The Texas Higher Education Coordinating Board, Greater Texas Foundation, and Trellis Foundation launched the collaborative Texas Emergency Aid Grant Program to support students across Texas public, private, and non-profit higher education institutions during the COVID-19 crisis
Ascender’s Spring Seminar attendees will be able to access some static course content by May 25 with follow-up webinars/virtual meetings occurring on May 27th.
CTN Director of Student Engagement, Stacy Ybarra, published an opinion commentary in the San Antonio Express News titled “College entrance exams fail students.”
CTN’s nominations subcommittee recently reviewed candidates for new board members and board chair and made recommendations to the full board for approval on March 20th. New board members begin their term in June.
CTN’s Transformative Teaching Track’s Spring Institute scheduled to be held in McAllen on March 26-27 was delivered through on-line and hybrid instruction on its original date through the efforts of CTN Director of Professional Development, Allegra Villarreal’s planning and coordination in conjunction with those presenting.
CTN peer mentor , Rogelio Saenz published two related op-eds about the official Census Day and the importance of getting counted. One appeared in Rio Grande Guardian and the other in Latino Rebels.
CTN peer mentor, Norma E. Cantu, is the winner of the 2020 NACCS Tejas Poetry Book Award for her recent University of Arizona Press collection, Meditación Fronteriza!
The recently published book, High-Achieving Latino Students: Successful Pathways Toward College and Beyond, contains contributions by CTN peer mentors Victor Saenz, Laura Rendon and Amaury Nora
Catch the Next welcomes Dr. Richard Armenta as a Consultant for the remainder of the semester to play a leadership role in the recruitment process for new Ascender Colleges.
Erin Doran, CTN’s Director of Research and Evaluation, recently published an article titled “Ascending Toward New Heights: Building Navigational Capital for Latinx Community College Students” in the Journal of The First-Year Experience & Students in Transition.