At the heart of The Cardinal Advocacy and Resource Center is the conviction that education is a basic human right, essential to a thriving democracy. We recognize that to support our students through completion, students often need assistance outside of the classroom. Affording students the tools to reduce basic needs insecurity and learn to advocate for themselves is a priority at the CARC. Available to all students enrolled in at least 3 hours, the CARC is more than just a food and clothing pantry. Equitable access to basic needs includes assistance for, but not limited to, transportation, child-care, housing, food, technology, and emergency funding. Holistic support is also available to meet students where they area. We work to ensure students basic needs are met so they can focus on their academic success. Learning to be an advocate for themselves is another important function of the CARC. To that end, we provide students with an updated and comprehensive resource guide to allow students to easily locate and find services at the time they need it.

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: Student Life

CONTACT FOR MORE INFO: Audrey Hawkins at ahawkins@tvcc.edu or 903-675-6399

Cardinal Communities (CC) is a mentoring program that provides a supportive community in which students engage in meaningful relationships with fellow students, faculty, and staff that empower them to develop a sense of community and belonging and gain information to successfully transition to Lamar University. CC serves first time in college students who participate in one-hour weekly non credit-bearing interest or major-based sessions that are led by Peer and Professional Mentors, which are supplemented with individual peer mentoring sessions and social events throughout their first semester.

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: 1080

HOW TO ENROLL: All incoming FTIC students are enrolled unless they request an exemption or have a major course conflict.

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

DEPARTMENT(S) OVERSEEING PROGRAM: STAR (Student Tutoring and Retention) Services

CONTACT FOR MORE INFO: Rachel Hoover at rhoover@lamar.edu or 409-880-7202

Career Services aims to support the transition from college to career by training students in marketable skills and providing access to employment opportunities. We seek to facilitate career development for students within their chosen career paths. This is completed by focusing on development through career fairs, workshops, and online resources including resume development, cover letter development, and career counseling.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Affairs

CONTACT FOR MORE INFO: Amanda Barrera at amanda.barrera@sulross.edu or (432) 837-8178

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

Circle of Care is an intervention program designed as a community initiative to support the success of all students through a collaborative effort of connecting people and departments across campus that are directly connected to students. Circle of Care serves all students on campus each year as a best practice to provide students with the support they need when they need it. The program is structured in an intentional way that provides support through a student's academic and student life experience. The Circle of care utilizes a platform on campus, Schreiner Insight, to connect people in a way that allows for immediate communication allowing for appropriate intervention to occur specific to the needed support within the experience area of student. This program allows for effective collaboration across campus, from faculty, advisors, department heads, and coaches to upper-level administrators of campus to support student success.

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: Academic Support Services

CONTACT FOR MORE INFO: Matt Goodwyn at tmgoodwyn@schreiner.edu or 8307927330

Cisco College's Quality Enhancement Plan (QEP), Making Connections, focuses on student success, a value at the core of the College's Mission and strategic plan. The QEP is designed to improve the student experience in online courses. It has two goals. The first is to connect students to support resources such as an online new student orientation, online LMS orientation, and online tutoring. The second goal is to connect faculty to professional development, including internal webinars, self-paced courses in the LMS, guest speakers, a repository of resources housed in the LMS, and an online course design checklist. Through the QEP, the College seeks to increase the online course success rate to 85% and decrease the annual withdrawal rate to 5% by 2025.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Distance Education

CONTACT FOR MORE INFO: Sheron Caton at Sheron.Caton@cisco.edu or 3257944530

College success coaching creates an environment that supports students in achieving their academic goals. College Success Coaching guides students to success through the development and application of personal wellbeing, motivation identification, goal planning, study strategies, time management, and resource referrals.

DELIVERY FORMAT: The program has a hybrid format.

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

HOW TO ENROLL: All students are able to enroll into program

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success

CONTACT FOR MORE INFO: Matthew Ramirez at Matthew.Ramirez@tjc.edu

Victoria College's Community Connection Center - Wrap Around Services supports the students in pursuit of their vocational and academic goals through the provision of career and transfer assistance, as well as, social support services. Students seeking their vocational and academic goals often struggle to maintain progress due to life's challenges that can derail academic success for a myriad of reasons. Support services are available to all students who need assistance in areas of housing and utilities, food and clothing insecurities, medical and mental health, transportation, childcare and emergency needs. With full awareness of our students’ goals, Victoria College is equipped with transfer and career services to assist the student in securing their next steps, either transfer preparation or career exploration.

