Access for Underserved Populations

Consistent, reliable pipelines are important in sustaining program quality, viability, and productivity. This project seeks to increase the pipelines of student at all levels of AMSC certificates and degree programs. Historically, more effort has been dedicated to increasing the traditional student pipelines, the adult learner population provides a great opportunity for a new pipeline of students.  This is especially true given that the student population for traditional and adult learners is essential equal at 50%.  

This project focuses on increasing student admission (access), increasing semester-to-semester persistence, reducing time to graduation, increasing course pass rates, and ultimately increasing the number of completions.

Tutoring On-Demand (TOD) and Study Table services are available to students to aid in increasing academic support either in person or online.  The modality for this instruction may include one-on-one or group sessions in person or the integration of virtual tutoring via TOD.  These different modalities provide student access to academic resources that will help to increase their ability to engage in classroom learning and retain the content of the subject matter. 

The Freshman Residence Hall Tutoring activity aims to expand and strengthen academic and student services and resources while improving Freshman student persistence and success by way of implementing embedded in-hall residence learning and engagement opportunities.  The purpose of in-hall tutoring is to more efficiently respond to the needs of ASU’s Freshman student body by housing, in Freshman residence halls, crucial academic and student support services.  ASU currently provides academic support services for students that include Math and Writing Centers, tutoring services, and student su

The Gold Carpet Orientation activity is a modified orientation concept delivered during the weekday.  Through Gold Carpet Orientation, new Freshmen experience orientation in small groups of 20 going through 5-6 stations directly related to onboarding and first year retention, to include:  

The Summer Success Academy activity is a 6-week residential learning opportunity that provides incoming freshmen with the ability to get a jump start on their ASU experience. Student participants are enrolled in 7-9 credit hours depending on their cohort. Working closely with expert faculty and supported by a network of peer advisors, learning specialists, and tutors, Academy Scholars learn together as a community within and beyond the classroom.

Exploring equity in success metrics and expanding access through enhanced support for underserved populations (e.g., first-generation students, transfer students)

Redesign content and format to improve transition experience for students and increase student success and retention

The Learning Communities (LCs) activity provides first-year learning communities where two or more courses are linked thematically with collaborative instruction. The primary approach of the Learning Communities is to organize and leverage student success activities and campus resources while supporting and aligning to the mission of University College and our strategic plan, The Standard. Courses within a first-year learning community will develop co-curricular activities and focus on core areas as well as areas of academic performance, retention, student mindset, and degree progression.

Program designed to prepare associate-degree seeking students for transition to a bachelor’s program.