of support for students outside of the classroom. Our campus is working to remove barriers for our students and allow them to focus on their course work. Areas of focus include creation of on campus solutions for health care and mental health, academic support programs, peer tutoring and supplemental instruction programming models, expansion of career services and related services, student academic and behavioral alert system, creation of the on-campus food pantry, providing programs to assist first generation student population, and TSI (Texas Success Initiative) prep courses for current and prospective students within in local independent school districts.

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 Services

CONTACT FOR MORE INFO: Brian Hull at Brian.Hull@lsco.edu or 409-882-3342

Lamar University will be working to assist first time in college students (FTIC) help persist and be retained in their first two years of their academic year.

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 Retention and Student Success

CONTACT FOR MORE INFO: Victor Davila at vdavila2@lamar.edu or 4098808439

Our vision at Navarro College is to be nationally recognized as a higher education institution committed to providing innovative career tracks and student-centered learning opportunities that result in students capable of succeeding in local and global communities. NC offers both academic transferable coursework and workforce education. Workforce education is led in two divisions at NC in the divisions of Workforce Career and Technical Education and Health Professions. Workforce Career and Technical Education at Navarro College includes programs that lead to level I, level II, and Associates of Applied Science degrees in Agricultural Mechanization, Computer Programming, Cosmetology, Petroleum Technology, Child Development, Paralegal, Criminal Justice, Fire Science, Welding Technology, Emergency Medical Technology, Mental Health, Message Therapy, Business, and Accounting. Health Professions at Navarro College include: Occupational Therapist Assistant, Physical Therapy Assistant, Medical Lab Technician, Registered Nurse, and Vocational Nursing. Over the last year Navarro College has focused marketing and recruitment efforts to implement and expand new programs in the CTE area. In the Fall of 2021 and Spring of 2022, the following programs were targeted for marketing initiatives for growth:
1. Business
2. Business Office Systems and Support
3. Criminal Justice
4. Paralegal
5. Emergency Medical Services
6. Hospitality Management
7. Cloud Computing

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: The Comprehensive Local Needs Assessment (CLNA) for Navarro College includes an
analysis of data focused on the 6 Parts: Part 1. Student Performance, Part 2. Size, Scope, and Quality of Programs, Part 3. Labor Market Alignment, Part 4. CTE Program/Programs of Study Implementation, Part 5. Faculty/Staff Recruitment, Retention and Training, and Part 6. Improving Access & Equity.

DEPARTMENT(S) OVERSEEING PROGRAM: Dr. Tara Peters

CONTACT FOR MORE INFO: Amanda Jordan at amanda.jordan@navarrocollege.edu or 9038757571

Peer Mentors have successfully completed the Learning Frameworks course and now work closely with the First-Year Seminar instructor to provide peer mentoring and instructional support to one section of the Learning Frameworks's first-year and transfer students. Coordinating with an assigned Learning Frameworks faculty member to prepare for each weekly lesson, peer mentors serve as liaisons between students and faculty. Peer mentors are also clearinghouses for student success resources and campus events. They exemplify critical thinking by modeling class assignments, assessing weekly writing assignments, and facilitating small group discussions. During weekly peer mentor-student conversations about academic success tips, co-curricular opportunities, and targeted workshops, they create an atmosphere of trust, responsibility, and encouragement with students.

The First-Year Seminar Peer Mentor Program also benefits peer mentor cohorts. Peer mentors develop leadership skills vital to college and professional success; receive mentorship from faculty supervisors; create a close community within their cohort through shared trainings and experiences; cultivate fairness by engaging in challenging assumptions about cross- and intra-cultural diversity; and participate in professional development opportunities such as presenting at academic conferences, moderating First-Year Seminar events, and networking with campus and community leaders.

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: College of Human Sciences and Humanities

CONTACT FOR MORE INFO: Anne Gessler at gessler@uhcl.edu or 281-283-3471

Project Graduation (PG) is a pathway to success and completion at TSU. PG is a Campus Wide Accountability System that maps out the steps you should take each semester in the areas of Academics, Financial Planning, Career Exploration, and Wellness. Utilizing a passport model, pathways defined by student success points are outlined for what you should have completed by 30, 60, 90, and 120 credit hours.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Enrollment and Student Success

CONTACT FOR MORE INFO: Erin Gilliam at erin.gilliam@tsu.edu or 713-313-7387

The Recruitment Student Success Mentor role serves as a liaison to higher education resources and advocates a college-going culture among high school students. Establishes, manages, and visits a higher education resource center at a designated high school/college campus(es). Provides practical assistance, mentorship, and support services to high school students and their families. This is an educative role requiring the Student Success Mentor to create and conduct continuous info-sessions, presentations, and “how-to” workshops related to common college-going procedures (including on a virtual setting). Attends higher education trainings and community events to promote post-secondary education and/or stay up to date with higher education procedures.

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: 1000

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: Recruitment and School Relations

CONTACT FOR MORE INFO: Mirian Granados at mirian.granados@tamiu.edu or 956-326-2771

There are eight programs in the School of Health Careers at Angelina College and each program requires specific prerequisite and corequisite courses. Retention and remediation has two major goals: (1)orientation camp for all students entering programs (2) general requirements of mandatory remediation for any student who is not successful in a unit exam or in a clinical/practicum area.

The target population is a student currently enrolled in one of the eight programs. During orientation camp, a risk factors survey is obtained and even prior to being unsuccessful, the student may be seen by faculty to provide strategies to avoid dropping below the passing benchmark. Identified risk factors include but are not limited to (1) first-generation college student; (2) responsibility for children or other family members (e.g. parents); (3) English as a Second language; (4) employment part-time or full time; (5) socio-economic status; (5) entering overall GPA at the 2.5 level; (6) geographical location in relationship to the main campus.

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: 150

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: Winifred Ferguson Adams, Dean School of Health Careers