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

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 Baylor McNair Scholars Program aims to prepare low-income, first generation and other underrepresented undergraduate students in acquiring the knowledge, skills and capacities necessary to successfully navigate a path to a Ph.D. program following graduation from Baylor. The program prepares Undergraduate students for the rigors of Ph.D. studies through immersion in research and a variety of scholarly activities.

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 Opportunity & Accessibility Resources

CONTACT FOR MORE INFO: Steven Fernandez at mcnair@baylor.edu or 2547103916

Men of Valor M.O.V.E. creates opportunities for young men of color and increases representation in various professional fields. MOVE members are young men of color who have recently graduated from high school and participate in a year-long, residency-style experience in which they provide mentoring to first-year college students while receiving robust coaching and professional development and gaining valuable experience.

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: Student Affairs

CONTACT FOR MORE INFO: Isaac Williams at iwilliams@texascollege.edu or 9035938311

The mental Health Awareness Training CErT program is based on the UHCL Counseling and Mental Health Center's mission, “Connect, Empower, Thrive”. The "Connect, Empower, refer, and Thrive (CErT)", training is a research-based program for UHCL students, faculty, and staff on recognizing signs of mental health issues, connecting to resources, preventing poor mental health outcomes, and ensuring student retention and success. The 2-3-hour training contains modules separately targeting faculty/staff; general students and student leaders; veterans; and students seeking teacher certification. The main learning objectives for this training are for participants to learn to identify emerging signs and symptoms of mental health concerns, be able to distinguish skillful ways to intervene with individuals who are experiencing mental health concerns and make referrals to appropriate services, and be able to identify at least two ways to engage in self-care.

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

PROGRAM SCALE: Unknown

DEPARTMENT(S) OVERSEEING PROGRAM: UHCL Counseling and Mental Health Center

CONTACT FOR MORE INFO: Cynthia Cook at cert@uhcl.edu or 2812832580

NLC Connect seeks to mitigate enrollment barriers, promoting the retention and graduation of the College's part-time students. Monthly phone outreach, supplemented by emails/mailings, provides information on campus resources and connects students with wraparound services to address social, emotional, and educational barriers. Additionally, NLC Connect provides basic needs grants to address immediate welfare needs, reducing transportation, housing, and childcare barriers that stall academic persistence.

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: Northeast Lakeview College

CONTACT FOR MORE INFO: Cristela Garcia at cgarcia1411@alamo.edu or 2104865179

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

The Nighthawks Nest Student Advocacy Center is a virtual and physical space that offers access to basic needs that may affect students mental and physical health and can compromise their wellbeing overall, resulting in poor academic performance, retention and or completion. Basic Needs services are offered through short-term emergency relief, case management, food pantry and Supplemental Nutrition Assistance Program (SNAP). The process includes the completion of a biopsychosocial assessment, service plan and specific interventions to support the unique needs of each student.

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 Success

CONTACT FOR MORE INFO: Cristela Garcia at cgarcia1411@alamo.edu or 210-486-5149

At Odessa College, we began our OC Cares journey in the fall of 2019 with the opening of our Wrangler Food Pantry. We added a social worker in February 2021 in our Student Support Services department. This helped to facilitate the distribution of acute emergency aid. Since then, students have reported that their primary needs revolve around housing, transportation, tuition/cost of school related expenses and food. In April of 2021, we added a garden on campus that supplies our Wrangler Food Pantry with fresh produce throughout the year. Our food pantry also has a hygiene supply room to ensure that our students are able to access basic hygiene necessities in addition to food.

What we have seen time after time is that students don’t realize that their needs are an emergency. They feel like someone else’s challenges are more severe than their own. We have worked to debunk that myth for emergency aid distribution in our conversations with students.

Through promotion of emergency aid, we have seen an increase in students utilizing other support services such as our food pantry, mental health services and community resource referrals. As a result of our behavioral intervention seeing an increase in reports surrounding basic needs, we created a separate social services report. We have also instituted a college life coach program where coaches are assigned to freshmen to support them throughout their first year with any resources or communication they might require, as well as checking in with students throughout their semester. We have instituted a student experience survey three times during the semester to identify trends on students curricular, co-curricular and basic needs.

Student Support Services also assists with the Perkins grant.

