CUNY Accelerated Study in Associate Programs (ASAP) Structured Schedules and Comprehensive Supports...
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CUNY Accelerated Study in Associate Programs (ASAP) Structured Schedules and Comprehensive Supports Donna Linderman University Dean for Student Success
CUNY Accelerated Study in Associate Programs (ASAP) Structured
Schedules and Comprehensive Supports Donna Linderman University
Dean for Student Success Initiatives and ASAP Executive Director
CUNY Office of Academic Affairs Complete College America Webinar
February 11, 2015
Slide 2
CUNY COMMUNITY COLLEGE STUDENTS Source: CUNY Office of
Institutional Research 2013
Slide 3
ASAP THEORY OF ACTION Remove financial barriers to full-time
study Provide structured degree pathways and comprehensive, well-
coordinated support services Establish clear expectations for all
students Build community through early engagement and cohort model
Better engaged students who graduate in a timely manner Goal: At
least 50% of students will complete an associate degree within
three years
Slide 4
WHO ASAP SERVES Must be a New York City resident or eligible
for in-state tuition Agree to study full-time in an ASAP- approved
major (most other than nursing and allied health)
Continuing/transfer students: no more than 15 credits and in good
academic standing Be fully skills proficient or have no more than
two developmental course needs Receive some need-based financial
aid
Slide 5
ASAP ENROLLMENT Major expansion over past three years: Fall
2012: 2,259 students Fall 2013: 3,200 students Fall 2014: 4,300
students 2017/18 (projected): 13,000 students
ASAP ROLES/RESPONSIBILITIES Recruitment Direct services to
students Monitoring student progress/engagement Integration at
college level CUNY Academic Affairs College Programs Meet regularly
to share data, information and best practices to influence program
administration and be responsive to student needs Coordinate
program-wide activities: student leader program and professional
development Overall program administration Program-wide evaluation
Fiscal oversight and reporting Partnerships and fundraising
Citywide outreach
Slide 8
Source: CUNY Office of Institutional Research and Assessment,
CUNY ASAP participating colleges, and National Student
Clearinghouse. October 9, 2014
Slide 9
ASAP UPDATES 2017/18: 13,000 students at nine colleges
supported by Mayors Office ($35m); include more STEM majors ASAP
pilot in a baccalaureate setting at a CUNY senior college in fall
2015 (private funding) ASAP replication demonstration project in
Ohio with MDRC at three community colleges (private funding)
Slide 10
ASAP CORE ELEMENTS Financial Resources Tuition waivers Free use
of textbooks Monthly Metrocards Winter and summer course taking
opportunities Comprehensive Supports High-touch advisement Embedded
career development Mandated tutoring for some students ASAP Summer
Institute ASAP College Success Seminar Structured Schedules and
Pathways First-year blocked courses Consolidated full-time course
schedules Cohort course taking
Slide 11
ASAP Structured Scheduling 1. Blocked First-year Courses Course
sections reserved for ASAP students in their first year 2. Cohort
Course Taking Small groups of ASAP students taking non-blocked
courses together, usually by major, with the general college
population 3. Consolidated Course Scheduling Classes organized in
convenient morning afternoon, evening or weekend schedules to
maximize students time
Slide 12
BLOCKED FIRST-YEAR COURSES Common general education and
developmental courses regardless of major: Freshmen Composition (or
developmental writing) College Algebra (or developmental math)
Fundamentals of Speech Introduction to Psychology or Sociology
Builds community among students Allows faculty to easily provide
feedback to ASAP advisors ASAP directors identify needed course
sections from the colleges existing schedule of classes in morning
and afternoon (and if appropriate, evening and weekend) Directors
work w/ academic departments and Registrar to reserve a sufficient
number of sections for all ASAP students Unused seats are released
to non-ASAP students immediately before the semester starts
Slide 13
BLOCKED FIRST-YEAR COURSES First Year: Fall semester: At least
three blocked courses for ASAP students Common general education or
remedial courses Student development course or the ASAP Seminar-*
Spring semester: At least one block scheduled course Additional
general education or developmental courses ASAP Seminar Fill
remainder of full-time schedules out with non-blocked courses taken
with smaller groups of fellow ASAP students (5-7 students) usually
by major *-Two-semester, non-credit group advisement program; taken
after students complete any college-required student development
course
Slide 14
Cohort Course Taking Groups of 5-7 students taking general
education or required major non- blocked courses together with
general college population Begins as early as early as the first
semester and combines with blocked courses to provide a balanced
college experience Allows students develop confidence and self
efficacy outside of their ASAP community Ensures that students who
accelerate or fall behind will always be in some of courses with
fellow ASAP students Early/priority registration allows students to
secure desired courses
Slide 15
Consolidated Course Scheduling ASAP establishes priority/early
registration permissions for all students Allows for a consolidated
schedule every semester of block and non-blocked courses (morning,
afternoon or evening/weekend) Students meet with their advisor to
map out their schedule; depending on campus, students register
themselves OR advisors register them Advisors plug in recommended
times for tutoring for students with developmental needs or who are
on probation
Slide 16
ASAP STRUCTURED SCHEDULE ESSENTIALS 1. Map target majors over
five semesters to identify common course requirements and create a
coherent schedule for full-time degree progress 2. Identify needed
course sections in consolidated am/afternoon/pm/weekend schedules
3. Meet with academic departments to identify and reserve needed
course sections--every semester 4. Develop system to code and
reserve/preserve blocked course sections with the Registrar 5.
Establish streamlined communication system for faculty to provide
feedback to ASAP advisors 6. Establish priority/early registration
permissions 7. Create system for registering students into block
and non-blocked courses after they have been advised each semester
8. Establish checks/balances system to ensure that students do not
drop/change blocked course sections and remain enrolled full
time