Fully Scaling up Corequisite Models in Math: Challenges and Successes

Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: [email protected]; Web site: https://journals.tdl.org/jcasp/index.php/jcasp

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6

Models; Mathematics Instruction; Teaching Methods; Program Design; Higher Education; Grants; Remedial Instruction; Educational Change; Enrollment; Academic Advising; Holistic Approach; Student Placement; Decision Making; Mentors; Peer Groups; Evaluation Methods; Intervention; Program Descriptions; College Preparation; Self Efficacy; Mathematics Skills; Academic Persistence; Outcomes of Education; Student Characteristics; Mathematics Achievement

2577-9990

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.

As Provided

2022

EJ1343609