ABSTRACT. Texas A&M University-Corpus Christi (TAMUCC), a regional four-year and upper level University,

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1 Texas A&M University-Corpus Christi 1 ABSTRACT Texas A&M University-Corpus Christi (TAMUCC), a regional four-year and upper level University, serves a total enrollment of 7,861 students from Corpus Christi and the greater Coastal Bend region of South Texas, 56% of its students are from this Coastal Bend area. (Office of Planning and Institutional Effectiveness, Fall 2003). TAMUCC proposes to conduct a Student Support Services (SSS) project serving 160 students. The Office of Planning and Institutional Effectiveness has determined that 3,330 or 53% of its undergraduates currently enrolled meet the eligibility criteria for the SSS Project. The Statement of the Need indicates that more than 40% of TAMUCC s student population is minority with 36.0% identified as Hispanic. This minority is mostly located in the poorest West Side of Corpus Christi and is hard hit by poverty and other social problems. Educational attainment in this area is extremely low. The University s baccalaureate rate currently stands at only 40.0% for non-eligible and 21.4% for SSS eligible students. University six-year graduation rates average from 33.0% to 40.0% even for the non-eligible population. To help alleviate this situation of poverty and lack of educational attainment, TAMUCC plans to implement a project with an overall goal to increase retention, graduation rates, and graduate school enrollments and thus create a climate of success. The SSS Project will be managed by nine ambitious but yet attainable and measurable objectives. These nine objectives address the following goals: (1) Identification and selection of participants, (2) Assessment of needs, (3) Financial Aid, (4) Increase in Retention, (5) Increase in Graduation Rates, (6) Increase in Grade Point Averages, (7) Increase in THEA (Texas Higher Education Assessment) Test Scores, (8) Participation in Cultural Enrichment. Success will be measured by a very comprehensive evaluation using both formative and summative measures. Key Personnel include staff that has already been working with the current SSS project and have been successful in meeting the criteria for all the current objectives. The proposed SSS Project is supported by a yearly budget of approximately $235,690 that is reasonable but sufficient.

2 Texas A&M University-Corpus Christi 2 NEED FOR THE PROJECT: THE APPLICANT Texas A&M University-Corpus Christi (TAMUCC) is a member University of The Texas A&M University System (TAMUS) and is a fully accredited baccalaureate and graduate degree awarding, public state university. It is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, and currently has an enrollment of 7,861 undergraduate and graduate students according to Fall 2003 figures. It operates under the legal authority of a publicly elected Texas A&M University System Board of Regents and under the rules and regulations of the State of Texas Higher Education Coordinating Board. TAMUCC became part of the TAMUS system in 1989 and is part of a system of Texas Universities with Texas A&M University in College Station as the flagship university. Prior to 1989, TAMUCC was Corpus Christi State University, an upper level state institution. The University became Texas A&M University-Corpus Christi on Sept. 1, 1989 and in 1994, it began admitting lower division students when it was changed to a four-year baccalaureate and graduate regional university. MISSION TAMUCC was established as a four year and graduate regional university by the Texas Legislature in 1995 specifically to serve the needs of the local citizens, especially those who are predominantly underrepresented in higher education. This purpose drives the vision of the university and is at the heart of the mission statement. Table 1 Vision Statement Texas A&M University Corpus Christi is committed to becoming one of the leading centers of higher education in the Gulf of Mexico region while serving the intellectual, cultural, social, environmental and economic needs of South Texas. As a result, Texas A&M University-Corpus Christi will invigorate and strengthen the region and state through its educational programs, research initiatives, and outreach efforts.

3 Texas A&M University-Corpus Christi 3 Table 2 Mission Statement Texas A&M University-Corpus Christi is devoted to discovering, communicating and applying knowledge in a complex and changing world. The university identifies, attracts, and graduates students of high potential, especially those from groups who have been historically under-represented in Texas higher education. Through a commitment to excellence in teaching, research, and service, Texas A^M University-Corpus Christi prepares students for livelong learning and for responsible participation in the global community. AUDIENCE SERVED: PROFILE OF THE AREA TAMUCC is located on its own Island, Ward Island, off the Laguna Madre shore and is about seven minutes from downtown Corpus Christi. The university serves an MSA population of over 313,000 citizens (U.S. Bureau of the Census 2000) in the Coastal Bend area of South Texas that touches the Gulf of Mexico. This MSA geographical area is predominantly Hispanic, with a percentage of 59% Hispanic and a 72% Hispanic school age population of children ranging from kindergarten through twelfth grade located in three counties: Nueces, San Patricio and Kleberg. U.S. Census estimates indicate that the Coastal Bend is the second poorest geographical area in South Texas next to the counties in the Rio Grande Valley bordering Mexico. The household income of $25,773 in Corpus Christi is lower that the State of Texas, which is $27,873, and lower than the nation, which is $35,492, based on Census 2000 data. Even worse than that is the fact that the west and north sides of Corpus Christi, where most of the students reside, claims a household income of $15, 471. The individual poverty rate of 40.5% for the Corpus Christi West Side is significantly higher than the poverty rate of Corpus Christi s19. 9%. Contributing significantly to the poverty level is the level of educational attainment. The Census 2000 indicates that of the 191,848 Nueces County residents, 75.4% do not have a baccalaureate degree, 50.6% obtained only a high school diploma and 25.6% never graduated from high school. Truly, if there ever was a need to provide support for low income and first generation students it is demonstrated through the lack of economic resources and academic achievement which characterize Nueces County in general and Corpus Christi in particular.

