Facilitating Student Learning
in an Accelerated Program
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
• 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
Student Selection Criteria
2011-2012• 26 students began program• 15 (58%) program ready• 11 (42%) Summer Remediation• 5 (45%) Reading• 2 (18%) Writing• 8 (73%) Math
• Associate of Applied Science• Business Administration• Health Care Support
•Associate of Science General Studies
Curricular Program Offerings
• 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
Program Logistics
• Faculty teaching teams
• Five, 8-week terms
• Dedicated homeroom
• Dedicated classroom space
• TRiO involvement (student success program)
• 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
Faculty 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
Student Support Strategies
• 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
Class Collaboration
• Challenges:
• Time constraints
• Classroom management
• Linked assignments and interdisciplinary instruction
Challenges and Benefits
• Benefits
• Camaraderie
• Transitional ease
• Linked assignments and interdisciplinary instruction
Challenges and Benefits
Year 1• Term 1 to Term 2 58%• Term 2 to Term 3 100%• Term 3 to Term 4 100% • Term 4 to Term 5 100%
Year 2• Term 1 to Term 2 92%• Term 2 to Term 3 88%• Term 3 to Term 4 anticipate 100%
Retention Rates
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
2011-2012 Statistics
• 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
Lessons Learned
• Paula D. Ashe, M.A., Instructor, English• [email protected] (260) 480-2042
• Cindy Chenoweth, ASAP Regional Coordinator• [email protected] (260) 480-2092
• Patricia Kemerer, Program Chair General Studies• [email protected] (260) 480-2025
• Erika McCuiston, MEd., Instructor, Psychology• [email protected]
Contact Information