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dc.contributor.authorProcknow, Hillary ( )
dc.contributor.authorDeithoff, Leta ( )
dc.contributor.authorHerd, Van ( )
dc.date.accessioned2019-03-14T19:58:06Z
dc.date.available2019-03-14T19:58:06Z
dc.date.issued2018-10
dc.identifier.citationProcknow, H., Deithoff, L. & Herd, V. (2018). Corequisite Courses for Developmental Students at a Large Research University. Journal of College Academic Support Programs, 1(2), pp. 9-16.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/7920
dc.description.abstractThis article details the efforts that the Texas Success Initiative (TSI) office at a large research university made toward piloting, refining, and scaling corequisite courses for students who require developmental education. House Bill 2223, passed by the Texas Legislature in June of 2017, requires public institutions to increase the percentage of developmental students enrolled in corequisite courses. In response, student outcome data, curricular examples, and suggestions for structuring corequisites are presented.en_US
dc.formatText
dc.format.extent8 pages
dc.format.medium1 file (.pdf)
dc.language.isoenen_US
dc.publisherTexas State University, The Education Instituteen_US
dc.sourceJournal of College Academic Support Programs, Spring 2018, Vol. 1, No. 2, pp. 9-16..
dc.subjectEducationen_US
dc.subjectTexas Success Initiativeen_US
dc.subjectCorequisite coursesen_US
dc.subjectDevelopmental educationen_US
dc.titleCorequisite Courses for Developmental Students at a Large Research Universityen_US
dc.typepublishedVersion
txstate.documenttypeArticle


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