4 Texas A&M University-Corpus Christi 4 STATEMENT OF THE NEED 1. A HIGH NUMBER OR PERCENTAGE OF ELIGIBLE STUDENTS ENROLLED OR ACCEPTED FOR ENROLLMENT AT THE APPLICANT INSTITUTION. About of the university s 2003 semester students come from the low-income west and north sides of the city and approximately 87.6% of the 36.03% are SSS eligible students. They feed into TAMUCC from these areas by way of the four west side high schools and Del Mar College and many are transfers who can only afford part time student status. The following tables illustrate the percentages of TAMUCC s eligible student population, either enrolled or accepted for enrollment, who fit the criteria set forth by the Title IV guidelines for low income and first generation. When relevant, statistics from the service area where many of these potential students reside will be cited. ELIGIBLE STUDENT POPULATION The following tables provides an overview of the total SSS eligible population at TAMUCC according to the criteria of total low income and first generation categories Table 3 All Fall 2003 Undergraduate Students currently Enrollment (Duplicated Count) Population enrollment % of enrollment number eligible* Total Undergraduate Enrollment 6,330 Total First Generation * 3, % 1,198 Total Low Income * 2, % 1,896 Total Disabled* % 57 Total Eligible 4,502 % of total eligible. 26.6% 42.1% 36.7% Fall 2003 SSS Eligible Students currently Enrollment (Unduplicated Count) % of total Eligible % of total Enrollment Low Income/First Generation* First Generation Only * Low Income Only (150% < poverty level) Disabled/Low Income * Total Eligible (unduplicated) Total Enrollment (duplicated) 1,896 1, ,696 4, % 26.6% 15.3% 2.4% 59.8% 30.7% 19.4% 11.2%.02% 43.7% 73.0% Source: Office of Research and Institutional Planning and Financial aid, & Financial Aid

5 Texas A&M University-Corpus Christi 5 LOW INCOME STUDENTS A substantial number of TAMUCC students are classified as low income based on federal Title IV guidelines for work-study, SEOG, Perkins Grant and Texas Star Grant and Pell Grant criteria. The Financial Aid Office, and the Office of Admissions and Records estimate that 57.89% of students enrolled or accepted for enrollment are low income. The following table tabulates the total number of low-income students at TAMUCC based on Title IV criteria. Ethnicity TABLE 4 NUMBER AND PERCENTAGE OF LOWINCOME STUDENTS ENROLLED OR ACCEPTED FOR ENROLLMENT BY ETHNICITY: Hispanic Black White, Asian American Indian International Total Low Income Total Enrollment Total Enrollment By Ethnicity 2, , , Total Ethnic eligible low income ,896 1,896 % of Ethnicity that are eligible low income 41.3% 41.1% 22.7% 23.6% 31.4%.02% 73.3% 30.0% SOURCE: TAMUCC Office of Financial Aid 2003, Financial Aid and Admissions and Records Ethnic Proportion of all eligible low income 50.7% 3.2% 43.7% 1.6%.05%.0% 100% As a consequence, a sizable portion of TAMUCC low income students apply for financial aid, based on the criteria of 150 percent below the poverty level. The following figures report the family income for students who applied to receive Pell grants based on the 150 percent below the poverty level criteria. Table 5 FAMILY INCOME FOR ELIGIBLE TITLE IV APPLICANTS BY FISAP Income Eligible Dependents in % of total Ave. # of % of Total Students family students Dependents Dependents $2,000-2, ,000 5, ,000 8, ,000 11, ,000 14, ,000-17, ,000 20,

6 Texas A&M University-Corpus Christi 6 21,000 24, ,000 26, ,000 29, ,000 32, ,000 35, ,000 39, Subtotal 1,298 3, ,000 plus 598 2, Total Federal Aid 1,896 5, Extrapolated U.S. Department of the Census 2000, Select Corpus Christi Census tracts It is significant to note that the range between 12,000 and 24,000, which is highlighted, represents income levels with the largest proportion of students who have the largest number of dependents in their families. In proportion to their income, this bracket truly fits the profile for eligible SSS participants FIRST GENERATION STUDENTS As in the case of income levels, the parental educational level of TAMUCC s eligible student population is exceedingly low. The following table illustrates the number and percentage of students at TAMUCC who are considered first generation since neither of their parents completed a college education. TABLE 6 NUMBER AND PERCENTAGE OF FIRST GENERATION* STUDENTS ENROLLED AT OR ADMITTED FOR ENROLLMENT Population Total Enrolled Total First Generation Percentage Hispanic Black White Asian American Native American International Total 2, , , , , % 65.4% 42.4% 36.0% 90.0% 52.1% 48.1% *First Generation data was extrapolated from the following data: Total Ethnic Enrollment, Bureau of the Census 2000 for Corpus Christi by Ethnicity, Census Tracts data for the predominantly low income West Side of Corpus Christi. The number of first generation students at TAMUCC is not surprising when one takes into consideration the low educational levels of the population in Corpus Christi, especially in the targeted west and north side census tracts in Corpus Christi, where educational levels are drastically lower than those of the city, the state, and the nation as the following table illustrates.

