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

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

The Dallas College Conversion Program seeks to ensure that specific populations maintain momentum when engaging the enrollment process. Specifically, it ensures that students who "apply and not enroll" are monitored and engaged. These are students that despite numerous traditional outreach attempts do not take action and are "stuck" in some part of the enrollment pipeline. Additionally, the program seeks to actively re-engage students that have stop-out/dropped-out in recent years (typically going back (2) two academic years) and intentionally connecting and providing very focused service supports for their anticipated return. The Conversion Program's overarching goal is to provide added and intentional support to engage/re-engage students that might have mitigating circumstances that do not allow them to move forward in the academic endeavors.

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: 550

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: Office of Student Recruitment & Retention

CONTACT FOR MORE INFO: Marisa E Pierce at marisapierce@dcccd.edu or 214-378-1761

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

The College’s Continuing Education programs selected for short-term training in Corpus Christi and Aransas County align with Workforce Solutions of the Coastal Bend’s Targeted Occupations List for 2019-2021 and trends outlined by the Texas Workforce Commission for both Texas and the Coastal Bend. These programs correlate with high demand for employment, including: Healthcare (Certified Nurse Aid, Electrocardiography, Medical Billing and Coding, Medical Secretary, and Phlebotomy) and Trade Industry (Building Maintenance, Carpentry [Basic], Electrical Wiring, HVAC, Millwright, Plumbing [Basic] and Welding). These short-term programs range from four to 16 weeks to complete, and programmatic sequencing allows students to on-board into specific study fields without prior knowledge or skills development. Additionally, these CE programs, whether they provide certification or WSAs (Workforce Skills Awards), allow students to gain immediate employment during or upon completion.The College offers various modalities of course delivery, including face-to-face, remote or E-learning and hybrid formats. Mode of delivery is dictated by industry certification or licensing requirements that mandate hands-on training as well as curriculum, laboratories, tools/equipment utilization, simulators and software associated with each program.

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: 90

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

WEBSITE TO APPLY: www.delmar.edu/true

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

DEPARTMENT(S) OVERSEEING PROGRAM: Del Mar College - Continuing Education

CONTACT FOR MORE INFO: Rachel Benavides at rbenavid20@delmar.edu or 361-389-8940

The purpose of the program is to strategically plan how to build capacity and infrastructure for greater use of affordable course materials and open educational resources at Tarleton State University. Through the greater use of affordable course materials and open educational resources, we aim to make college more affordable for students, thereby reducing barriers to persistence and graduation.

DEPARTMENT(S) OVERSEEING PROGRAM: Curriculum and Faculty Affairs

CONTACT FOR MORE INFO: Lesley Leach or Aimee Shouse at leach@tarleton.edu or 2549689588

This program is to help academically underprepared students to complete their college level Math and English courses within the first two semesters. This is a cohort model where students stay together through their courses. In addition they receive mandatory tutoring and academic coaching that are free of charge. The Early Alert system is also included in this model, and the academic support specialists keep in touch with the students throughout the entire semester.

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

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

PROGRAM OUTCOMES: Since the 2017 implementation of the co-requisite model, Math success rates went from 20% to 65% and English success rates went from 35% to 70% average.

DEPARTMENT(S) OVERSEEING PROGRAM: General Education and Academic Support

CONTACT FOR MORE INFO: Nadezhda Nazarenko at nnazarenko@alvincollege.edu or 281-756-3725

As a student success-driven institution, Coastal Bend College (CBC) offers many programs to help all students become college ready as efficiently and timely as possible. Collaborative teaching, accelerated courses, corequisites, and a faculty/student success teams are crucial to creating the encouraging and supportive learning environment that fosters a sense of learning autonomy and self-efficacy for students. CBC believes in providing the resources needed so that all students may accomplish their goals.

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: 180

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: Transfer and General Education Department

CONTACT FOR MORE INFO: Christi Morgan at chrism@coastalbend.edu or 3616642981

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

Dual-credit courses are offered to high-school students in the FPC service area. Students may be seeking core courses for transfer or seeking a credential. FPC offers both academic-transfer courses and Career Technical Education courses. If students complete all requirements for a certificate or a degree, FPC awards the credentials. Students may also earn marketable skills awards in CTE programs.

