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

Achieving Completion through Innovation Vision and Team Engagement (ACTIVATE) is a program especially designed for men of color at Texarkana College (TC). ACTIVATE will serve 10-12 students each year with the goal of matriculation at TC. Students in ACTIVATE will be a part of a cohort that seeks to equip them with the necessary skills to be successful both inside and outside of the classroom. ACTIVATE includes mentoring, community engagement, financial literacy training, leadership development, weekly meetings, materials for instruction, and a stipend scholarship. ACTIVATE participants have the opportunity to build communication and relationship skills through peer mentoring and collaboration with Texas A&M University-Texarkana Personal Achievement through Help (PATH) program participants.

DELIVERY FORMAT: The program has a hybrid format.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 0

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

WEBSITE TO APPLY: www.texarkanacollege.edu/activate

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success, Retention, and TRIO-EOC

CONTACT FOR MORE INFO: Lee Williams III at lee.williams@texarkanacollege.edu or 9038233016

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

WBU Academic Coaching exists to help students transition from high school to college learning with particular emphasis on developmental students. We also mentor students in order to establish a safe environment for not only learning, but also emotional support. This approach has also served to create community among our 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: Office of Student Success

CONTACT FOR MORE INFO: Rosemary Peggram at peggramr@wbu.edu or 806-201-3414

Academic coaching is an interactive process that focuses on the personal relationship created between student and coach. An academic coach helps students navigate obstacles they may encounter during their academic career by using individualized and holistic approaches. They guide students in understanding and adapting their learning behavior by challenging students to think about personal and/or professional goals as related to academic/educational goals. Academic coaches help empower students to take responsibility for your own learning.

• Help students thrive by adopting a holistic and transformational approach.
• To help students become self-reflective and determine a path toward success.
• Equip and empower students to be able to identify context-specific methods, processes, and integrated strategic approaches to learning, problem-solving, motivation, and time management.
• To provide Academic Coaches with campus wide support as they identify trending barriers students face.
• To encourage intentional departmental and hopefully systemic change with awareness of barriers faced by subpopulations of our students.

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: UTRGV Learning Center

CONTACT FOR MORE INFO: Dr. Leslie Kimberling Jones at leslie.jones@utrgv.edu or 956 882-7059

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

One example of an event related to Alamo Institutes/Experiential Learning is the Dining Etiquette Luncheon. The Northeast Lakeview College, Career Engaged Learning Office supports career development and experiential learning by hosting the Dining Etiquette Luncheon.

Students are guided through a three-course meal with a formal place setting, while offered instruction on proper greetings, networking, contemporary etiquette, and the mechanics of formal dining.

This guided experience provides an opportunity for students to learn common protocols of dining etiquette, to enhance their professional image, helping to equip students with the social capital to navigate situations, in which knowledge of formal dining is essential, particularly during professional meetings and conferences.

The Career Engaged Learning Office works with faculty in the business and speech departments, in addition to the Office of Student Life, to promote this event to targeted groups of students. The targeted population for this event are students with pre-majors in the Business & Entrepreneurship Institute, students enrolled in the course, Business & Professional Communication, and members of the Male Excellence Network.

The learning outcome of the event is intended for students to report an increased confidence in professional networking and increased confidence in navigating a formal meal. Related to experiential learning, a reflective component allows students to elaborate on how they could apply the acquired knowledge in future career settings.

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: 42

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: Career Engaged Learning Office

CONTACT FOR MORE INFO: Peggy Chavez at pchavez65@alamo.edu or 210.486.5143

The Ascender program began at Austin Community College in 2015. The mission of the program is to increase the educational attainment of Latinx students and other underserved communities in order to close equity gaps. That is, the Ascender program seeks to move ACC from a Hispanic serving institution to a Hispanic graduating institution by accelerating Latinx students, who are overrepresented in developmental education, to college-level coursework, and providing a structure of support to increase persistence and graduation. Ascender provides students with the academic, social, and leadership opportunities they need to graduate from community college, transfer and earn bachelor's degrees, and return to the community as leaders and mentors. The Ascender program is structured as a first-year experience program that provides wrap-around services including academic, student success, and community engagement components. Familia is at the heart of each component of the program. For instance, students move through their coursework as a learning community, developing affective and social bonds that ease their transition to college. In addition to the learning communities that provide support in academic coursework, Ascender hosts events, such as the Noche de Familia (family night), field trips to colleges/universities, motivational conferences, and other cultural events to further cohere the sense of belonging students feel at ACC. Because many Ascender students are first-generation college students, Ascender provides one-on-one mentoring through a volunteer mentoring program designed to introduce students to a network of role models and coaches that helps guide their first-year college experience. The network of Ascender mentors helps to facilitate greater navigation of sometimes challenging institutional structures.

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: 132

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

WEBSITE TO APPLY: https://www.austincc.edu/ascender

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Affairs

CONTACT FOR MORE INFO: Alejandra Polcik at amarti11@austincc.edu or 512-223-1418

Transmountain ECHS/EPCC strive to encourage and recruit students in the target populations of At-Risk, students with disabilities, low socio-economic, Emergent Bilinguals (EB), minorities and historically under-served communities. Indeed El Paso ISD's and EPCC's demographics are well-represented in these areas. Campus Leadership Teams meet regularly to brainstorm, plan and implement strategies focused on recruiting target-population students. Additionally, TMECHS staff works with all district middle schools to ensure dissemination of open communication and accurate information to all students. TMECHS wants students to know that they all can, and should, apply to TMECHS and have the opportunity to earn an Associates Degree during high school.

