The ACUE Effective Teaching Practices course enables faculty to learn and implement approaches that improve student engagement and persistence and promote deeper learning. This 25-module course covers research-based practices in 5 areas: 1) Designing an Effective Course; 2) Establishing a Productive Learning Environment; 3) Using Active Learning Strategies; 4) Promoting Higher Order Thinking; and 5) Assessing to Inform Instruction & Promote Learning. This course was independently validated and is endorsed by the American Council on Education.

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: 26

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

WEBSITE TO APPLY: https://acue.org/programs/faculty/

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

PRELIMINARY OUTCOMES DATA: Faculty reported at 95% or higher for each module the content learned was worthwhile and they have implemented or plan to implement.

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Affairs: Associate Provost for Academic Success

CONTACT FOR MORE INFO: Colleen Swain at cswain@uttyler.edu or 903.565.5898

The purpose of this planning grant is to begin the expansion of UHD's basic needs offerings for students to reduce the stress of managing personal and familial responsibilities in addition to their academics. Basic Needs services include, but are not limited to, access to food, technology, mental and physical health services, emergency housing, and emergency funding. Ultimately, the basic needs initiative is part of UHD's multi-prong student success effort to increase retention and graduation.

DELIVERY FORMAT: The program has a hybrid format.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success and Student Life

CONTACT FOR MORE INFO: Lynette Cook-Francis at lcookfrancis@uhd.edu or 7132215804

The University of Texas at Tyler’s Center for Excellence in Teaching and Learning (CTEL) is dedicated to supporting the best practices in teaching and learning throughout the university.
The CTEL strives to enhance lifelong learning and provide high quality professional development to facilitate the development of new skills and discipline knowledge for faculty and, in turn, enhance the academic success of UT Tyler’s students. One way the CTEL works to achieve these goals is by providing faculty with professional learning communities. Professional Learning Communities (PLC) allow faculty and professional staff to come together to grapple with issues and concerns in targeted areas focused on student success. Faculty not only participate in these communities but design them as well. The CTEL is currently hosting six PLCs: 1) Academic Innovation, 2) Global Awareness & Diversity, 3) Service Learning, 4) Student Research, 5) Work-Life Balance, and 6) The Study of Student Writing.

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: 45

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 internally collected in the past

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Excellence in Teaching & Learning

CONTACT FOR MORE INFO: Colleen Swain at cswain@uttyler.edu or 903.565.5898

The Center for Success at Alvin Community College is the primary location for faculty and staff professional development at Alvin Community College. Our mission is to promote student learning and success by ensuring that faculty and staff have the learning resources, support, and opportunities to assist them with reaching their full personal and professional potential. We connect faculty and staff through our ACC Community, and we recognize excellence in teaching and learning through our awards program.

DELIVERY FORMAT: The program has a hybrid format.

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 200

HOW TO ENROLL: Employees of the college are granted access.

DEPARTMENT(S) OVERSEEING PROGRAM: Vice President of Curriculum & Instruction

CONTACT FOR MORE INFO: Haley Collins at hcollins@alvincollege.edu or 281-756-5688

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

In this era of increasing polarization, UNT’s mission of preparing students for the challenges they will meet in a world that is evolving rapidly has never been more important. A critical part of this preparation is helping students learn to consider and engage with different perspectives, and to be comfortable and confident expressing their own. Unfortunately, some students do not always feel included, nor that their experiences are valued. Indeed, some students often express doubt that they belong in the academic programs in which they are interested or even that they belong at a university at all. For the sake of all our students, it is incumbent on all of us that we carefully examine our policies and practices to ensure that they equitably support, affirm, and validate all students. During the 2021-22 academic year we asked faculty to gather input from students regarding how inclusive they feel the program curriculum is, asking questions such as how safe they feel in sharing their perspectives and how welcome they feel in the program. We then provided some guiding questions that individual faculty should consider and, together with the input gathered from students, asked them to reflect on their courses and teaching practices. Finally, we asked faculty in each program to consider together ways the overall program might be adjusted to encourage respectful and welcoming dialog, and then submit a narrative to their college’s dean detailing what steps they have taken so far and what further steps they have planned to support this mission.

