The I’m First – UT Tyler program is a program that services the needs of first-generation college students on main campus as well as satellite campuses and those undertaking online coursework. This program understands that each first-generation college student experience is different from the next (and many of those experiences are based in intersectional identities), so our program is centered on information sharing, advocacy, and connections to UT Tyler students, faculty, and resources. We strive to provide a sense of belonging within our campus community, which is key to not only retention and completion but the success of each student’s journey with us. As such, one of our primary methods is advocacy on campus through open and accessible communication channels – we are the touchpoint for all first-gen student questions about anything UT Tyler or college related and direct them or take them to the appropriate office to aid them.

Every month we send out a checklist newsletter to all first-generation college students (including international students and non-degree seeking students) that highlights upcoming university deadlines, breaks, campus community events (like blood drives, game and movie nights, holiday celebrations, etc), and links to all resources like tutoring and supplemental instruction. In addition to the checklist, we have created a regularly-updated glossary of all university terms (with links to the appropriate contacts and webpages) that is posted on our website and circulated accordingly.

We also host our own events, such as scholarship application workshops in which students may come to learn how to find the best scholarships for their situations and demographics, how to write the best essay, and how to submit them. This is an all-day, 2-day service offered in-person, but online and distance students are free to make unlimited one-on-one appointments for the same purpose as well as for resume review. We also host come-and-go social events. Further, we honor these students by providing first-generation stoles at every graduation and present them at a free banquet for them and their families. They are also available for pickup at graduation check-in. We host tables at preview days and homeschool days with swag and information, and our newly formed student organization will have a presence at orientation as well as host their own peer-centered events.

Lastly, beginning in the 2022 fall semester, the first-generation living-learning community will open its first wing in an on-campus housing unit. It will have its own first-generation RA as well as weekly meetings with our office’s staff that serve to bring the university’s resources to the students directly, such as advising, tutoring, safe zone training, study halls, library liaison tutorials, and more. Further, these students will also participate in servant-leadership opportunities and get to experience the Tyler community on field trips.

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: 110

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: UT Tyler Office of Academic Success

CONTACT FOR MORE INFO: Sidney Wilson at sidneywilson@uttyler.edu or 903-565-5528

In this era of increasing polarization, UNT’s mission of preparing students for the challenges they will meet in a world that is evolving rapidly has never been more important. A critical part of this preparation is helping students learn to consider and engage with different perspectives, and to be comfortable and confident expressing their own. Unfortunately, some students do not always feel included, nor that their experiences are valued. Indeed, some students often express doubt that they belong in the academic programs in which they are interested or even that they belong at a university at all. For the sake of all our students, it is incumbent on all of us that we carefully examine our policies and practices to ensure that they equitably support, affirm, and validate all students. During the 2021-22 academic year we asked faculty to gather input from students regarding how inclusive they feel the program curriculum is, asking questions such as how safe they feel in sharing their perspectives and how welcome they feel in the program. We then provided some guiding questions that individual faculty should consider and, together with the input gathered from students, asked them to reflect on their courses and teaching practices. Finally, we asked faculty in each program to consider together ways the overall program might be adjusted to encourage respectful and welcoming dialog, and then submit a narrative to their college’s dean detailing what steps they have taken so far and what further steps they have planned to support this mission.

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: 32000

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

DEPARTMENT(S) OVERSEEING PROGRAM: Vice Provost for Student Success

CONTACT FOR MORE INFO: Michael McPherson at michael.mcpherson@unt.edu or 940-565-2550

The aims of this project are to implement a Customer Relationship Management (CRM) system that will provide the School of Health Professions (SHP) at The University of Texas MD Anderson Cancer Center with the capacity to reach underserved populations statewide. Currently, the school relies on a “boots on the ground” approach with one recruiter and limited technology. Advising for underserved students is currently too lightly resourced on both the sides of the enrollment funnel, which is an obstacle that the technical solution of a CRM can help to overcome. Streamlining efficient communications and recruiting processes will enhance the school’s ability to reach underserved populations and help to prepare these students for entry into high-demand and high-paying jobs in the health care industry. The CRM implementation will be heavily focused on establishing communications and recruitment strategies that enable the student success division of the SHP to target recruiting to Early College High School (ECHS) campuses in Houston and Greater Houston and establishing seamless articulations with community colleges across Houston and Greater Houston to include Harris, Fort Bend, Brazoria counties.

