JAMP’s Student Success Seminar Series: Empowering the Whole Scholar
JAMP's five-part seminar series, in partnership with OnlineMedEd, provided scholars with strategies to support both academic success and personal growth.
The Entry Year 2023 Application will open on Monday, May 2nd at 8 a.m. CST, and we know that you cannot wait to get started! Although you will not be able to fill out your personal information until then, there are a few things you can start collecting and doing now to ensure that you have everything you need when May 2nd comes around.
NOTE: Please do not to send your transcripts to TMDSAS when you submit your application. TMDSAS will not need these until schools have confirmed that they have extended an offer of acceptance to you. Read the TMDSAS Transcript Policy.
https://www.facebook.com/groups/TMDSASHub/
https://www.facebook.com/groups/TMDSASNontraditional/
As a current applicant in the Entry Year 2023 cycle, you will receive the personalized
help from TMDSAS Support. Check out the application tips they provide and follow the TMDSAS Support Twitter account for important alerts you need to know throughout the cycle.
Best of luck. We look forward to working with you!
JAMP's five-part seminar series, in partnership with OnlineMedEd, provided scholars with strategies to support both academic success and personal growth.
Todd Lang, JAMP Faculty Director at UNT, launched a care package initiative to help students start the semester strong. What began with basic supplies quickly expanded to address food insecurity and other student needs, offering items like non-perishable food, lab supplies, and hygiene products. Lang’s effort, supported by his team, reflects JAMP's mission to remove barriers and ensure students can focus on their studies and succeed in their journey to become healthcare professionals.
The pursuit of careers in healthcare continues to evolve as the latest Entry Year (EY) 2025 data highlights notable shifts in application and matriculation patterns across dental, medical, and veterinary schools. These changes reflect both the growing interest in these professions and subtle variations in academic benchmarks.