Facilitating Student Learning in an
Accelerated Program
Associate Accelerated Program (ASAP)
Overview
• Target Student Population
• At-risk/low income
• First generation college
• Goals
• Reduce barriers to success
• Degree completion
• Reduce higher education costs
Student Selection Criteria
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Public school faculty/staff nominations
Core 40 diploma
College-readiness scores – PSAT, SAT, ACT, Compass
Eligible for Free/Reduced Lunch
Minimum 2.5 GPA*
Solid high school attendance record
No major disciplinary issues
2011-2012
• 26 students began program
• 15 (58%) program ready
• 11 (42%) Summer Remediation
• 5 (45%) Reading
• 2 (18%) Writing
• 8 (73%) Math
Curricular Program Offerings
• Associate of Applied Science
• Business Administration
• Health Care Support
•Associate of Science General Studies
Program Logistics
• 12-month program
• Full-time commitment
• Monday – Thursday: classes 9:00am – 4:00 pm
• Friday – extended class activities, TRiO (student
support service), community service
• Student stipend
• 24/7 student support
• Academic
• Family
Program Logistics
• Faculty teaching teams
• Five, 8-week terms
• Dedicated homeroom
• Dedicated classroom space
• TRiO involvement (student success program)
Faculty Support Strategies
• Consistent faculty when able
• Professional development workshops
• Project-based learning
• Student engagement strategies
• Collaborative curriculum planning
• Bi-weekly teams meetings
• Coordinate syllabi
• Monitor student progress
• Plan Friday classroom extension activities
• Interdisciplinary assessments
Student Support Strategies
• Peer support
• Lock-step cohort
• Designated facility space
• Laptop computers
• Regional program coordinator
• Faculty teams
• Summer Boot Camp
• Remediation classes
• 2-week orientation
• Student Success Seminars
Class Collaboration
• English 112 – Argumentation
• Intro to Psychology
• Music Appreciation
• Research a psychological disorder that
utilizes music therapy as a treatment
modality and prepare a written product.
Class Collaboration
• Group project between 3 classes
• Instead of, not in addition to
• “Don’t recreate the wheel”
• Each class has an assessment component
Challenges and Benefits
• Challenges:
• Time constraints
• Classroom management
• Linked assignments and interdisciplinary
instruction
Challenges and Benefits
• Benefits
• Camaraderie
• Transitional ease
• Linked assignments and interdisciplinary
instruction
Retention Rates
Year 1
• Term 1 to Term 2
• Term 2 to Term 3
• Term 3 to Term 4
• Term 4 to Term 5
Year 2
• Term 1 to Term 2
• Term 2 to Term 3
• Term 3 to Term 4
58%
100%
100%
100%
92%
88%
anticipate 100%
2011-2012 Statistics
26 students began program
20 students continue (77%)
• Cumulative Fall Semester GPA 2.89
• 9 students (35%) on Deans List
• Term 1 to Term 2 Retention Rate 93%
• Term 2 to Term 3 Retention rate 83%
• 19 students (95%) on track for graduation
July 2012
• 1 student (5%) 1 year + 2 additional
semesters
Lessons Learned
• High school GPA /attendance record are good indicators
• Must provide training in executive skills early and often
• Expand college success class from 1 to 3 credit class
• Family support system is imperative to program completion
• Parents must be supportive
• Decreased home and job responsibilities
• Faculty in-class collaboration
• Development of collaborative rubric for projects
Contact Information
• Paula D. Ashe, M.A., Instructor, English
• pashe@ivytech.edu
(260) 480-2042
• Cindy Chenoweth, ASAP Regional Coordinator
• cchenoweth@ivytech.edu
(260) 480-2092
• Patricia Kemerer, Program Chair General Studies
• pkemerer@ivytech.edu
(260) 480-2025
• Erika McCuiston, MEd., Instructor, Psychology
• emccuiston@ivytech.edu