7 Texas A&M University-Corpus Christi 7 Table 7 STUDENT AND PARENTAL LEVELS OF EDUCATIONAL ATAINMENT IN THE TARGET AREA Age Less than 9 th 9 tth 12 th HS/GED Some B.A. Totals grade College degree ,495 9,599 4,454 2, , ,468 3, ,090 Totals 11,963 12,780 8,193 5, ,872 Percentages 30.8% 32.9% 21.0% 12.9% 5.3% 99.9% Source: Census 2000 for Educational Levels in Corpus Christi DISABLED STUDENTS Compared to other institutions with similar enrollments, TAMUCC does have a substantial number of disabled students. 155 or 2.4% out of the total undergraduate population report some type of disability. The following table illustrates the number of disabled students by disability and low-income status. TABLE 8 NUMBER AND PERCENTAGE OF SSS-ELIGIBLE STUDENTS 2004 Type of Disability Number % Number Low % low income Income Visually Impaired Hearing Impaired Mobility Impaired Neurologically impaired Chronic Health Impaired Learning Disabled Psychologically Imp. Physically Impaired ADD/ADHD Estimated Temporary unavailable Estimated Parking only unavailable SUB TOTAL TOTAL 155 Source: Data extrapolated from student information records in the TAMUCC Disabilities Office and from the Census THE ACADEMIC AND OTHER PROBLEMS AFFECTING ELIGIBLE STUDENTS AT THE APPLICANT INSTITUTION The problems encountered by SSS eligible students at TAMUCC are extensive and varied. They are demonstrated in a variety of ways as shown in the following table:

8 Texas A&M University-Corpus Christi 8 Table 9 EVIDENCE OF ACADEMIC PROBLEMS EXPERIENCED BY SSS-ELIGIBLE STUDENTS AT TAMUCC 1. Low Entering ACT Scores 2. Average GPA s of low achieving students in Tutoring 3. Percent of Students with average grades lower than C (2.00) 4. SSS eligible Retention as Compared to University Retention (by cohorts) 5. Increase in Tutoring sessions at the Tutoring and Learning Lab 6. Low Course GPA s and Retention Rates for Barrier and Gateway Classes (lack of advanced critical thinking skills) 7. Poor Study Habits/ Time management SOURCE: The Tutoring and Learning Center, 2004 INADEQUATE ACADEMIC PREPARATION 1. LOW ENTERING ACT OR SAT SCORES FOR FTIC FRESHMEN The Fall 1993 Average ACT score for entering freshmen is between 15.6 and Considering that the acceptable ACT score for unconditional admission is 20, the range is very low and about one third of the students have to be admitted under alternative admission. The average SAT score for the eligible population is between 800 and 962. Considering that the acceptable SAT score for unconditional admission is 1000, again the scores fall short of acceptability. Table 10 Average ACT and SAT Scores for TAMUCC FTIC Freshmen for Fall 2003 FTIC Freshmen coming from Corpus SAT ACT Score Christi High Schools to TAMUCC Carroll King Miller Moody Ray West Oso Clearly, the academic preparation of students entering college is inadequate also as observed through the individual course scores on Grade Point Averages and persistence rates indicate. 2. LOW GPA AVERAGES FOR ELIGIBLE POPULATION BY ETHNICITY GPA and class persistence scores for the total university population indicate that these students are in need of assistance. The following tables illustrate various academic facets that fall short of expectation

9 Texas A&M University-Corpus Christi 9 Table 11 Average GPA s of low achieving students as compared to University population Ethnicity University Population Low Achieving Population Asian ,84 Black Hispanic International Native American White, Non-Hispanic That the targeted low achieving population trails behind the general university population is clearly indicated here and demonstrates that there is a need to assist those students. 3. PERCENT OF STUDENTS WITH AVERAGE GRADES LOWER THAN C (2.00) The proportion of students with grades lower than a C or 2.00 also indicates that the target population of low achieving students have a greater percentage of grades lower than a C or 2:00 than the entire university population. The following table compares these grades: Table 12 Comparison of eligible and non eligible populations with grades lower than C Ethnicity University Population Eligible Population Asian Black Hispanic International Native American White, Non-Hispanic The greater percentage of low achieving students who score lower than a C or 2.00 over the entire university population clearly demonstrates that expectations for these students fall short of acceptable levels in order to be able to succeed in college.

10 Texas A&M University-Corpus Christi SSS MINORITY ELIGIBLE STUDENT RETENTION AS COMPARED TO UNIVERSITY POPULATION Another factor affecting academic success is the ethnicity of the student. Both national and local demographics have consistently shown that minorities, especially Hispanics and Blacks have a higher chance of being at risk since they lack both the financial and academic resources as well as educated parents to assist them. The following table indicating FTIC first year retention by Ethnic Categories indicates that minorities are most at risk of not continuing their education. Table 13 Retention Rate of Eligible and Non Eligible Students Ethnicity Total University Retention SSS ELIGIBLE PARTICIPANTS Asian 88.7% 85.7% Black 76.8% 62.1% Hispanic 77.3% 61.0% International 92.3% 100% Native American 84.08% 40.0% White 86.6% 66.8% All The lower retention percentages, especially for Blacks, Hispanics and Native Americans who are also income and first generation indicate that there is a correlation between income status and ability to persevere in school and indicates a need for assistance. 5. INCREASES IN TUTORING SESSIONS AND TUTORING HOURS BY SEMESTERS Another indication of academic deficiencies can be detected in the fact that between Academic Years and , there was a markedly sharp increase in the number of tutoring sessions and tutoring hours at the Tutoring and Learning Center Lab. This increase indicates that more students are in need of tutoring because they are experiencing problems in their classes. The following table compares the two fall semesters (2002 and 2003) and the two spring semesters (2003 and 2004).