DELIVERY FORMAT: The program has a hybrid format.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 32000

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

DEPARTMENT(S) OVERSEEING PROGRAM: Vice Provost for Student Success

CONTACT FOR MORE INFO: Michael McPherson at michael.mcpherson@unt.edu or 940-565-2550

Initially funded by a Title V grant for Hispanic-Serving Institutions from the US Department of Education, CASA is Connecting students to the campus community, Acclimating them to the rigors of academic life, helping them Succeed academically, and preparing them to Achieve and compete in college and beyond. The program guides students through the four CASA phases through three initiatives. Information Technology Enhanced Multidisciplinary Academic Learning Lounges (iMALLS) and the Center for Academic Advising and Transition (CAST) are designed to connect students to resources and opportunities to improve academic preparedness while Meaningfully Aligned Targeted Curriculum for Hispanic Students (MATCH) ensures students are receiving best-fit instruction based on proven methods. These three initiatives encompass twelve activities to engage students in research-based programs that facilitate in students a sense of belonging, influence, competence and efficacy. MATCH activities have assisted in increasing the number of students graduating with a degree or certificate within three years from a baseline of 14% to 26%. Hispanic completion was 25%. CAST tutoring and advising activities assisted in increasing the three-year transfer rate of students from a baseline of 6% to 12%. Hispanic transfer was 11%. iMALL activities have assisted in increasing the fall-to-fall persistence of FTIC fulltime students by 7% over the 2014 baseline of 50%. Hispanic student persistence was 61%.

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: 2,400 as of May 2022

HOW TO ENROLL: All stakeholders have access to most of the activities in this program with the exception of Puente (MI Casa) and the English/Spanish Interpreter Program.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Lone Star College-North Harris Office of Academic Affairs

CONTACT FOR MORE INFO: Anne Albarelli at Anne.T.Albarelli@lonestar.edu or 281-618-5784

Faculty onboarding at TJC includes many components to ensure new and seasoned teachers are prepared to be leaders in the classroom and at the College. Topics covered in this year-long onboarding include: higher education overview, principles of learning, designing curriculum, instructional strategies, assessing outcomes, the role of technology and online learning, the faculty role at TJC, and TJC resources.

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: 28

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: TJC Learning Commons - Office of Professional Development

CONTACT FOR MORE INFO: Katie Moses at katie.craddock@tjc.edu or 903-510-3139

Del Mar College has developed a two-level, asynchronous online training course offered via Canvas, the College’s designated learning management system. In order to achieve the goal of following consistent and effective advising practices, the training course will be made available to faculty and staff members who also serve in advising capacities. The course will be offered twice per year. If there are enough faculty and staff members enrolled, then there will be two sections made available: one for faculty members and one for other personnel who advise students such as chairs, embedded advisors, and enrollment specialists.The College has set a goal of 140 faculty members and 50 staff to complete the Advising Certification Course between 2020-2024.

DELIVERY FORMAT: The program is online only.

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

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 39

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 internally and externally collected in the past

DEPARTMENT(S) OVERSEEING PROGRAM: Leticia Wilson, Director of Advising Initiatives, Student Affairs, Del Mar College

CONTACT FOR MORE INFO: Leticia Wilson at lwilson21@delmar.edu or 361-698-2129

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 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

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

The goal of this initiative is two-fold: First, to remove economic barriers for students to improve their mental well-being. This will be accomplished by providing technology to students who otherwise might not be able to afford it. This technology will exist in a student space accessible to students who are already served by two of our campus-wide success programs.

Secondly, this initiative will engage staff - with a particular focus on advisors - in training and discussion groups focused on creating equitable and inclusive organizations. The purpose of this is to increase a sense of belonging low-income and students of color experience on our campus.

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: School of Undergraduate Studies

CONTACT FOR MORE INFO: Hillary Procknow at HILLARY.PROCKNOW@AUSTIN.UTEXAS.EDU or 5122327581

The teaching effectiveness and emotional intelligence professional development program develops effective, quality outcomes-based distance education training that will maximize student learning. The program serves as the college’s resource in the application of instructional systems design to curriculum and the enhancement of teaching and learning. It provides individual and group training for faculty and staff on effective teaching and learning strategies and the facilitation of student learning and student success. The program coordinates opportunities for employees to develop their skills in an effort to improve the education and service to students, as well as offers a variety of opportunities such as professional development workshops, informational sessions, and Professional Development Day. In addition, the Learning Framework classes focus on emotional intelligence (EI) to improve decision making and time management skills and other EI skills for enrolled students. Professional development classes for faculty and staff are also available in EI.

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: 3923

HOW TO ENROLL: All stakeholders have access to the program and then must enroll in the program/classes

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

DEPARTMENT(S) OVERSEEING PROGRAM: Center for Teaching & Learning

CONTACT FOR MORE INFO: Staci Taylor at staylor@mclennan.edu or 254-299-8363

Tutoring in our Academic Success Centers and/or Online is available to all students attending Houston Community College. One important key to success in college is learning to use available resources. Houston Community College provides many tutoring opportunities for all students in most all areas of study. Whether a student prefers real-time, face-to-face interaction or the privacy and convenience of working with an online or virtual tutor, HCC provides multiple options for support. In addition, HCC provides access to our physical and virtual Academic Success Centers, staffed with experts ready to assist students with writing assignments, math problems, and most academic and workforce subjects. Our mission for the Academic Success Center is to provide complimentary quality tutoring that supports student learning and empowers students to succeed, whether in academic courses or workforce training programs. The Center helps students to shape their future by providing a safe, comfortable, and welcoming environment that supports teacher instruction and supplements student learning.