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

DEPARTMENT(S) OVERSEEING PROGRAM: School of Health Professions

CONTACT FOR MORE INFO: Kimberly Hoggatt Krumwiede, PhD, at kahoggatt@mdanderson.org or (713) 745-8168

Victoria College (VC) wants to improve equitable access to academic, financial, and support services for VC students. To accomplish this, VC will use the majority of requested funds to procure a new comprehensive student engagement system or customer relationship management software, often abbreviated to CRM. The remainder of the request will supplement our digital outreach efforts to link more underserved students into the new system.

The target group for improved engagement is our underserved student populations. Empowering underserved students to succeed will require (a) sharing relevant information about VCs services with targeted groups who need it most and (b) understanding how students use services so we can continually increase awareness and support for groups who need it most.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Victoria College

CONTACT FOR MORE INFO: Elizabeth Garza at Elizabeth.Garza@VictoriaCollege.edu or (361) 485-6813

The 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

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 KEY Center is a TRIO Student Support Services program available to 165 income-eligible, first generation or disabled students. The goal of the program is to assist students as they navigate the college experience by providing them an academically-supportive and enriching environment. Supports include intensive career and academic advising, transfer assistance, individualized tutoring, financial aid assistance, financial literacy, scholarships and more.

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: 165

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

WEBSITE TO APPLY: https://victoriacollege.edu/Explore/Students/KeyCenter

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Services

CONTACT FOR MORE INFO: Pam Neuman at pamela.neuman@victoriacollege.edu or 3615822413

The LEADS Program: Learn, Experience, Achieve Defined Success, is a multi-faceted first year experience (FYE) program that is designed to create a foundation and culture of learning and engagement for students at Howard College. The program is implemented through the fall and spring semesters of each academic year. The program focuses on 1) acquisition and enhancement of academic skills, 2) career exploration and plan development, and 3) peer, campus, and community engagement. LEADS incorporates a mandatory zero week orientation as well as a student success course which meets graduation requirements for the college. Career clusters are created in alliance with the college's Pathways for Success model and have no more than 15 students in each group. Students participate in career clusters with their peers with similar career interests.

The program is designed as a holistic first year experience that will engage students in their college campus, their communities, and their academic experiences. It fosters student commitment to learning and to actively participating in their academic and career planning so that their experiences have meaning and purpose as they move through the educational journey. Each student will work both individually as well as in group settings in all segments of the program.

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: 454

HOW TO ENROLL: Students enrolled during registration process and discussion with advisor

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Affairs - Student Success

CONTACT FOR MORE INFO: Cindy Smith at csmith@howardcollege.edu or 432-264-5034

Laredo College Early Alert Program's focus is to support students facing academic challenges which are affecting their progress. Services include offering students resources on the campus as well as in the community to meet their individual needs.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Counseling and Disability Services

CONTACT FOR MORE INFO: Adriana Craddock at adriana.craddock@laredo.edu or 956-721-5137

All full-time, first-time-in-college (FTIC) students are enrolled in Learning Frameworks during their first semester at Texarkana College. In the course, students study research and theory in the psychology of learning, cognition, and motivation; factors that impact learning; and application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned.

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: 698

HOW TO ENROLL: Participants are automatically enrolled in this program if they meet eligibility requirements

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

DEPARTMENT(S) OVERSEEING PROGRAM: Business & Social Science Department

CONTACT FOR MORE INFO: Dr. Dixon Boyles at dixon.boyles@texarkanacollege.edu or 903 823 3192

In the Learning Frameworks course, students study the research and theory in the psychology of learning, cognition, and motivation; the factors that impact learning; and how to apply different learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of the college-level student academic strategies. Students use assessment instruments (e.g. learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned.

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: Participants are automatically enrolled in this program if they meet eligibility requirements

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Instruction

CONTACT FOR MORE INFO: Billy Johnson at bjohnson@odessa.edu or 432.335.6712

EDUC 1100 is a required course for all students entering AC seeking an AAS, AS, or AA degree.

Course Description
A study of the: research and theory in the psychology of learning, cognition and motivation; factors that impact learning; and application of learning strategies. Theoretical models of strategic learning, cognition and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned.