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: Advising, Counseling, & Support Services Department

CONTACT FOR MORE INFO: Bobby Cubriel at robert.cubriel@victoriacollege.edu or 361-572-6404

SHSU is a partner of Navigate EAB and utilizes this technology as our primary student success management system. The Coordinated Care Network is a function of Navigate EAB and has been employed at SHSU as a retention-based partnership across several divisions. The Coordinated Care Network supports student success by bridging institutional efforts in receiving and triaging student alerts and referrals through Campus Connect (Navigate EAB). When faculty or staff issue an alert or referral, Campus Connect is configured to enact a chain of technology driven events to connect the student with the expert department who then provides appropriate intervention. Additionally, we target high-needs students to submit an alert or referral on themselves to receive assistance with their particular need(s). Overall, students who are alerted through the Coordinated Care Network and/or self-alert process experience positive gains in credit completion, term GPA outcomes, and persistence rates.

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: 1469

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 Technologies

CONTACT FOR MORE INFO: Brittany Fish at brittany.fish@shsu.edu or 9362944950

The corequisite model at Amarillo College, for math and English, is a paired model with a 3-hour transfer course and a 3-hour support course. The corequisite model decreases time to completion by enrolling academically underprepared students in transfer-level classes, thereby eliminating the elongated timeline of the traditional prerequisite developmental education pathway. Academically underprepared students are treated as a cohort, enrolling in both sections for a total of 6 hours, and are not commingled in the transfer-level course. The support course functions like a lab or workshop and does not have a separate Developmental Education curriculum. Amarillo College uses embedded tutors in the support course to assist the instructor with one-on-one and group tutoring sessions. The transfer-level courses are: English Composition I, College Algebra, Mathematics for Business & Social Sciences, Contemporary Mathematics, and College Algebra for STEM Majors.

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: 1724

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: English and Math Departments

CONTACT FOR MORE INFO: Frank E Sobey at fesobey@actx.edu or 8062826811

These learning communities pair a subject-intensive (math or English) UNIV Freshman Seminar course with a gateway course in the subject as a form of corequisite remediation that takes the place of developmental education to help students achieve the status of TSI Complete.

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: 200

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: Student Success Center

CONTACT FOR MORE INFO: Beverly C Tomek at tomekb@uhv.edu or 361-570-4145

This 5-module course prepares faculty with skills needed to create a more inclusive and equitable learning environment and improve students’ sense of belonging. The teaching practices align with the Association of College and University Educators (ACUE) Inclusive Teaching for Equitable Learning Framework: managing the impact of biases, reducing microaggressions in learning environments; addressing imposter phenomenon and stereotype threat; creating inclusive learning environments; and designing equity-centered courses.

DELIVERY FORMAT: The program is online only.

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Faculty Center for Teaching and Learning

CONTACT FOR MORE INFO: Dr. Lisa Bunkowski at lisa.bunkowski@tamuct.edu or 254 501 5866

C.R.A.S.H. is a faculty development program that lasts over the course of one school year. The program begins with a 3-day workshop aimed at teaching faculty culturally relevant pedagogy. At the end of the 3-day workshop faculty choose an inquiry project to run in one of their courses that involves making a specific pedagogical change and collecting data on that pedagogical change. Over the fall semester the faculty teach the course with the pedagogical change and collect data on the effectiveness of the change. In the spring semester they analyze and interpret their data and then present their project to an audience of their peers.

One goal of this program is to increase the use of culturally relevant and inclusive teaching practices so that students feel a greater sense of community and belonging as well as reach higher learning gains in their courses. A secondary goal of this program is to increase the use of systematic inquiry of pedagogical techniques in courses across campus. By increasing the use of systematic inquiry faculty will gain more insight into their own teaching practices and their students learning so that they are able to better serve the population of students that they have.

