Fully Scaling Up Corequisite Models in Math: Challenges and Successes
dc.contributor.author | Sharp, Laurie, A. | |
dc.date.accessioned | 2022-03-16T14:28:15Z | |
dc.date.available | 2022-03-16T14:28:15Z | |
dc.date.issued | 2022-03-11 | |
dc.description.abstract | DE programming in higher education should be designed to increase student success, and well-designed corequisite models have shown great potential as an accelerated option for completion of the first college-level course in math. With the support of a Texas Higher Education Coordinating Board grant, Tarleton State University, a member institution of the Texas A&M University System, revamped its developmental education (DE) program to exceed requirements for the Texas Success Initiative by fully scaling up student enrollment in corequisite models to 100%. Along with a multi-pronged approach to help students satisfy any TSI liabilities, Tarleton’s revamped DE program includes holistic advising practices that use multiple measures to inform placement decisions, a robust expansion of corequisite models, refinement of assessment protocols, inclusion of peer mentoring services, and two intervention options to address academic underpreparedness and issues with self-efficacy in math. Findings from the first year of implementation were favorable and demonstrated a significant increase in course completion when compared to the previous year. Limitations of this study and areas for future research were also discussed. | |
dc.format | Text | |
dc.format.extent | 6 pages | |
dc.format.medium | 1 file (.pdf) | |
dc.identifier.citation | Sharp, L. A. (2022). Fully scaling up corequisite models in math: Challenges and successes. Journal of College Academic Support Programs, 4(2), p. 31–36. | |
dc.identifier.doi | https://doi.org/10.36896/4.2fa2 | |
dc.identifier.issn | 2577-9990 | |
dc.identifier.uri | https://hdl.handle.net/10877/15508 | |
dc.language.iso | en | |
dc.publisher | Texas State University, The Education Institute | |
dc.source | Journal of College Academic Support Programs, Fall/Winter 2021, Vol. 4, No. 2, pp. 31-36. | |
dc.subject | corequisite models | |
dc.subject | eevelopmental education | |
dc.subject | math | |
dc.subject | student success | |
dc.title | Fully Scaling Up Corequisite Models in Math: Challenges and Successes | |
dc.type | Article |
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