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TRIO – Student Support Services

Dodge City Community College hosts a nonprofit educational program called Student Support Services (SSS), which is funded by the US Department of Education. SSS is designed to target college students who have the potential to succeed with their college endeavors and successfully transfer to a four-year institution. Because determining your future educational and career goals is not an easy process, the program provides professionally trained staff members to assist students making these decisions.

For application materials or further information, call (620) 227-9406 or 1-800-FOR-DC3 ext. 296.

How do I qualify?

SSS serves up to 143 full-time Dodge City Community College students. To qualify, you must meet the following federal eligibility requirements:

  1. Be a US citizen or permanent resident
  2. Be enrolled at the grantee institution (Dodge City Community College)
  3. Demonstrate a need for academic support, and
  4. Be a first-generation college student, low income, or disabled.

What can SSS do for me?

  • Career exploration and life planning
  • Academic advising and assistance with academic course selection
  • Identify financial assistance and scholarships
  • Transfer information and trips to four-year institutions
  • Workshops assisting with academic and personal success
  • Exposure to cultural and academic events
  • Academic tutoring in specific classes or subject areas

Where is the SSS office located?

Student Support Services

Learning Resource Center / Library, 2nd Floor

See on Map
Phone

1-800-367-3222, ext. 296
(620) 227-9296

Fax

(620) 227-9350

Mailing Address

Dodge City Community College
Second Floor of the Library (LRC)
2501 N 14th Ave
Dodge City, KS 67801

Who do I ask for?

Applicants will be selected for program participation in compliance with the provisions of Section 427 of the US Department of Education’s General Education Provisions Act (GEPA). Accordingly, access and participation will not be denied to applicants based on gender, race, national origin, color, disability or age.

This publication is funded by a grant from the US Department of Education (Grant number P042A151071).