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)
Promising Practices
Dear Colleagues: a Letter on Developmental Education from Under Secretary of Education Ted Mitchell
April 2019 "Transforming Developmental Education to Support Students Throughout College" Center for the analysis of postsecondary readiness.
October 2019 "Using Co-Requisite Remediation to Increase Student Success at Sinclair Community College"
March 2020 Transformative Teaching Track “Corequisites: The Statewide Perspective” with Keylan Morgan.
February 2020 Addressing non-cognitive issues in a corequisite classroom, Peter Adams, Macmillan Learning.
November 2017 Scaling Co-Requisite Remediation. Ohio Department of Higher Education. November 2017.
Creating the Path to Success in the Classroom 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.
Ready, Willing, and Able by
How 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.
Teaching Unprepared Students 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.
