First-year students at Texas A&M participate in Hullabaloo U – Texas A&M’s first-year experience course. Participation in a Hullabaloo U section helps first-year students develop skills to achieve academic and personal goals, take advantage of campus resources, develop community and a sense of belonging, and be equipped to contribute to our respectful and inclusive Aggie community. Every Hullabaloo U section is led by a faculty or staff instructor and an undergraduate peer mentor. Sections are limited to less than 30 first-year students. While there are a number of courses certified as a Hullabaloo U course, all share overarching common outcomes and a common student success curriculum.

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: 12,000

HOW TO ENROLL: First-year students register for a Hullabaloo U course when they register for first semester courses.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office for Student Success

CONTACT FOR MORE INFO: Meredith Malnar at meredithm@tamu.edu or 9798451331

College of the Mainland's (COM) SSAP grant is a dedicated initiative aimed at recognizing and meeting the basic needs of students while equipping faculty and staff with the necessary skills to identify and support those in need. This grant focuses on enhancing the overall well-being and academic success of students, particularly those facing financial hardships or personal challenges that may hinder their learning experience.

Through the grant, COM can implement programs and services that address essential needs such as food, housing, healthcare, and mental health support. It also provides specialized training to faculty and staff to develop a better understanding of the signs and indicators of students in distress. With this training, educators can intervene early and provide appropriate assistance, ensuring student receive the necessary help and resources to overcome obstacles and achieve their educational goals.

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: Dean of Students Office

CONTACT FOR MORE INFO: Dr. Kris Kimbark at kkimbark@com.edu or 4099381211

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

To meet the challenge expressed by demographic and enrollment changes, Texas A&M University – Corpus Christi has created the intensive transfer pathway program (IPP) focusing on both Del Mar College and Coastal Bend College to actively market and host services to community college students in academic pathway programs. This program provides on-campus outreach and advising sessions each semester as well as immersive visit programs at TAMUCC to facilitate enrollment, advising, and transition from the two-year to the four-year institution. This program is facilitated through activities planned and executed by the Office of Recruitment and Admissions under the guidance of the Division of Enrollment Management.

Students selected in the cohort (up to 80 each year) will receive $ 1,000 each fall and spring to help support their transitional activities and ease the their cost burden as new transfer students. The students in each cohort will be required to participate in the engagement activities and meet satisfactory academic and enrollment requirements. Student success will be measured relative to their persistence from the initial year of transfer to the second.

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: Division of Enrollment Management, Texas A&M University - Corpus Christi

CONTACT FOR MORE INFO: Dr. Andy Benoit at andy.benoit@tamucc.edu or 361-825-5951

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

The International Leadership Program (ILP) is designed for students looking to enhance their leadership, communication, and teamwork skills. The program provides opportunities for professional development while serving the global SMU community. This program is open to ALL globally-minded SMU students - domestic, international, graduate, and undergraduate. SMU's International Student & Scholar Services office (ISSS) is home to the International Leadership Program. It is the goal of the ISSS office for international students to have meaningful experiences at SMU and to help them navigate and take advantage of the resources offered to students. Leaders are always ready to offer advice about living in the U.S., answer any questions about resources off/on-campus, and serve as a welcoming guide to new students. International Leaders enhance their leadership skills through regular leadership trainings, leading projects of their own design that enhance the international student experience, and providing support for in-person and virtual programs hosted by the International Student and Scholar Services Office. Participants are challenged to think critically about gaps in the support of global students and use this analysis to strategize programs or resources to address them. In doing so alongside their cohort peers, leaders develop the skills necessary to effectively work with those of different educational, linguistic, and cultural backgrounds.

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: International Student & Scholar Services

CONTACT FOR MORE INFO: Kelly Garcia at isss@smu.edu or 2147684475

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

JumpStart is a supportive five week academic program designed to aid students towards meeting Texas’s College Readiness standards while enhancing their ability to access and connect with the vast resources and opportunities available within the university. JumpStart Scholars are incoming freshmen who are working towards meeting the Texas College Readiness standards. The purpose of the program is to create a network of resources for the participants. Guidance from peer mentors and personal tutors provide critical support. Students are connected with a network of UTRGV academic & campus resources, including Financial Aid, the Library, the Learning Center, Writing Center, and more. Each student is enrolled in developmental coursework based on their area(s) of need: 3 hours of integrated reading/writing and/or 3 hours of math. Students are also enrolled in a corresponding English 1301 and/or math course that is directly connected to their developmental education course which will help them apply what they’ve learned and be even better prepared to do well.

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: 690

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: Office of Student Success

CONTACT FOR MORE INFO: Cynthia Saldivar at cynthia.saldivar@utrgv.edu or 9568827483

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

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

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

FRAME2 Your Future - Focused Route of Academics to Maximize Education & Employment is Panola College's QEP, which is a five-year effort that focuses on improving student learning and student success through the Learning Framework course taken by incoming freshmen. The course introduces students to support systems that help them achieve their education and career goals in the most efficient manner.

The purpose of this course is to transform student’s academic behavior and enhance college readiness and success by acquiring study strategies based on research theory, facilitating a connection with campus resources, and giving students an opportunity to explore
various college and career pathways.