11 Texas A&M University-Corpus Christi 11 Table 14 Tutoring Sessions Tutoring Hours Fall ,527 2,280 Spring ,150 1,859 Fall ,002 5,140 Spring ,885 4,949 % increase between Fall Fall % 44.3% % increase between Spring 2003 Spring % 37.5% University Enrollment increase between 7, and , % What appears significant in the aforementioned comparison is that whereas enrollment increased by only 9.6 percent between the two fall semesters, increases in tutoring sessions and hours increased from a range of 37.5% to 50.5%. Such a substantial increase definitely points to the existence of academic deficiencies and a need to remediate them. 6. LOW GPA AND COURSE PERSISTENCE RATES FOR BARRIER CLASSES In addition to the sizable increase in tutoring sessions and tutoring hours, an analysis of the withdrawals and the total numbers of grades per class from an A to an F illustrates that quite a number of students are experiencing difficulties as the following table indicates. Table 15 Average GPA and Grade Distribution for Barrier Classes Class Level Average GPA A s B s C s D s F s W s % W s English English Philosophy Math Math History Computer Science Chemistry Biology Environmental Science

12 Texas A&M University-Corpus Christi 12 Especially noticeable are the high percentages of withdrawals in the aforementioned classes, the majority of which pose extreme challenges to students who are academically unprepared to participate in these courses. 5. POOR STUDY HABITS AND TIME MANAGEMENT SKILLS The majority of faculty, administrators, and advisors concur that a combination of poor study habits, time management skills, decision making skills, unfamiliarity with the campus and its policies and procedures result in the majority of withdrawals from specific courses as well as annual withdrawal from the university. The withdrawal numbers come specifically from first generation and transfer students, which report the highest number of SSS eligible students. Increasing participation in the TLC in workshops in time management, study skills, decision making skills, and in yearly freshmen orientation indicate that students come ill prepared to face the challenges of academic life on campus. 8. OTHER ACADEMICALLY RELATED PROBLEMS: (1) Cultural and Background Factors Most students enroll because they want a better job or preparation for a career, but low income, first generation SSS-eligible students at TAMUCC are generally not clear about their goals to plan adequately for the future. Both personal and career counselors as well as advisors at TAMUCC report that significant number of students have little or no understanding of how college and educational levels relate to employment. These students lack a significant college educated role model to guide and mentor them in order to make good choices because most are from the predominantly Hispanic low income west side of Corpus Christi whose parents, as indicated in Table 7 have very low educational attainment rates. Of the 411 residents of ages 35 to 65 who are old enough to be parents of college students, only 2.7 percent obtained a baccalaureate degree (Table 7). Of the total university enrollment, Hispanics, Blacks and American Indians are most likely to be at risk and show the highest number of low income and first generation status as demonstrated in the following table.

13 Texas A&M University-Corpus Christi 13 Table 16 Ethnicity enrollment low income (duplicated) Hispanic Black White, Asian American Indian International 2, , , first generation (duplicated) 1, , % low income % first generation Total Enrollment ,192 3, Since the majority of low income, students come from the predominantly Mexican American West Side of Corpus Christi, many have never traveled on an airplane, been to a ballet, play or concert or even been outside the state. Their limited experiences narrow their knowledge of the world and cause the vast number of these students to be unsure of choices or opportunities open to them. These students have very limited opportunities to find successful, professional role models in their experience either in their neighborhood or at TAMUCC. Table THE DIFFERENCE BETWEEN SSS ELIGIBLE STUDENTS COMPARED TO NON SSS ELIGIBLE STUDENTS, BASED ON THE FOLLOWING INDICATORS: i. Grade Point Averages iii. Graduation Rates ii. Retention Rates iv. Graduate School Enrollment Rates The aforementioned academic and personal problems SSS eligible students encounter become more dramatically clear when one compares these students to the non-sss eligible population. The 2003 fall figures for overall GPA indicate that 33.3% of the population score below 2.49 and 64.1 score from 3.00 to It is that 33.3% eligible population that is most at risk. As the following tables summarizes.

14 Texas A&M University-Corpus Christi 14 Table 18 RETENTION RATES, GRADUATION RATES AND GRADE POINT AVERAGE RATES FOR SSS ELIGIBLE AND NON SSS ELIGIBLE STUDENTS FOR 2003 Total Population SSS Eligible Population Non SSS Eligible (total FTIC Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Enrollment Rates By Ethnicity Whites Retention Rates Graduation rates (6 Year) Grade Point Average Rates Graduate School Rates Hispanics Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates Blacks Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates Asians Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates 58.0% 30.66% % undergraduate population) 65.8% 38% % SSS Eligible Population Non SSS Eligible (total undergraduate population) 51.0%.23.1% % 21..4% % 28.8% % 48.0% % 40.0% % 33.0% % 33% ,4 85% 57% Native Americans Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates Internationals Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates 32.0% (none have graduated yet) No SSS Eligible students in this category 40.0% (None have graduated yet) % 100% In summary, Texas A&M University-Corpus Christi has a sufficient number of low income and first generation students who are academically at risk to meet the eligibility criteria. With respect to Criteria one,

