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
Enter with developmental needs
79%
Re-enroll after one year
Graduate in three
years
16%
Source: CUNY Office of Institutional Research 2013
65%
ASAP THEORY OF ACTION
 Remove financial barriers to full-time study
 Provide structured degree pathways and comprehensive, wellcoordinated 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 ASAPapproved 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
ASAP
Bronx
ASAP
BMCC
ASAP
Queensborough
ASAP
Medgar Evers
CUNY
Academic
Affairs
ASAP
LaGuardia
ASAP
Hostos
ASAP
Kingsborough
ASAP ROLES/RESPONSIBILITIES
CUNY Academic Affairs





Overall program administration
Program-wide evaluation
Fiscal oversight and reporting
Partnerships and fundraising
Citywide outreach
College Programs
 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
Average Graduation Rates of ASAP and Comparison Group Students:
Fall 2007-Fall 2012 Cohorts
60%
ASAP
51.9%
50.6%
Comparison Group
58.7%
48.0%
50%
40.8%
37.9%
40%
35.7%
30%
27.4%
26.1%
22.2%
20.0%
19.8%
19.0%
20%
14.8%
13.2%
12.6%
9.0%
10%
6.5%
0%
All
Dev Edu
Need
Fully
Proficient
2-Year Graduates
(ASAP N=4,547; Comp N=19,087)
All
Dev Edu
Need
Fully
Proficient
2.5-Year Graduates
(ASAP N=2,985; Comp N=15,042)
Source: CUNY Office of Institutional Research and Assessment, CUNY ASAP participating colleges, and National Student Clearinghouse.
October 9, 2014
All
Dev Edu
Need
Fully
Proficient
3-Year Graduates
(ASAP N=2,985; Comp N=15,042)
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
1.
Course sections reserved for ASAP students in their first year

Cohort Course Taking
2.

Small groups of ASAP students taking “non-blocked” courses
together, usually by major, with the general college
population
Consolidated Course Scheduling
3.

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

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
Cohort Course Taking

Groups of 5-7 students taking general education or required major nonblocked 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
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
www.cuny.edu/asap