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

CUNY COMMUNITY COLLEGE STUDENTS CUNY CC face the same challenges as CC across the country Struggle w. low retention, low retention and dismal completion rate Source: CUNY Office of Institutional Research 2013

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

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

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 Program Organization CUNY Academic Affairs ASAP Bronx BMCC Hostos ASAP Kingsborough LaGuardia Medgar Evers ASAP Queensborough We operate as a conso

ASAP Roles/responsibilities College Programs CUNY Academic Affairs Overall program administration Program-wide evaluation Fiscal oversight and reporting Partnerships and fundraising Citywide outreach Recruitment Direct services to students Monitoring student progress/engagement Integration at college level 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

Source: CUNY Office of Institutional Research and Assessment, CUNY ASAP participating colleges, and National Student Clearinghouse. October 9, 2014

ASAP Updates 2017/18: 13,000 students at nine colleges supported by Mayor’s 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)

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

ASAP Structured Scheduling Blocked First-year Courses Course sections reserved for ASAP students in their first year Cohort Course Taking Small groups of ASAP students taking “non-blocked” courses together, usually by major, with the general college population Consolidated Course Scheduling Classes organized in convenient morning afternoon, evening or weekend schedules to maximize students’ time

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 college’s 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

Blocked First-Year Courses 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

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

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 Allows students to balance school, work and home lives Makes it possible for a balance of block and non-block courses and creates flexibility for changing life circumstances (vs. full block schedule)

ASAP Structured Schedule Essentials Map target majors over five semesters to identify common course requirements and create a coherent schedule for full-time degree progress Identify needed course sections in consolidated am/afternoon/pm/weekend schedules Meet with academic departments to identify and reserve needed course sections--every semester Develop system to code and reserve/preserve blocked course sections with the Registrar Establish streamlined communication system for faculty to provide feedback to ASAP advisors Establish priority/early registration permissions Create system for registering students into block and non-blocked courses after they have been advised each semester Establish checks/balances system to ensure that students do not drop/change blocked course sections and remain enrolled full time Structured

www.cuny.edu/asap