15 Texas A&M University-Corpus Christi 15 TAMUCC draws a sufficient pool of low-income students predominantly from the highly economically disadvantaged west side of Corpus Christi. With respect to Criteria two, the tables illustrating the educational level of the parental generation of our students from the west side of the city plus the number of students currently enrolled also shows that this eligibility criteria has been met. With respect to Criteria three, TAMUCC s total disabled population of 155 of which 36.7 are low income shows that there is more than a sufficient pool of eligible disabled to select from. Finally, the low entering ACT Scores, the poor performance on the barrier and gate-keeper classes, the increasing number of remedial SSS eligible students seeking tutorial assistance, the high number of eligible students who make less than a C, and the high number of other related problems indicate a real need to provide services for these students. OBJECTIVES RELATED TO THE PURPOSES OF THE STUDENT SUPPORT SERVICES PROJECT 1. The Process and Outcome Objectives Are Related to the Purposes of the SSS Project 2. The Objectives Address the Identified Needs of the Target Population 3. The Objectives are Clearly Described, Specific and Measurable for the Life of the Project 4. The Objectives are Ambitious but Attainable over the Life of the Project All the objectives (process, performance and outcome) have been developed with the express purpose of relating to and supporting the GRPA Federal TRiO Program s Performance Indicator for Student Support Services Programs This performance indicator represents Goal 3 of the GRPA Requirements: To ensure access to postsecondary education and lifelong learning. The following table lists the nine objectives and is followed by nine more tables that provide detail of the objective s attainability, measurability, and ambitiousness.

16 Texas A&M University-Corpus Christi 16 Table 19 THE NINE OUTCOME OBJECTIVES Objective 1: Process Objective 2: Process Objective 3: Process Objective 4: Outcome Objective 5: Outcome Objective 6: Performance Objective 7: Performance Objective 8: Outcome Objective 9: Process One Hundred sixty (160) eligible students will be identified and will enroll in the TAMUCC SSS project. Two thirds (2/3) or 106 will be both low income and first generation. One third (1/3) or 54 will be low income, first generation or lowincome disability. One hundred percent (100%) of the newly admitted participants will have their needs assessed and an Individual Educational Plan (IEP) on file within 30 days of being admitted to the project. 90% of the participants will be offered sufficient financial assistance to meet their basic academic financial needs by the end of each academic year. Seventy Five Percent (75%) of the participants will be retained after each academic year. (Cohort rate for the ineligible population is 65.8%. The graduation rate for each cohort of participants will increase as follows: First year graduation rate: 13% ( ) Cohort. (2) Second year graduation rate: 16% ( ) Cohort (3) Third year graduation rate: 19% ( ) Cohort. (4) Fourth Year Graduation Rate: 22% ( ) Cohort. (5) Fifth Year graduation rate: 25% ( ) Cohort. 80% of those retained will earn a final cumulative grade point average of at least 2.0 on a 4.0 scale each year and be in good academic standing in the university. 70% of the SSS Participants who are THEA (Texas Higher Education Assessment) liable will pass the state mandated exam and will be able to transfer from lower division to higher division each year. 70% of SSS Participants with undeclared majors will declare a major by the end of each year. Each semester 85% of the SSS Participants will attend two SSS approved cocurricular functions that may include cultural, academic, social, educational events or workshops, field trips and career oriented venues

17 Texas A&M University-Corpus Christi 17 TABLE 20 PROCESS OBJECTIVE: IDENTIFICATION OBJECTIVE: 1: PROCESS One Hundred sixty (160) eligible students will be identified and will enroll in the TAMUCC SSS project. Two thirds (2/3) or 106 will be both low income and first generation. One third (1/3) or 54 will be low income, first generation or low-income disabled. ASSOCIATED ACTIVITIES 1. Relates to the SSS Purpose: Serves low income first generation and disabled students so that they may succeed academically, persist in higher education and graduate with a baccalaureate degree 1. Identification 2. Screening 3. Selection 4. Placement 2. Addresses the Needs: Currently, at this institution, 54.3% of the total SSS eligible students are not being retained and 67% are not graduating and hence not achieving academic success. 3. Measurable: The population to be selected is clearly described; the percentages for identification and selection have been set at 160. Specific percentages have been applied to each subpopulation group: 66%(106)) of low-income first generation and 34% (54) of either low income, first generation or low income disabled has been established. Internal and external sampling reliability will be guaranteed by using objective selection criteria. 4. Ambitious The funding levels established by the TRiO Department grant has been set at between $1,200 to $1,500 per student. Selecting to serve 160 students is ambitious since the ratio per student per each key personnel staff member is Attainable There will be no difficulty identifying and selecting a sizable pool of eligible students exists from which to select 160 students. The Director is committed at 100% and already has had four years experience as an SSS Director at A&M-CC