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: TMECHS/EPCC Administration

CONTACT FOR MORE INFO: Barbara Brinkley-Lopez TMECHS Principal at bblopez@episd.org or 915-236-5000

The Connect Mentorship Program (known by students as Connect) is a year-long mentorship program aimed at retaining students of color at SMU. The program has two parts: the Connect Institute and Peer Mentorship. Connect helps incoming students of color become effective, successful, and engaged members of SMU through peer mentoring. Mentors help incoming students develop personally and academically by introducing them to various resources, learning opportunities, and co-curricular experiences offered on campus.

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: Office of Social Change & Intercultural Engagement

CONTACT FOR MORE INFO: Dr. Jennifer Jones at scie@smu.edu or 214-768-4580

The CVS Scholarship Program will open doors to supporting partnership opportunities that will lead to professional development and career pathway relationships for Texas College students with CVS. The components of the initiative propose to have varied opportunities of participation that provide mutual benefits for both CVS and Texas College in the immediate and long-term future. The general thrust of the initiative will address select needs and complimentary services with support of students, community residents, faculty-staff, and CVS associates in the Tyler Texas /East Texas region. For CVS and Texas College, the ultimate interests of the project is to establish ways to recruit-retain-retrain suitable individuals, from program entry at Texas College, and further to career pathway employment opportunities with CVS Corporation.

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: Academic Affairs

CONTACT FOR MORE INFO: Jan Duncan at jduncan@texascollege.edu or 9035938311

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 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

The College, Career, & Financial Health (CCFH) outreach program was created to encourage and assist with postsecondary enrollment for elementary through secondary school students in Victoria College’s service area. The CCFH Coordinator is responsible for facilitating a pipeline to postsecondary enrollment from a very early age.Through various financial literacy sessions, students are able to explore career and college opportunities, as well as identify smart financial habits and options for future goals. Specifically, at the high school level, the CCFH Coordinator works diligently to increase the percent of service area secondary students who complete the ApplyTexas application, submit their FAFSA, and complete at least one scholarship application before high school graduation.

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: Enrollment Services

CONTACT FOR MORE INFO: Sabrina Romo at Sabrina.Romo@VictoriaCollege.edu or 361-582-2543

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

The Cisco College Dual Credit Student Advising Program Pathways strives to educate high school students and their parents/guardians and counselors about the value (both in time and money) of taking dual credit courses while a student is still in high school. The Dual Credit Counselor provides counseling to students regarding which courses to take and when they should be taken with the goal of achieving an Associate of Arts or an Associate of Science degree before high school graduation or at the very least to complete the Core Curriculum. This counseling can take place electronically via email, by telephone, or in person.

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: Dual Credit Office

CONTACT FOR MORE INFO: Tianay Bralley at Tianay.Bralley@cisco.edu or 3257944400

ELITE (Establishing Leadership In & Through Education) is a minority male program established in 2010 to help increase minority retention and graduation rates. The purpose of the SH ELITE program is to enable Black & Hispanic males to transcend the status quo in minority male academic, professional and personal success. SH ELITE supports the achievement of members by facilitating personal and professional development through leadership, academic support, civic engagement and mentoring. The components of the program include: (1) small group meetings led by a Peer Mentor; (2) personal and professional development workshops and seminars; (3) guest speakers who are successful professionals who share their life and leadership experience; and (4) social events and activities designed to build community

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: 203

HOW TO ENROLL: Students apply and interview, no one is denied entry provided that they sign the participation agreement

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

DEPARTMENT(S) OVERSEEING PROGRAM: Division of Academic Affairs

CONTACT FOR MORE INFO: Jose Herrera at jrherrera@shsu.edu or 936-294-2722

Jarvis Christian University has a two-tiered approach to advising in that students who have earned between 0-60 semester credit hours are advised by professional advisors and students above 60 hours are advised by faculty in their respective educational programs. Prior to the pandemic, the University strengthened its capacity to increase persistence rates by implementing an early warning and holistic student success management system, the Educational Advisory Board's Navigate.

Faculty identify at-risk students through the Navigate early alert system during the first four to five weeks of the semester. Using a cross-representative team of faculty, staff and professional advisors, the Navigate system was programed to send automated emails to students based on the early alert that was generated. The system provides students with detailed instructions along with the next steps they should take to get back on track.

Following early alerts, professional advisors invite students to schedule an appointment to discuss the early alert and offer any assistance needed. For severely struggling students, professional advisors will work with residence hall managers and the like to track the student, and if possible, meet with the student to mitigate failure risk and identify resources as needed.

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: 78% of faculty completed 2,506 progress reports, indicating at-risk factors, for 732 unique students; 63% (N=461) were marked at-risk in at least one class for which intervention was provided through specialized email support. Of the students marked at-risk, 348 (75.5%) had a "C" or lower at midterms in at least one class, but almost half of the "Cs" were increased by 1+ letter grade(s) at finals. Further, all of the at-risk students who increased their grades from midterms to finals, re-enrolled for the spring 2020 term at a higher rate (77.3%) than the rest of the institution (62.4%).

DEPARTMENT(S) OVERSEEING PROGRAM: Division of Student Success

CONTACT FOR MORE INFO: Dr. Yolanda Jones at yjones@jarvis.edu or 903-730-4890

The Entering Student Experience supports UTEP students in their first 45 credit hours to build a foundation for their academic excellence and professional success. ESE fosters an inclusive environment to ensure students from diverse backgrounds have a meaningful transition to UTEP.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: The impact of UNIV 1301 is greater on the first-term retentions of students. The impact is that students who take UNIV 1301 are 1.37 times more likely to be retained for high risk students.

DEPARTMENT(S) OVERSEEING PROGRAM: Office of the Provost

CONTACT FOR MORE INFO: Denise Lujan, Ed.D. at cdlujan@utep.edu or (915) 747-6521