"What’s been most powerful is how the grant has allowed us to reimagine how we support our students," said Dr. Mel Odegard, interim dean of the College of Education, Health and Human Studies, who also served as project director for the grant during the last year. "It’s not just about adding services—it’s about changing the student experience. We’ve built more meaningful relationships, reached students earlier, and made support more visible and approachable. That shift is making a real impact on student confidence and success."

The results are clear: SEMO’s fall-to-fall retention rate has risen three percent over the past two reporting years.

Peer tutoring and supplemental instruction services have been central to this strategy. Tutoring locations were added or expanded to make support more accessible. As a result:

• 85% of students reported increased academic confidence
• 72% saw improved grades
• 82% said they felt more academically competent
• 75% attended multiple tutoring sessions, deepening their learning engagement

Tell me More about Student Support

With support from Title III funding, SEMO introduced a student-centered peer advising model. Eight undergraduate students were hired as learning assistants to work alongside the University’s professional advising staff ensuring students received more frequent, personalized guidance. Advisors have implemented proactive outreach, reaching students early and often to offer help before academic difficulties arise.

“Our learning assistants help students navigate their journey from day one,” said Jennifer Weiss, director of the Center for Writing Excellence and Learning Assistance Programs at SEMO. “Students are often more comfortable asking questions of peers who’ve had similar experiences. That rapport builds trust and opens the door to timely, effective guidance.”

Faculty and staff across departments have embraced the grant’s goals. Advising and student support professionals have attended national trainings through NACADA, and faculty are reworking courses in partnership with the Center for Teaching and Learning (CTL) to enhance academic engagement.

The Title III grant has also helped SEMO advance career readiness initiatives. Led by Assistant Vice President for Economic and Workforce Development Dan Presson, eight student career ambassadors are helping their peers explore job shadowing and internship opportunities, ensuring students connect classroom learning with future careers.

“When students have more direct contact and support from mentors, advisors and faculty, they’re more likely to feel part of the SEMO community and persist through academic challenges,” said Odegard. “When students feel seen, supported, and connected, they thrive. That’s exactly what this grant is helping us do.”

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