The Circle of Support is a partnership between Temple College and the Temple community to ensure no student drops out of college because of life barriers, including emergency expenses, child care, transportation, housing, and food. Students in need of assistance with non-academic issues can access the Circle of Support Resource Center in person, by phone, by email, or may opt to complete an online intake form. Once a request is received, a student can expect an initial response from the director within 24 hours. The reply will include referrals to community organizations that assist with the student's specific barrier, including mental health services, vaccinations, women's services, and help with utilities.
In addition to connecting students to external resources, the Circle of Support offers in-house resources. Students needing emergency aid for expenses such as car repairs, unexpected medical expenses, and basic needs can receive help in two ways. First, supported by a faculty recommendation, a student can receive a one-time award of up to $300 to help offset emergency expenses through the Student Success Fund. Second, the student can apply for a no-interest Leopard Loan.
Temple College recognizes that food insecurity is a serious concern that can interfere with academic performance and student success. Therefore, the Circle of Support Resource Center features an on-campus food pantry open to students and employees experiencing food insecurity. Aside from traditional canned and dry food products, shoppers may choose from various fresh proteins, dairy, and produce. Additionally, the pantry offers hygiene and cleaning products.
Providing the students access to resources that address life barriers such as mental health needs, housing, childcare, emergency funds, and food insecurity speaks to Temple College's focus on student success and the importance of a holistic approach to serving students.

DELIVERY FORMAT: The program has a hybrid format.

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

DEPARTMENT(S) OVERSEEING PROGRAM: President's Office

CONTACT FOR MORE INFO: Clarissa Martinez at clarissa.martinez@templejc.edu or 2542988767

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

At Texas A&M International University, we're committed to helping all students determine the best options available for them to complete their degree. Through individualized assistance with the process of admissions, advising, registration, federal student aid, and financial assistance including grants and scholarships, we can help you come back and finish what you started!

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: 35

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: Office of Special Programs

CONTACT FOR MORE INFO: Juan Gilberto Garcia Jr. at jgarcia@tamiu.edu or 9563262468

Our program name is Co-requisite Math and English classes for developmental education needs. In this program, we focus on giving students more support in their college level math, reading, and writing courses, which should also help in retaining the students through completion of their educational 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: Office of Educational Services

CONTACT FOR MORE INFO: Michele Stevens at mstevens@fpctx.edu or 806-457-4207

The College Access program is intended to provide equitable access for high school seniors who wish to pursue higher education. We provide a comprehensive framework for access and recruitment of seniors in Tarrant County.

Overview of all sessions conducted at the high school:
TCC 101 - deliver information during either English or Government classes regarding general information about TCC and they can opt-in. Students complete an interest card/form and become part of the cohort group that will complete the steps below to get them to enrollment.

Admissions Application - provide step-by-step assistance with completing the TCC admissions application.

Pre-Assessment Activity (PAA) – administer the State-required activity for students who need to take the TSI Assessment which provides students with instruction on how to prepare for the test.

TSI Assessment (administered at one of the TCC Campuses or at the high school) – coordinate with testing center staff to offer an opportunity for students to complete the assessment in the areas of Math, Reading, and Writing, as needed. Students get to test for free.

Financial Aid Assistance – Coordinate presentation with Financial Aid staff to go out to the high schools and inform students about financial aid and scholarship information to include completion of FAFSA/TASFA.

Case-Management/- Interpret TSI Assessment scores and support students throughout their senior year with on-going general advisement and parent information sessions.

Parent Nights (conducted at TCC campus) – Parents are invited to attend an information session and find out the status of their student and what they have completed and what they still lack.

Summer follow-up – continue to communicate with students via post-cards, phone, chat, text, in-person to remind them to complete any of the steps they need in order to register (meningitis, re-test, transcripts, orientation, see an advisor, etc.).

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: Historically students who participate in our program have had higher success rates compared to the general FTIC population. Data from the past 10 years show fall to fall retention, on average, is about 11% higher than the general FTIC students; fall to spring about 6% higher, and 4-year graduation rate average is 3% higher.

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Recruitment & Outreach

CONTACT FOR MORE INFO: Noemi Vela at noemi.vela@tccd.edu or 8175151520

The College, Career, & Financial Health (CCFH) outreach program was created to encourage and assist with postsecondary enrollment for elementary through secondary school students in Victoria College’s service area. The CCFH Coordinator is responsible for facilitating a pipeline to postsecondary enrollment from a very early age.Through various financial literacy sessions, students are able to explore career and college opportunities, as well as identify smart financial habits and options for future goals. Specifically, at the high school level, the CCFH Coordinator works diligently to increase the percent of service area secondary students who complete the ApplyTexas application, submit their FAFSA, and complete at least one scholarship application before high school graduation.

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: Enrollment Services

CONTACT FOR MORE INFO: Sabrina Romo at Sabrina.Romo@VictoriaCollege.edu or 361-582-2543

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

Texas Southern University envisions the advancement and attainment of goals for this sector of students by responding to the national and statewide data to re-enroll students from the 36 million current SCND population, reaching out with tailored programs and policies to meet their needs.

Texas Southern University caters to non-traditional undergraduate and graduate students who have excellent potential to complete a degree but need flexibility, opportunity, and accessibility to various completion options.

The TSU College of Transdisciplinary Studies programs affords students the opportunity to pursue transdisciplinary studies by selecting from a variety of degree programs that target vital local, national, and global workforce opportunities.