After studying all materials and resources presented in the course, the student will be able to:
• Identify and describe theories of learning, cognition, and motivation.
• Identify and describe factors that impact learning.
• Demonstrate and apply the use of various learning strategies (i.e. goal setting, time management, organizational, and note-taking strategies).
• Demonstrate critical thinking skills by identifying individual strengths and weaknesses of various skills and making recommendations for self-improvement.
• Demonstrate effective written and/or oral communication with peers, instructors, and/or campus support personnel.
• Choose a career path and program of study through research and analysis of data derived from self-assessment (interest or skill inventories, self-evaluations, etc.).
• Develop effective strategies for managing your money while you are a student through research and analysis of self-assessment data and financial literacy activities.
• Build and take an active role, to include self-advocacy, in a learning community (e.g. connect with peers, instructors, support personnel, and essential campus resources which support student success)

The purpose of this course is to transform student’s academic behavior and enhance college readiness and success by acquiring study strategies based on research theory, facilitating a connection with campus resources, and giving students an opportunity to explore
various college and career pathways.

After studying all materials and resources presented in the course, the student will be able to:
• Identify and describe theories of learning, cognition, and motivation.
• Identify and describe factors that impact learning.
• Demonstrate and apply the use of various learning strategies (i.e. goal setting, time management, organizational, and note-taking strategies).
• Demonstrate critical thinking skills by identifying individual strengths and weaknesses of various skills and making recommendations for self-improvement.
• Demonstrate effective written and/or oral communication with peers, instructors, and/or campus support personnel.
• Choose a career path and program of study through research and analysis of data derived from self-assessment (interest or skill inventories, self-evaluations, etc.).
• Develop effective strategies for managing your money while you are a student through research and analysis of self-assessment data and financial literacy activities.
• Build and take an active role, to include self-advocacy, in a learning community (e.g. connect with peers, instructors, support personnel, and essential campus resources which support 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: 459

HOW TO ENROLL: Advisors add this course to all first semester Panola College students.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Department of Education

CONTACT FOR MORE INFO: Rebecca Morris at rmorris@panola.edu or 9036932014

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

TVCC faculty bring a wealth of knowledge and experience to the TVCC student body. Advancing opportunities for mentorships and students to demonstrate their learned skills by networking with their community is a critical aspect to encourage student engagement during classroom instruction. The Learning Symposium offers opportunities for students to apply their knowledge and skills to create projects meaningful to them and the community they care about. The concept of the learning symposium is new at TVCC, but resembles the concept of a student research symposium at 4-year universities. The goals for creating an annual symposium are to:
• Provide a structure for faculty – student mentorships in specific content areas which students are passionate and interested in.
• Inspire cross-circular learning experiences.
• Provide a focus on academic achievement for TVCC students.
• Increase community involvement with TVCC students.
• Foster deeper connections between Terrell, Kaufman, Athens, Palestine, and dual credit students. (The symposium would be hosted by rotating TVCC campuses in Athens, Terrell, and Palestine yearly, with dual credit and embedded faculty encouraged to participate.)
• Gain regional recognition from other colleges within the second and third years by offering invitations for their students to join.

Students and faculty are encouraged to think of ways they can connect classroom instruction to service opportunities in their communities and demonstrate skills they have developed. This is known as Applied Learning Opportunities.
We are striving to recognize the knowledge students bring to the learning environment and connect with communities and seek real-life experiences. By encouraging students to participate in the Learning Symposium, we are asking students to apply what they are learning to a whole task in a form that is relevant and appropriate to their goals and skills. Areas in which to frame a project include, but are not limited to: Service Learning/Community Service, Research/Field Study, Arts, Leadership, Civil Engagement, and Internships.

A panel of judges volunteer and are present during the symposium to view displays and participate during the demonstrations. Students’ submissions are judged within two categories:
• Most Impactful: $500 award
• Most Creative: $500 award

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: 100

HOW TO ENROLL: Participants submit a proposal with a faculty or staff mentor.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Instructional Innovation and Support

CONTACT FOR MORE INFO: Holley Collier at holley.collier@tvcc.edu or 9036756259

The Lions Den Classroom is a retention-focused initiative to engage the Deans of the college with more impactful interactions with students majoring in the College of Education and Human Services. It is our belief that students want to have more of a connection with the Deans and want to know who they are. As the Deans visit classrooms with goodies throughout the academic year, it allows students to ask questions, understand the college on a deeper level, and provides them with the opportunity to get a firsthand view of the Deans. Lions Den Classroom most importantly provides students the chance to discover information they would not be able to find anywhere else.

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: 300-400

HOW TO ENROLL: any student enrolled in classes under COEHS

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

DEPARTMENT(S) OVERSEEING PROGRAM: College of Education and Human Services

CONTACT FOR MORE INFO: Yolanda Willis at yolanda.willis@tamuc.edu or 2149543611

At LSC-Houston North, we put students first. Each first-time college student enrolled in EDUC 1300 Learning Frameworks course receives a faculty mentor to help guide them through their first semester. Upon completing EDUC 1300, students can opt in to an America Mentor program and be assigned a faculty or staff mentor. Our mentors are devoted to guiding our students and steering them in the right direction.

Each mentor will provide the following benefits:
Practical advice, encouragement, and academic support
Learn from faculty experience
Increase your social and academic confidence
Become more empowered to make decisions
Develop communication, personal, and study skills
Develop strategies for dealing with both personal and academic issues
Identify goals and establish a sense of direction
Increase awareness on campus resources and wraparound services
Increase engagement in campus activities and student organizations

Students and mentors review the program expectations.

Goal: To increase first-time in college students course completion and persistence.
Goal: To increase faculty engagement towards student success.
Target population: First-time in college students and at-risk students.
Objective: To match a student with a mentor each semester.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Strategic Planning and Innovation Excellence

CONTACT FOR MORE INFO: Barry Horn at Barry.L.Horn@LoneStar.edu or 281-260-3561