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: 33

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Faculty Learning Commons

CONTACT FOR MORE INFO: Heather Lehto at heather.lehto@angelo.edu or 3254866990

DREAMS Week (Dedication, Responsibility, Engagement, Academics, Motivation, and Success) is a zero week orientation program required of all new students and transfer students with less than 15 successful credit hours. The program began as part of Title V grant activities in 2021. The goal of the program is for students to feel comfortable in their environment, know how to access resources, be introduced to faculty and staff, and be engaged in student life activities while developing academic skills to be successful in college. Each activity falls under one of the target areas represented by the DREAMS acronym. The program covers use of technology, cultural diversity, financial literacy, team building, note taking and study skills, academic and organizational skills, career planning, clubs and organizations, campus tours, and non-academic support services. Student life activities are held throughout the days to help students become acclimated to their campus and engage with other students, faculty, and staff. The program utilizes student mentors to help new students identify people on their campus that can be a resource as they start college. Howard College history and tradition is also covered so that students can begin to understand and relate to being a Hawk. Students are asked to bring their laptop with them but are provided with needed supplies throughout the program. Students are required to stay throughout the day and lunch is provided. The program concludes with a campus "Block Party" that includes all students, faculty, and staff. The Block Party provides lunch, outdoor student activities, music, and more!

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Affairs

CONTACT FOR MORE INFO: Lauren Barber at lbarber@howardcollege.edu or 432-264-5024

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

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

PROGRAM SCALE: Small-scale

DEPARTMENT(S) OVERSEEING PROGRAM: Student Care Network

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

Success Coaching at Dallas College offers concierge-style case-management and support through a learning care model to improve the student experience, eliminate barriers, strengthen student persistence, completion, and success. Through proactive case management, success coaching guides learners through their academic journey by empowering and inspiring them with caring, relatable, knowledgeable, and accessible strategies.

All Dallas College students are assigned a success coach who help students navigate college life and keep them on track throughout their academic journey. Success coaches engage students in comprehensive and customized success planning to fit their individual needs. Success Coaches are responsible for helping to orient students to college life, guiding students through initial discussions on career exploration and first-year courses selections, leveraging technology to track student progress towards academic and career goals, and liaising between the student and a broad network of internal and external resources designed to provide wrap-around support and eliminate any barriers that could impact the student's success.

Students may access success coaching services in multiple modalities including scheduled appointments, walk-ins, online conferencing, phone, and email correspondence. Success coaching services are available Monday through Friday from 8am to 12midnight to ensure all students have equitable access to support services.

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: Preliminary data from Fall 2022 shows that success coaching had a positive impact on persistence. Students in all categories (first time in college, continuing, transfer in, transient, charter, dual credit, early college high school) who scheduled appointment(s) with a success coach had higher persistence rates than students who did not meet with their coach. Students who scheduled two or more appointments with a success coach had even higher persistence rates.

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success - Success Coaching Unit

CONTACT FOR MORE INFO: Dr. Jermain Pipkins at jpipkins@dallascollege.edu or 9722386004

All students majoring, minoring or taking courses in any of these College of Education and Human Services programs are welcome to attend. Students have the opportunity to meet the departmental leaders, faculty, staff and classmates while chatting and chewing (food provided).

This also provides an unique opportunity for students to register for classes, get academic advising and address any holds on their accounts.

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: 200-300

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

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

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

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

In partnership with theDream.US, this scholarship program supports undocumented students or those who have DACA to meet financial needs of up to $33,000 for four-year degree programs. In addition to financial aid, the program provides holistic support to ensure they are meeting university and scholarship program requirements and emergency aid, Fellowship opportunities, and DACA scholarships. Each program participant is also assigned a Dreamer peer mentor, who assists students with areas such as selecting majors and exploring potential career opportunities.

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: 109

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 Academic Success Center

CONTACT FOR MORE INFO: Kimberley Nanez at kjnanez@tamusa.edu or 210-784-1352

Early College High School transfer student initiatives focus on degree attainment with a specific focus on graduating with less debt. To promote degree completion, the program will involve establishing monthly development seminars, parent workshops, social engagement opportunities, financial aid packaging, and data analytics. While this program is administered by a manager, programmatic elements are developed in collaboration with departments across campus.

DELIVERY FORMAT: The program has a hybrid format.

DEPARTMENT(S) OVERSEEING PROGRAM: Enrollment Management

CONTACT FOR MORE INFO: Clifton Jones at cwjones@tamuct.edu or 2545195424

The Early Intervention program allows instructors to report that intervention is needed for various reasons including, but not limited to missing assignments, low test scores, excessive absences, etc. Success Coaches reach out to their assigned students to discuss instructor concerns and let students know resources and support services available to help them be more successful, including information about our face-to-face tutoring services, CANVAS 24/7 tutoring, and TRIO Student Support Services. Success coaches also share information about Bulldog Life for non-academic resources.

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: Instructor reports student for intervention

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success

CONTACT FOR MORE INFO: Syma Moody at syma.moody@navarrocollege.edu or 903-875-7721