8 Bachelor's Degrees and 4 Master's Degrees have been developed.

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: College of Transdisciplinary Studies

CONTACT FOR MORE INFO: Dr. Aisha Morris-Moultry at completeu@tsu.edu or 713.313.1262

Today’s college attendees are more mobile than any time in history. They have many choices to complete a credential of value, and college hopping is commonplace. Unfortunately, this results in situations where students have completed almost all their requirements but left without a credential. The population of “almost grads” is growing, creating a dearth of qualified employees in the workforce. Through ODC, three North Texas higher education institutions actively engaged with “almost grads” to provide them the assistance they needed to complete a credential of value. ODC began by extracting students within 15 credit hours of credential completion. Accelerating Student Success funds encouraged students to enroll when they faced barriers such as not enough time to complete a FAFSA, having excessive hour fees, or a small financial incentive to re-enroll. ODC helped cover the remaining credits to graduation without any further roadblocks…just a carrot to convince students to complete their graduation 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)

PROGRAM OUTCOMES: 331 students have been awarded scholarships to complete their degree. We are still finalizing numbers and some are enrolled in fall 2023, but we anticipate a very high percentage will graduate specifically due to this program.

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success - Collin College; Financial Aid - UNT and NCTC

CONTACT FOR MORE INFO: Jay Corwin at jcorwin@collin.edu or 972-549-6320

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

Complete U at TSU is geared toward recruiting students from five community colleges partners, including: Alvin Community College, College of the Mainland, Galveston College, Houston Community College, and Lone Star College to assist students with successfully transferring into Texas Southern University and completing their baccalaureate degree. Students from these institutions are supported through orientation/onboarding, scholarships, and career planning.

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: College of Transdisciplinary Studies

CONTACT FOR MORE INFO: Aisha Morris Moultry, Pharm.D., Ph.D., M.S. at aisha.moultry@tsu.edu or (713) 313-1262

The proposed planning project includes four areas of review by TWU that will enable sound decision-making as the university expands access to and streamlines high-quality proactive advising. The planning project includes the following elements:
1. Conduct a comprehensive review of academic advising at TWU including organization structure, staffing levels, and approaches to academic advising.
2. Learn how to scale proactive academic advising and intervention throughout the university including the viability of implementing retention/student success grants for students.
3. Review of pre-matriculation academic advising practices including prospective applicant services for both first-time-in-college and transfer students with particular emphasis on high-demand majors.
4. Develop and conduct internal research and review of emerging best practices for student intervention.

The target population is undergraduate students.

DELIVERY FORMAT: The program has a hybrid format.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Success

CONTACT FOR MORE INFO: Joshua Adams at jadams15@twu.edu or 940-898-3755

This Articulation will serve as the foundation guidelines for converting Continuing Education Units (CEU) to Semester Credit Hours (SCH) through Laredo College's Continuing Education Department and Workforce Divisions. This agreement is a mechanism to allow students who have completed specified Continuing Education­ Integrated Education & Training non-credit course(s) to be granted college credit through articulation. Continuing Education Unit (CEU) courses to be articulated shall be taught through Laredo College's Continuing Education Department. Continuing Education students may petition for articulated college credit upon CEU course completion through this Articulation Agreement. The purpose of this agreement is for students without High School Equivalency(HSE) or Diplomas to qualify for Ability to Benefit to be able to continue through post-secondary while they pass the HSE.

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: 88

HOW TO ENROLL: must be advised by career navigator

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

DEPARTMENT(S) OVERSEEING PROGRAM: Continuing Education

CONTACT FOR MORE INFO: Sandra Cortez at sandra.cortez@laredo.edu or 956-794-4982

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

Embedded tutors (ETs) work closely with instructors for the duration of a course to help students understand course concepts and enhance student engagement. The tutor attends class meetings each week, and class attendance is based on the needs of the students and the structure of the class. In the classroom, the ET functions as a mentor and a model for successful academic strategies and habits. ETs are not classroom observers, teaching assistants, personal assistants to the instructor, or instructors. They have authority over students because instructors introduce them into courses. ETs follow the same “hands-off” rules as tutors in the Student Success Center (SSC): Help students understand materials, but don't do the work for them. Embedded tutors use “best practices” learned during the tutor training they receive at the beginning of the semester of employment. The tutors are intended to optimize classroom learning by working with individuals and small groups, including going over an assignment, reviewing a key lesson or skill, and preparing for exams. ETs also take on an advocacy and intermediary role with students, voicing concerns and ideas to the instructor based on student feedback. Their presence in the classroom enables students to better understand their instructor and the lessons. In addition, the tutor may hold study sessions for students outside of the designated class time. Instructors recommend their embedded tutor(s) from students that have previously taken their course and received an “A” or “A-” in the course. Currently, all of the ETs are assigned to courses in the College of Science and Engineering.

DELIVERY FORMAT: The program has a hybrid format.

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

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

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success Center

CONTACT FOR MORE INFO: Dorsey Thomas at Thomasdo@uhcl.edu or 2812832450

In the Course Transformation Project, a team of faculty who teach courses with traditionally high D/F/W rates work together to explore ways to improve student learning and performance in the course by incorporating student-centered, evidence-based design and teaching practices as well as disseminating and replicating best practices already in use by individual instructors. The director of the Office of Faculty Development serves as project facilitator. The project includes examining granular, disaggregated course data to identify design and pedagogical strengths and gaps. These data are used by the team to identify research-based design and pedagogical practices that address gaps and enhance strengths. The team integrates these identified practices into the course as disciplinary-appropriate interventions in a pilot phase of the project. In addition, the team designs and implements methods of assessing efficacy of the interventions during the pilot. The team meets weekly during the design stage of the project and monthly during the implementation stage to discuss findings and make any necessary adjustments.

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: 10 Faculty teaching General Chemistry I and General Chemistry II (This is our pilot year.)

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: Office of Faculty Development

CONTACT FOR MORE INFO: Dr. Candace Hastings at hastings@txstate.edu or 512-245-2112

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