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: 6591

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 Support Services

CONTACT FOR MORE INFO: Kristi Clemmer at kclemmer@odessa.edu or 432-335-6865

As food insecurity becomes a growing concern for college campuses, Rice is proud to join the efforts of campus food pantries nationwide. The Pantry operates on a good faith basis and is an anonymous resource for all students, faculty, staff, and community members. It is our goal to ensure The Pantry is a space where individuals feel welcome and that this is an accessible resource.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: The anonymous student surveys allow our office to receive up to date feedback from our repeat community members and new users. The findings display the needs of our community members and their experience when utilizing the service. We are able to use the evaluations to ensure that our goal for the space is being maintained and upheld to the accessibility standard.

DEPARTMENT(S) OVERSEEING PROGRAM: The Office of Student Success Initiatives

CONTACT FOR MORE INFO: Chelsea Blake at cb106@rice.edu or 713-348-7478

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

DELIVERY FORMAT: The program is in-person only.

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Enrollment and Student Success

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

The Public Health Resource Center provides health and well-being services to students and staff with limited funds for healthcare. Health Services include screenings, testing, treatment and referrals. Wellness Services include stress management, counseling, substance abuse and rehabilitation. In addition, the PHRC works to build resiliency through public health emergency resources and partnerships that aim to prevent/prepare for adverse situations and insure adequate response and recovery.

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: 25

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: Office of Student Affairs

CONTACT FOR MORE INFO: April Wallace at awallace@angelina.edu or 936-633-4509

The Racial Justice Habit Building 21-Day challenge is intended to engage faculty and staff in learning about racial injustice and advocating for anti-racism related to a different culture each termination. Throughout the challenge, participants will build in-depth knowledge and awareness about the experiences within a broader cultural or ethnic community. The 21-Day challenge involves a five-week curriculum of short daily assignments and virtual group discussions. The 2021 challenge centered on African-American experiences, and the 2022 challenge focused on Latinx/Latine experiences.

DELIVERY FORMAT: The program is online only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 60

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

WEBSITE TO APPLY: https://www.utsa.edu/students/multicultural/trainings/21DayChallenge.html

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

DEPARTMENT(S) OVERSEEING PROGRAM: Multicultural Student Center for Equity and Justice and the Office of Inclusive Excellence

CONTACT FOR MORE INFO: Dr. Brandi Scott at brandi.scott@utsa.edu or 210-458-4770

The purpose of the Real Talk workshops is to intervene and prevent registration holds while helping students stay motivated to take care of business.

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

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 externally collected in the past

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

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

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

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

DELIVERY FORMAT: The program has a hybrid format.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 150

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Winifred Ferguson Adams, Dean School of Health Careers

The Rice Emerging Scholars Program (RESP) is an innovative, residential academic program designed to help first-year students prepare for the challenging pace, depth, and rigor of the STEM curricula at Rice. Unique among programs of its kind at highly selective institutions, RESP's approach to college transition and success is comprehensive, combining a rigorous six-week academic summer bridge program with personalized and holistic mentoring and support for the duration of the college experience.

RESP's mission is to ensure that students of high potential who attended under-resourced high schools, particularly low-income and first-generation students, persist, thrive, and graduate at the same rate as their peers, and that these students achieve their academic and professional aspirations as scientists and engineers.

RESP is designed to ensure that students who would most benefit from the program are not excluded due to cost. Accordingly, RESP Scholars attend the summer program at no cost and receive a stipend for their participation. They also enjoy a personalized array of mentoring and support services throughout their time at Rice.

In fulfilling its charge to help these students meet all the challenges they face, RESP comprehensively addresses their particular academic and navigational needs together with other challenges unique to students from underserved communities. And RESP stands with them from before they matriculate until after they graduate -- this is what it means to provide an environment in which students may "thrive."

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: Student Success Initiatives (SSI)

CONTACT FOR MORE INFO: Christopher Harris at ch100@rice.edu or 7133484076

The STEP Learning Assistants (LAs) Program in the Teaching, Learning & Professional Development Center (TLPDC) began in Fall 2019 and was adapted for remote instruction during the COVID-19 pandemic. LAs returned to face to face classrooms in Spring of 2022. As of May 2022, the STEP Program had 67 LAs across six STEM course sections, in three departments involving approximately 1500 students at TTU. Learning Assistants offer a student persistence/retention strategy that complements other resources on campus. LAs attend the course and are directed by Instructors of Record during applied problem-solving portions of the class. They provide real-time, hands-on learning assistance for enrolled students. The LAs are provided pedagogical training and are supervised by the TLPDC at Texas Tech University. Learning Assistants have been shown to increase student persistence by lowering DFW rates among all LA-course enrolled students (Loes, Saichaie & Pascarella, 2017), as well as a reduction in DFW rates for underrepresented groups (Alzen, Langdon, Otero 2017). Additional research shows improved outcomes for the LAs themselves, as compared to their non-LA peers (Otero 2015). The STEP LA Program continues to grow in popularity among students, faculty and administration at Texas Tech University.