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 Educational Services

CONTACT FOR MORE INFO: Kamron Nonof at knonof@fpctx.edu or 806-457-4775

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Dual Credit Office

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

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

DELIVERY FORMAT: The program is in-person only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 203

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Division of Academic Affairs

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

The Eagle's Nest Food Pantry was established to assist with food insecurities for current students enrolled in courses at Central Texas College. The pantry offers non-perishable food items as well as limited toiletry and baby supplies. Food pick-ups are weekly and students must complete an application for processing purposes on their first visit. No student is turned away. We are able to service as many students as we have a need for.

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: 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 are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Central Texas College Foundation Office

CONTACT FOR MORE INFO: Valerie Payson at EaglesNest@ctcd.edu or 254-526-1472

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

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

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

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

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Division of Student Success

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

The Early Start Summer Program (ESSP) was implemented summer 2017, a summer bridge-style program for high school graduates who will be first-time entering freshmen. Designed to accelerate credit accumulation, enhance self-confidence and self-efficacy, and foster a sense of belonging, ESSP included a full-bodied cohort college experience in a summer term. Much like the CUNY ASAP program, students are placed in blocked courses, are offered supplemental instruction opportunities, are assigned a peer mentor, participate in social and civic activities such as community service, and receive specialized advising and orientation. Students can earn up to 12 semester credit hours in transferrable coursework and receive a substantive reduction in tuition.

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: One cohort, students entering as first-time freshmen in the summer of 2017, has matriculated through to completion. The ESSP students within this cohort had a higher graduation (four-year) and retention rate than that of the 2017 total entering freshmen cohort. Due to its model of credit acceleration, nearly half graduated early (i.e., within 3-3.5 years). Post-program focus group data revealed that students preferred to receive the same degree of support throughout their entire first year.

DEPARTMENT(S) OVERSEEING PROGRAM: Division of Student Success Services

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

Dual credit biology course is a course that is taught on our high school campus, Arlington College and Career High School. Our campus is an early college high school partnered with the Tarrant County College Southeast Campus. Offering a dual credit biology course on our campus allows our students to take the course in a familiar environment and to easily access extra supports provided by the instructor. The instructor, an embedded dual credit faculty member, meets all SACS requirements to teach the course but is employed by the ISD. She teaches high school science courses as well as dual credit biology.
The goal and objective for offering this course on our campus is to help our students establish a love for science and to continue to pursue courses and career pathways in STEM fields, which is a high needs employment field in Texas.
Our target population are first generation, low income, high school students (dual credit students) who sometimes need a great deal of support and encouragement to help them believe they can achieve. Our dual credit embedded biology instructor, Jennifer Meador, is able to provide the perfect balance of support and rigor that enables students to learn the college readiness skills required to help them succeed. We have seen a large increase in the amount of students who want to pursue STEM careers after taking her course. The impact she has on their progress is creating generational change that will help to further build a talent strong Texas.

DELIVERY FORMAT: The program is in-person only.

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

PROGRAM OUTCOMES: In both the Fall 2021 and Spring 2022 semesters, 96 percent of students enrolled in the embedded dual credit biology course successfully completed the course, earning a C or higher.

DEPARTMENT(S) OVERSEEING PROGRAM: Tarrant County College Southeast Campus

CONTACT FOR MORE INFO: Ben Bholan at bbholan1@aisd.net or 682-867-9600

Embedded tutoring brings the tutor to the students. The tutors are present for lectures, so they know exactly how the teacher wants the students to attempt their problems. Students are more engaged when in groups and start to become a part of a group. Research has shown that students who feel they belong to a community, tend to stay. Students that need tutoring, but don't go, often say that they are either embarrassed to ask for help, insecure about their intellect, or afraid that others who see them might portray them as dumb. Embedded tutors address all of these concerns by sending the tutor to the students instead of the other way around.

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: 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: Developmental Education

CONTACT FOR MORE INFO: Cesar Sanchez at sanchez_c@utpb.edu or 432-552-2839

Student Success Specialists are available to students for consultation on personal or social matters. Vernon College realizes that a variety of factors affect a student’s success in higher education. Our goal is to help each individual student realize the resources available to them so they can utilize them and develop a support system to help each student achieve their goals.

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: Criquett Chapman at cchapman@vernoncollege.edu or 9405526291