Learning Outcomes

1 - Students will evaluate strengths, abilities, values, and motivations and apply this self-knowledge to personal, educational and career goal-setting.

2 - Students will determine appropriate campus wrap around resources for assistance and engage in strategies to successfully navigate college and overcome personal and academic challenges.

3 - Students will evaluate and determine, by engaging in their Community and career pathway activities, the extent to which education and career expectations align with personal interests and goals.

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: 2800

HOW TO ENROLL: Students are enrolled in their first semester by their advisor unless they are enrolled in a co-req class.

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

DEPARTMENT(S) OVERSEEING PROGRAM: First Year Experience

CONTACT FOR MORE INFO: Amy Pifer at adpifer@actx.edu or 806-345-5620

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

DELIVERY FORMAT: The program has a hybrid format.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 2,400 as of May 2022

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

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

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

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

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

DELIVERY FORMAT: The program has a hybrid format.

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Academic Affairs

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

The mission of the Male Excellence Network is to increase engagement, retention, success, and completion for Northeast Lakeview College male students. The Male Excellence Network program is a year-long cohort program that provides engaging, systematic, and holistic support for Northeast Lakeview College male students. The program will allow Northeast Lakeview College male students the opportunity to learn and apply skills that will empower them to achieve their academic, career, and life goals, as well as establish them as leaders among their peers.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Life

CONTACT FOR MORE INFO: Allen Anguiano at aanguiano40@alamo.edu or 210-486-5152

The Male Achievement Program is a student success program designed to promote retention, persistence, academic performance and holistic wellbeing for Black, Indigenous, Latino/x, and men of color. The program is designed to address the needs of men of color by encouraging participants to exceed personally, professionally, and academically. The primary goal is to enable more men of color to successfully complete their education without interruption by providing support services, mentoring, and co-curricular activities.

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: 256

HOW TO ENROLL: Participants are automatically enrolled in this program if they meet eligibility requirements

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

DEPARTMENT(S) OVERSEEING PROGRAM: Dallas College

CONTACT FOR MORE INFO: Dina M. Sosa-Hegarty, Ed.D. at dsosa@dcccd.edu or 972-238-6398

The Math Learning Center fosters the academic success of Texas A&M students by supporting the high-enrollment courses with significant mathematics, statistics, and quantitative reasoning content, particularly those courses that fulfill core curriculum requirements or serve as prerequisites for more advanced topics. Faculty from various collaborating departments, as well as skilled graduate teaching assistants and undergraduate mentors, promote the growth of students’ conceptual and practical math skills using engaging learning strategies such as tutoring, study sessions, workshops, and weekly reviews. The Math Learning Center provides a welcoming and inclusive environment and takes alternative and flexible approaches to learning. The target population are the students who are taking core mathematics and statistics courses.

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: 7529

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: Undergraduate Studies

CONTACT FOR MORE INFO: Paulo Lima-Filho at lima-filho@tamu.edu or 9798477312

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

All students at ETBU are assigned an academic advisor in their field of study. Students must meet with this faculty member in order to register for classes each semester - students do not register for classes on their own. This process helps our advisors work with students to ensure all degree requirements are met as well as help them plan for future semesters. The one-on-one approach also allows our advisors to keep a direct line of communication with students, helping them navigate not only their degree requirements but also their academic career, including discussions on changing majors or adding/dropping classes within a 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)

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Academic Success

CONTACT FOR MORE INFO: Bryan Mead at bmead@etbu.edu or 903-923-2229

Operation College Bound is a partnership between El Paso Community College & The University of Texas at El Paso and school districts within the local region 19 service area. Both institutions conducted a region-wide tour of high schools (18 dates) from March 30 – to May 3, 2022. EPCC hosted the final date at their Administrative Services Center where students from ISDs not able to make previous events, charter schools, private schools, parochial schools, home-schooled students, as well as students who were unable to attend during an event at their school were invited. The intention of the OCB event is to take our services directly to the graduating seniors and to allow them to leave the event enrolled for the fall 2022 semester. All students attending the event would meet with Counselors and Advisors, Admissions and Registration, Financial Aid, and New Student Orientation. OCB is supported by an institutional budget.

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: 2700

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: Division of Student and Enrollment Services

CONTACT FOR MORE INFO: Dr. Carlos C. Amaya at camaya3@epcc.edu or 915-831-2229