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: 3000

HOW TO ENROLL: No barrier to entry for students enrolled in LA-staffed courses benefit. LAs must Apply to serve as an LA

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

DEPARTMENT(S) OVERSEEING PROGRAM: Teaching, Learning & Professional Development Program

CONTACT FOR MORE INFO: Dr. Ken Griffith at ken.griffith@ttu.edu or 8068344865

The Scholar Enrichment Program (SEP) includes the TC Energy Summer Scholars Academy (SSA) and 1 credit hour supplemental instruction workshops supporting freshman level STEM courses. Low-income students from predominately minority serving high schools are recruited through site visits to their campuses, information sessions, email, and phone calls. All eligible students, however, are welcome to apply. During the SSA, students complete Calculus 1 and receive instruction in chemistry and college success. In the fall, students transition into the SEP where they receive continued mentoring, are placed in Collaborative Learning Groups for their STEM classes, and participate in career development activities. SSA students are encouraged to take on leadership roles as tutors, peer facilitators, and mentors as they advance through their studies. All students at the University are welcome to enroll in the SEP workshops that utilize peer facilitators to guide students through team-based problem-solving sessions to master challenging course material. Between 900-1000 students per semester enroll. The program is supported in part by a National Science Foundation Louis Stokes Alliance for Minority Participation grant, the University of Houston, TC Energy, Conoco Phillips, Halliburton, and alumni donors.

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: 2320

HOW TO ENROLL: Students apply for the Summer Scholars Academy and to serve as mentors, tutors, and peer facilitators for the program. Students self-enroll into the supplementary instruction workshops.

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

DEPARTMENT(S) OVERSEEING PROGRAM: College of Natural Sciences and Mathematics

CONTACT FOR MORE INFO: Donna Pattison at dpattison@uh.edu or 713-240-8933

Service-learning is utilized as a teaching method by faculty at UTEP as a way to help students meet class learning objectives, and to practice what they learn in the classroom out in the community. It is also utilized to help students develop professional preparedness skills, civic engagement mindset and social responsibility, and personal development awareness. Service-learning helps students persist through their education and to develop a sense of self in society.

Service-learning is integrated in over 400 course sections at UTEP and is adopted by over 300 faculty. At least one course in each department is community engaged or a service-learning course. Students in these courses are granted academic credit for their learning and participation in the experiences. Programming support for students and faculty is offered through the university's Center for Community Engagement which has existed since 1998.

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: 6000

HOW TO ENROLL: Participants enrolled in certain courses are automatically enrolled in the program or practice

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

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Community Engagement

CONTACT FOR MORE INFO: Azuri Gonzalez at azurig@utep.edu or 9157477969

Starfish / Early Alert System allows university faculty, academic advisors, financial aid counselors, social work interns, professional counselors (mental health), dean of students, and the registrar to communicate with a student and share notes between departments in an effort to support the success and well-being of a student. Faculty are able to raise flags of academic or non-academic concern to alert of the possibility of failing a course or to request for additional support when they believe a students is facing financial difficulties, mental health issues, food insecurities, homelessness or other factors that may be negatively impacting the students academic success. Academic advisors are are able to see the early alerts and take action by setting up an appointment with the student to discuss their situation. The Starfish administrator is also able to direct any flags of non-academic concern to student support services and request assistance in addressing the students situation. Starfish / Early Alert System is primarily used to help with the retention of first time in college students but it is open to the general student body. Faculty are able to raise flags for undergraduate and graduate students.

DELIVERY FORMAT: The program is online only.

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

PROGRAM OUTCOMES: Increase non academic alerts

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Student Success

CONTACT FOR MORE INFO: Miguel Briseno at miguel.briseno@tamuk.edu or 361-593-3290