18 Texas A&M University-Corpus Christi 18 TABLE 21 PROCESS OBJECTIVE: ASSESSMENT OBJECTIVE 2: PROCESS One hundred percent (100%) of the newly admitted participants will have their needs assessed and an Individual Educational Plan (IEP) on file within 30 days of being admitted to the project. ASSOCIATED ACTIVITIES 1. Assessment 2. Basic Skills Diagnosis 3. Learning Style Diagnosis 4. Career Inventory 5. Financial Need Inventory 6. Personal Needs Assessment 7. Self Assessment 8. Development of the IEP 1. Relates to the SSS Purpose: 2. Addresses the Needs: This objective assesses the needs of participants and designs plans to meet their individual needs so that they can be academically successful and therefore relates specifically to the SSS purpose of retention of the project participants SSS Eligible Students have a lower retention rate (58.0) at TAMUCC than non-eligible students (65.8%). As outlined earlier, SSS eligible students have many barriers to success and do not know what skills they posses or lack in order to be successful 3. Measurable: This objective clearly states that 100% of the participants will be assessed. It is specific about the time frame within which the activity must be accomplished. It is measurable because it is possible to determine the date the student s eligibility is established and the date the needs assessment and plan are completed. Also the instruments and methods of assessment chosen as specified in the Plan of Operation are specific and measurable. 4. Ambitious To meet with each student and provide an entire battery of assessment scales within 30 days is ambitious. It is estimated that each needs assessment and IEP will take two hours to complete. 6. Attainable Because this objective is vital to the early success of eligible students two full time staff members (director, counselor/intervention specialist. and two half time Academic Specialists competent in academics and assessment will be hired. Each staff member will assess 45 students, which is much less than the average counselor to client ratio for these students in their previous schools.

19 Texas A&M University-Corpus Christi 19 TABLE 22 PROCESS OBJECTIVE: FINANCIAL AID OBJECTIVE 3: PROCESS 90% of the participants will be offered sufficient financial assistance to meet their basic academic financial needs by the end of each academic year. ASSOCIATED ACTIVITIES 1. Letter of Commitment from the Office of Financial Aid 2. Financial Aid Office cooperative efforts with SSS Project. 3. Efforts to secure additional scholarships besides Pell Grants or other grants 4. Institutional Work Study positions will be made available. See Appropriate Section of the Plan of Operation for more detailed description 1. Relates to the SSS Purpose: 2. Addresses the Needs: For the participants to stay in school, achieve success academically and personally and graduate with a baccalaureate degree as the purpose of the SSS project states, it is necessary for students to be fully funded. The SSS project must assure that offers of financial aid are made to meet the full financial needs of the participants. 1,896 students meet the Title V low-income criteria at TAMUCC according to the Financial Aid Office records. This represents almost a third (30%) of the entire university enrollment. There is definitely a need for financial Aid at TAMUCC. 4. Measurable: This objective clearly states the number (90%) of participants who will be offered financial aid to meet their full financial need. This need is determined by the Financial Aid Director as specified by SSS regulations. It is measurable because documentation is kept consistently accurate every year also in the SSS office and can be obtained. 4. Ambitious This objective is ambitious because of the amount of time spent by staff providing students with assistance in securing financial aid application and in providing at least basic financial aid. Students with unmet need are extremely numerous and the SSS project s goal of providing 90% financial aid to 160 students is very ambitious, considering that the general university population only receives about 60% financial aid. 6. Attainable The TAMUCC Financial Aid Office has signed a letter of commitment (letters kept in SSS office) earmarking funds for the SSS participants and giving them first priority if they submit applications in time. SSS Staff will ensure that all participants submit their applications in time. Also an institutional priority will be finding or creating other sources of funds if necessary. This makes this objective attainable.

20 Texas A&M University-Corpus Christi 20 TABLE 23 OUTCOME OBJECTIVE: RETENTION OBJECTIVE: 4: OUTCOME ASSOCIATED ACTIVITIES 1. Mandatory enrollment in the structured first year TRIAD Learning Communities experience 2. Participation in the on campus and on line web based Academic Learning Communities for academic and moral support from advisors, counselors, staff, and peer mentors. 3. Tutoring and Mentoring 4. Academic Advising 5. Personal and Career Counseling Seventy Five Percent (75%) of the participants will be retained after each academic year. (Cohort rate for the ineligible population is 65.8% 1. Relates to the SSS Purpose: 2. Addresses the Needs: This objective addresses one of the chief goals of the SSS project: to increase participant retention rates and class persistence until graduation with a baccalaureate degree Only 58% of SSS eligible students at TAMUCC are retained yearly. This objective addresses this rate and intends to in crease it to 75% yearly for the 160 students enrolled in the SSS program. 5. Measurable: This objective clearly states what is to be accomplished. SSS participants will be retained at 75%. It is measurable because project staff will analyze class and yearly enrollment rosters on a semester basis to determine the number and percent of participants retained. TAMUCC keeps retention and class persistence records for all students and records also will be kept SSS students. 4. Ambitious The SSS eligible students are highly at risk of dropping out due to their low income, first generation and academically at risk status. To increase the retention rate of these high risk students above that of the non-eligible not at risk population is ambitious 6. Attainable With effective needs assessment, IEP s the scheduled SSS services provided and a timely use of the University computerized student tracking, early warning and Alert, this objective is attainable. Two other similar projects for academically at risk students, Title V and Upward Bound have surpassed their 70% retention rates the first year