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: 2,500

HOW TO ENROLL: All Houston Community College Students have access to tutoring through the Academic Success Center

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

PRELIMINARY OUTCOMES DATA: Participants who tend to come in for tutoring earlier in the semester and more frequently, tend to have higher success outcomes than those who wait later in the semester and are infrequent.

DEPARTMENT(S) OVERSEEING PROGRAM: Academic Instruction, Instructional Support

CONTACT FOR MORE INFO: Amanda Guerrero at amanda.guerrero@hccs.edu or 713-718-6172

The Angelo State University Veterans Educational and Transitional Services (VETS) Center is responsible for the administration of US Department of Veteran Affairs (VA) Educational Benefits and supporting the administration of other military service related benefits like tuition assistance and the state of Texas Hazlewood Exemption. It is a team of veterans and university administrators whose secondary missions are taking care of our VETS Center's student clientele, to include their development both academically and personally, as well as providing collaborative assistance in support of our students and the university in general to the other sections of Student Affairs, the Faculty and Academic Affairs Division, the External Affairs Division, and the Finance Division.

The VETS Center endeavors to live up to our university’s core values every day. We expect integrity both from our employees and our student clientele and when shortcomings are identified, we mentor our people on the best ways to do and be better in the future. The military (both those active and those that have completed their contracted service) live in an incredibly diverse environment. This continues in the VETS Center. We work to develop our clientele to be part of an organization, and as a team we care most about what the individual can do to help the team succeed. Higher education is a pathway that can change the future, not just for our students, but their families as well. When our students graduate and move on to their careers, we know we have made an impact on their lives.

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: 1417

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

PRELIMINARY OUTCOMES DATA: The average first-year retention rate of VETS Center students is 68.7%, roughly 12 percentage points higher than that of the overall student body. VETS Center students also have a six-year graduation rate of 57.5%, compared to an institutional average of 37%.

DEPARTMENT(S) OVERSEEING PROGRAM: Affiliated Military and Veteran Education Services

CONTACT FOR MORE INFO: Phillip Nichelson at phillip.nichelson@angelo.edu or 3254866618

Sul Ross State University is the smallest public state university in Texas located in rural West Texas. Sul Ross is listed as a Hispanic Serving institution as 65.35% of our students are Hispanic, well over the 25% benchmark. At the same time only 42.34% of our faculty is minority, with 30.63% of those listed as Hispanic. Clearly the numbers reflect a disproportion of faculty to student demographics. Furthermore most faculty and staff lack the knowledge, awareness, and reflection on how our institution serves and can better serve our Hispanic students. In order to be better prepared to serve our students we will embark in 2022-23 on professional development to focus on cultural competency and what it means to be an HSI.

DELIVERY FORMAT: The program is in-person only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Office of the associate provost

CONTACT FOR MORE INFO: Dr. Robert M Munoz at robert.munoz@sulross.edu or 8302793013

In January 2021, the University of Texas at Arlington launched the eLearning Transformational Model (eLearning TM) program to build the foundation for sustainable and scalable transformation into a dynamic, digitally enhanced and responsive university. UTA’s eLearning TM efforts align to provide exceptional contribution to the Building a Talent Strong Texas plan, specifically in areas of increasing attainment of postsecondary credentials for adult learners and streamlining student academic and career pathways through innovative course and program redesign and enhanced support services that lead to increased credentials of value.

The eLearning TM team utilized a structured, holistic approach to supporting the implementation of a set of six short-term micro-credential (certificate) programs in high-demand employment areas (health informatics, diversity and inclusion in business, logistics engineering, military social work, and learning technologies) designed for adult learners. The 90+ members of the cross-campus eLearning team coordinated to launch these certificate programs and simultaneously identified a need for and launched eight parallel projects to provide robust and high-quality course and faculty development; offer flexible teaching and learning options through modernized technology and facilities; deliver enhanced market analysis to programs for recruitment; harness data for targeted support of learners across instructional modalities to close achievement and equity gaps.

DELIVERY FORMAT: The program is online only.

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

DEPARTMENT(S) OVERSEEING PROGRAM: Provost Office

CONTACT FOR MORE INFO: Amber Smallwood at amber.smallwood@uta.edu or 817-272-5474