Recipe for Successful Collaborative Corequisites

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dc.contributor.authorOrlando, Mary
dc.contributor.authorHattaway, Karen
dc.date.accessioned2020-02-10T20:06:16Z
dc.date.available2020-02-10T20:06:16Z
dc.date.issued2020-02
dc.description.abstractThis paper describes a corequisite pairing of Integrated Reading and Writing (INRW) and Humanities (HUMA) 1301 taught at San Jacinto College North in Houston, Texas. The authors describe their planning process, which combined course learning outcomes with cognitive theory and best-practice resources for effective teaching. These complementary courses provided students with contextualized learning activities designed to develop critical thinking and communication skills as students focused on cultural history to understand how human communities create monster stories to identify their fears and characterize the heroic figures who come to their rescue. The article includes sample content units and student activities and provides strategic insight into a process of integrating best practices and cognitive psychology with class planning focused on required learning outcomes.
dc.formatText
dc.format.extent8 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationOrlando, M., & Hattaway, K. (2020). Recipe for successful collaborative corequisites. Journal of College Academic Support Programs, 2(2), pp. 32-39.
dc.identifier.issn2577-9990
dc.identifier.urihttps://hdl.handle.net/10877/9308
dc.language.isoen
dc.publisherTexas State University, The Education Institute
dc.sourceJournal of College Academic Support Programs, Fall 2019/Winter 2020, Vol. 2, No. 2, pp. 32-39.
dc.subjecteducation
dc.subjectcollaborative corequisites
dc.subjectintegrated reading and writing
dc.subjecthumanities
dc.titleRecipe for Successful Collaborative Corequisites
dc.typeArticle

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