21 Texas A&M University-Corpus Christi 21 TABLE 24 OUTCOME OBJECTIVE: GRADUATION OBJECTIVE 5: OUTCOME The graduation rate for each cohort of participants will increase as follows: (1) First year graduation rate: 13% ( ) Cohort (4) Fourth Year Graduation Rate: 22% ( ) Cohort (2) Second year graduation rate: 16% ( ) Cohort (5) Fifth Year graduation rate: 25% ( ) Cohort (3) Third year graduation rate: 19% ( ) Cohort ASSOCIATED ACTIVITIES 1. Assessment, 1. Financial Aid 2. Mandatory enrollment in the structured first year TRIAD Learning Communities experience 3. Participation in the on campus and on line web based Virtual Academic Learning Communities 4. Tutoring, Mentoring, Supplementary Instruction 5. Academic Advising 6. Personal and Career Counseling 1. Relates to the SSS Purpose: A major priority of the SSS purposes is to increase the graduation rate of participants. This objective specifically addresses this purpose 2. Addresses the Needs: Only 30.6% of the SSS eligible population graduate from TAMUCC with a Baccalaureate degree as compared to 38.0%% of the non-eligible population. The eligible students are predominantly minority and Hispanic, and are inadequately prepared to succeed in their academic courses prior to coming to TAMUCC. 6. Measurable: This objective clearly describes the population to be tracked and measured. It is specific about the graduation rates per cohort that need to be attained. The number of students graduating with a baccalaureate degree can be tallied, verified on the SIS tracking system and compared to the non-eligible population 4. Ambitious This objective is truly ambitious in that it intends to increase the graduation rate by 3% each year cumulatively. 6. Attainable With effective needs assessment, a graduation plan, a scheduled program of academic activities, an IEP, and a student monitoring, early warning and alert system, this objective becomes very attainable.

22 Texas A&M University-Corpus Christi 22 OBJECTIVE 6: PERFORMANCE TABLE 25 OUTCOME OBJECTIVE: ACADEMIC ACHIEVEMENT 80% of those retained will earn a final cumulative grade point average of at least 2.0 on a 4.00 scale. Each year and be in good academic standing in the university ASSOCIATED ACTIVITIES 1 Participation in the on campus and on line web based Virtual Academic Learning Communities for academic and moral support from advisors, counselors, staff, and peer mentors and peer participants 2 Tutoring and Mentoring 3 Academic Advising 4 Personal and Career Counseling 5 Supplementary Instruction See appropriate section of Plan of Operation for more detail description 1. Relates to the SSS Purpose: The SSS-project purposes of retention and graduation cannot be reached unless students remain in good academic standing. This objective guarantees that they will remain in good standing and obtain a baccalaureate degree. 2. Addresses the Needs: All SSS participants must have academic needs to be served by the SSS project. Having urgent academic need places these students at risk of poor academic performance. The fact that tutoring sessions at the Tutoring and Learning Center have increased by 44% to over 50% from to shows there is a need. 3. Measurable: This objective clearly states what the cumulative GPA score is to be improved so that all SSS participants are in good academic standing. It can be measured by tracking each student s GPA and thus determine if the desired number and percentage is reached each year and if remediation is needed. 4. Ambitious As noted in the needs section, the academic barriers posed in the barrier classes for these students academic success are sizable. For these students to attain an initial 2.0 GPA or higher is ambitious considering lack of prior academic preparation and family needs. 6. Attainable Compared to other institutions, a base GPA of 2.0 is not low since in Texas a GPA of over 2.0 is considered Good Academic Standing. Prior experience with our current SSS project indicates that this is attainable.

23 Texas A&M University-Corpus Christi 23 TABLE 26 OUTCOME OBJECTIVE TASP PASSING RATE AND TRANSFER TO UPPER DIVISION STATUS OBJECTIVE 7: PERFORMANCE 70% of the SSS Participants who are THEA (Texas Higher Education Assessment) liable will pass the state mandated exam and will be able to transfer from lower division to higher division each year. ASSOCIATED ACTIVITIES 1. Assistance with filling out the THEA test application 2. THEA Test Preparation Workshops 3. Advising and Counseling from the Intervention Specialist 4. Tutoring and Supplementary Instruction in Math, Writing and Reading 5. Enrollment in THEA Course Based Remediation 6. TLC Lab attendance at THEA P Non Course Based Remediation 1. Relates to the SSS Purpose: 2. Addresses the Needs: An objective of the SSS project is to increase transfer rates of the eligible population from twoyear status to four-year status. This objective specifically relates to that purpose Over 75% of all developmental students enrolled in THEA course based and non-course based remediation are THEA Liable and are in need of assistance. The 160 SSS students will be taken from this developmental population of 869 THEA liable students enrolled in developmental classes 7. Measurable: This objective clearly states the pass rate to be improved and the pass rate to be achieved in order to pass the THEA and to transfer from lower division to upper division. It is measurable because it specifically states the percentages of students who will meet that criteria and can be documented by tracking the participants test taking sessions and their accumulation of lower division hours attempted 4. Ambitious To increase the THEA TEST passing rate above the pass rate criteria yearly and transfer students to upper division in four to five years is very ambitious considering the underpreparedness, language barriers and learning disabilities of the SSS eligible population 6. Attainable By providing the academic services previously outlined in general and the specific THEA readiness associated activities and services outlined here in particular, this objective becomes very attainable.

