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Corequisites - The corequisites initiative aims to streamline the developmental education process by placing first-year students that need remediation into a developmental course that is paired with a credit baring, college-level course. (FAQs HB 2223).
House Bill (HB) 2223 - “accelerate underprepared students’ persistence and successful completion.” (FAQs HB 2223)
Texas Corequisite Project - “The Texas Corequisite Project is tasked to offer statewide professional development opportunities & events beginning with a survey to better understand all stakeholders needs, and a Directory of innovative practices and research for Texas college and university faculty and administrators who are involved in the implementation and scaling of the corequisite model under the HB2223 passed by the 85th Legislature.” (TX Corequisite Project: HB2223)
This case study describes how Alexander Community College (ACC), a two-year State University of New York (SUNY) institution is addressing challenges associated with its developmental education effort--primarily high costs for repeated developmental (assumed by the institution and students) and low persistence and graduation rates for developmental students. Data for the study was collected through: a) interviews; b) direct observations; and c) analysis of institutional documents. The researcher subsequently identified patterns consistent across data sources and their correlation with research questions, the conceptual framework, and best practice
This practice guide presents six evidence-based recommendations for college and university faculty, administrators, and advisors working to improve the success of students academically underprepared for college. Each recommendation includes an overview of the practice, a summary of evidence used in support of the evidence rating, guidance on how to carry out the recommendation, and suggested approaches to overcome potential roadblocks. Each recommendation includes an implementation checklist as guidance for getting started with implementing the recommendation. Four appendices are included: (1) Postscript from the Institute of Education Sciences; (2) About the authors; (3) Disclosure of potential conflicts of interest; (4) Evidence summary of studies in support of ratings.
Creating the Path to Success in the Classroom by Kathleen F. Gabriel; Stephen Carroll (Foreword by)This is a book for all faculty who are concerned with promoting the persistence of all students whom they teach. Most recognize that faculty play a major role in student retention and success because they typically have more direct contact with students than others on campus. However, little attention has been paid to role of the faculty in this specific mission or to the corresponding characteristics of teaching, teacher-student interactions, and connection to student affairs activities that lead to students' long-term engagement, to their academic success, and ultimately to graduation. At a time when the numbers of underrepresented students - working adults, minority, first-generation, low-income, and international students - is increasing, this book, a companion to her earlier Teaching Underprepared Students, addresses that lack of specific guidance by providing faculty with additional evidence-based instructional practices geared toward reaching all the students in their classrooms, including those from groups that traditionally have been the least successful, while maintaining high standards and expectations. Recognizing that there are no easy answers, Kathleen Gabriel offers faculty ideas that can be incorporated in, or modified to align with, faculty's existing teaching methods. She covers topics such as creating a positive and inclusive course climate, fostering a community of learners, increasing engagement and students' interactions, activating connections with culturally relevant material, reinforcing self-efficacy with growth mindset and mental toughness techniques, improving lectures by building in meaningful educational activities, designing reading and writing assignments for stimulating deep learning and critical thinking, and making grade and assessment choices that can promote learning.
Publication Date: 2018-04-16
Ready, Willing, and Able by Mandy Savitz-Romer; Suzanne M. BouffardHow can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning. The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They show how well-intended college-access efforts can miss the mark--for instance, by focusing on students who already see themselves as college material, rather than working to help all students develop a "college-going identity." In addition, most college-access programs and practices focus almost exclusively on providing academic preparation and financial support. In Ready, Willing, and Able, Savitz-Romer and Bouffard call for a new approach: one that emphasizes the key developmental tasks and processes of adolescence and integrates them into existing college-access practices in meaningful ways. Rather than treating young people as passive recipients of services, they argue, adults can engage them as active agents in the construction of their own futures.
Publication Date: 2012-04-01
Teaching Unprepared Students by Kathleen F. Gabriel; Sandra M. Flake (Foreword by)As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education--not just more students with learning disabilities (whose numbers have more than tripled), but students (with and without special admission status) who are academically at-risk because of inadequate reading, writing and study skills. This book provides professors and their graduate teaching assistants--those at the front line of interactions with students--with techniques and approaches they can use in class to help at-risk students raise their skills so that they can successfully complete their studies. The author shares proven practices that will not only engage all students in a class, but also create the conditions--while maintaining high standards and high expectations--to enable at-risk and under-prepared students to develop academically and graduate with good grades. The author also explains how to work effectively with academic support units on campus. Within the framework of identifying those students who need help, establishing a rapport with them, adopting inclusive teaching strategies, and offering appropriate guidance, the book presents the theory teachers will need, and effective classroom strategies. The author covers teaching philosophy and goals; issues of discipline and behavior; motivation and making expectations explicit; classroom climate and learning styles; developing time management and study skills; as well as the application of "universal design" strategies. The ideas presented here--that the author has successfully employed over many years--can be easily integrated into any class.