1. 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

2. 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

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

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

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

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

7. 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

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

9. 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 (private funding)
ASAP replication demonstration project in Ohio with MDRC at three community colleges (private funding)

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

11. 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

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 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

13. 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

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

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
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)

16. 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