24 Texas A&M University-Corpus Christi 24 TABLE 27 OUTCOME OBJECTIVE: ACADEMIC AND DEGREE PLAN COMPLETION OBJECTIVE 8: OUTCOME 70% of SSS Participants with undeclared majors will declare a major by the end of each year cycle. ASSOCIATED ACTIVITIES 1. Career Orientation Workshops and conferences with Career Counselor 2. Degree Plan Orientations and conferences with Degree Counselor and Faculty Academic Advisor 3. Monitoring and Tracking of Participants 4. Conferences with SSS intervention specialist and academic staff 5. Cultural events and visits to different business establishments and professions 6. Participation in on campus and on line web based Virtual Academic Learning Communities 1. Relates to the SSS Purpose: 2. Addresses the Needs: One of the priorities in the SSS project is to have low income and first generation and disabled students graduate successfully with a baccalaureate degree. Critical to obtaining this degree is the necessity to decide on a career, declare a major, design and sign a degree plan, and persist in following the degree plan until graduation 56% of the SSS eligible participants who are undeclared majors leave and never graduate or succeed in obtaining the required number of hours because they never choose a career, select a major, sign a degree plan and follow it until graduation. There is truly a need for degree plan advising and career planning for this population 8. Measurable: This objective specifically states that within a span of one year 70% of undeclared majors will decide on a career, declare a major, sign and sign a degree plan. Degree Audit reports from the offices of the degree counselor, the SIS Office and the Career Counselors will document how many students have completed a degree plan. 4. Ambitious To get 70% of the first year SSS Participants to decide on a career, declare a major, and commit to a degree plan is very ambitious considering that the eligible population because of their low economical environment already are burdened with too many family commitments which eat away at their academic career. 6. Attainable Close collaboration between SSS staff, the Career and Degree Plan Counselor, the entire menu of SSS services plus the quick intervention made available by the University Electronic Campus Pipeline and Early Warning and Alert in providing motivation and counseling for the participants can make this objective attainable.

25 Texas A&M University-Corpus Christi 25 TABLE 28 PROCESS OBJECTIVE 9: INSTITUTIONAL CLIMATE OBJECTIVE 9: PROCESS ASSOCIATED ACTIVITIES 1. Cultural Events on Campus and in the Community. 2. Visits to city business and professional establishments 3. On campus events with external professional speakers, role models and mentors. 4. Participation in on campus and on line web based Virtual Academic Learning Communities for academic and moral support from advisors, counselors, staff, and peer mentors and peer participants Travel to and attendance at Job fairs and self improvement workshops Each semester 85% of the participants will attend two SSS approved co-curricular functions that may include cultural, academic, social, educational events or workshops, field trips and career oriented venues. 1. Relates to the SSS Purpose: One of the purposes of the SSS project is to foster an institutional climate supportive of the success of low income, first generation and disabled students. This objective relates to that purpose. 2. Addresses the Needs: As stated in the needs section, SSS eligible students are first generation, have little or no family or economic support, are culturally isolated and lack the role models needed to feel comfortable in the academic atmosphere of a university. Field trips to the arts, businesses and professional establishments will give them the self confidence and help to participate in the university community life, select a career and choose a degree plan. 9. Measurable: This objective specifically states that 85% of the participants will engage in cultural activities and meet at least twice with a role model or mentor. The attendance sheets and logs indicate participation or contact. Numbers of participants can be tallied per event or contact and computations made. 4. Ambitious To get 85% of any group of students to commit to additional obligations on top of their already busy academic, family and work responsibilities is ambitious, but that of the SSS participants with their many demands is highly ambitious. 6. Attainable With consistent reinforcement and encouragement from a variety of sources such as faculty mentors, SSS staff, peer mentors, peers, community/professional role models and mentors, and the on line, web based Virtual Academic Learning Communities, a supportive and friendly community environment can be created that will motivate students to participate thereby making this objective achievable.

26 Texas A&M University-Corpus Christi 26 PLAN OF OPERATION 1. The Plan to inform the institutional community (students, faculty and staff) of the SSS project goals, and TAMUCC s Objectives and services of the project and the eligibility requirements for participation in the project The TAMUCC Student Support Services Project will be an integral part of the university s institutional community. Because the university mission to identify, recruit and retain a diversified student body who historically have been underrepresented in Texas higher education, closely dovetails with the mission of TRIO Programs, TAMUCC will make it its first priority to inform the institutional community in order to identify and serve this target population of diverse students. Plan to Inform the Administration and the Staff: Initial information and support for TAMUCC s SSS Project will be provided to and received from the Vice President of Academic Affairs. The President is committed to the SSS Project and has included a cover letter of commitment to support this document. The Provost/Vice President will be provided with scheduled, regular reports from the TRIO Director and the SSS Director. The Provost will also provide information to the President, the President s cabinet or other university staff relative to the goals, successes and problems of the Project. This report will occur during regular President s Cabinet and Provost Council meetings, which involve the four Vice Presidents and the Associate Vice President for Planning and Institutional Effectiveness. The SSS Project Director will report information directly to the TRiO Director and will work closely with the Counseling Office, the Career Placement and Planning Office, the Associate Vice President of Enrollment Management, the Admissions and Records Office, the Financial Aid Office, the Core Curriculum and Academic Advising Office in order to procure and provide information regarding academic performance and financial need. Additionally, the Director will meet with the Director of Admissions and Records to discuss and recommend procedures for admitting students. Plan to Inform Faculty and Academic Deans: The SSS Director will also maintain contact with TAMUCC s five Academic Colleges and Deans (College of Arts and Humanities, College of Business, College of Education, College of Nursing and Health Services, and College of Science and Technology). She will provide as well as procure needed