Office of Cultural and Institutional Diversity

NAVIGATOR Project

The University of Texas Health Science Center Office of Cultural and Institutional Diversity (OCID) developed the NAVIGATOR Project to address risks, concerns and needs and give all students, especially those at-risk, the support mechanisms and people connections that help meet institutional goals for graduation. To best assist students that may need early advising and mentoring, institutions must identify risks and concerns for targeting interventions that can jump-start their success. If early alert and early intervention are to be achieved, the NAVIGATOR Project must be initiated either prior to start of first year classes or during the first few weeks of the semester.

 The NAVIGATOR Project provides surveys, reports, training programs, intervention recommendations and outcome analyses that have proven beneficial for students and advisory team members. When the 2005 baseline was compared to the 2006 intervention year, the Student Success Program reported 81% attrition reduction for underrepresented minority students (URMS) and 20% adverse academic status events (AASE) reduction for high persistence risk students in four health science professions institutions (Johnson et al. 2009a, Johnson et al. 2009b). Contact The University of Texas Health Science Center Office of Cultural and Institutional Diversity (OCID) to participate in collaborative development of a grant proposal to reduce nonproductive local, state, and federal funding expenditures. 

The following options are available for institutions and disciplines interested in participation in the Navigator Project:

Diagnostic Assessment or Baseline Year Evaluation

This option provides the Personal Background and Preparation Surveys (PBPS), Institutional Reports, coded templates for recording and reporting students’ adverse academic status events (AASE), non-advancement adverse academic status events (NAASE) and attrition. Selecting this option proactively identifies and assesses students’ initial risks, needs, and concerns and determines their relationship with 1st year adverse academic status events. The outcome will serve as a baseline evaluation for comparison with future comprehensive retention intervention evaluations.           

Comprehensive Retention Enhancement or Intervention Year Evaluation

This option provides, in addition to the provisions in the above; Student Reports, Advisor version of Student Reports, Faculty Institution Reports, Guide for Student Resources and Services, Student Success Logs (SSL), Advising/ Mentoring Surveys, (for students, faculty, and advisors), Frequency Spreadsheets, basic consultation, and analysis of program participation. Also available are opportunities to negotiate workshops, analysis of PBPS questions, and comprehensive consultation and advisor/faculty training. It proactively identifies students’ risks, concerns and needs; targets intervention recommendations; averts adverse academic status events/non-advancement, and reduces student attrition.