The Consequential Timing of Policy Reform: Implementing Statewide Reform During COVID-19

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Implementing Equitable Higher Education Policy Within an Inequitable Policy Environment (Table 4)

Abstract

This study examines the implementation of Texas House Bill 2223 which required most students placed in developmental education to enroll in a corequisite model. With institutions scaling up to 100% corequisite models from fall 2018 to fall 2021, the implementation of the policy coincided with the COVID-19 pandemic, posing extraordinary challenges. In this study, we present the adaptations made by faculty to support student learning, including changes to course plans and pedagogical practices. In light of the pandemic, some participants reported the need for training on unfamiliar and unprecedented tasks and the necessity for some changes to occur sooner than planned. Ultimately, faculty reported the adoption of some changes during the pandemic that became permanent practices to best serve students.

Authors

• Hollie Daniels, Community College Research Center
  Presenting Author

• Kiaira McCoy, Florida State University
  Presenting Author

• Holly Henning, Florida State University
  Presenting Author

• Toby Park-Gaghan, Florida State University
  Presenting Author

• Christine Mokher, Florida State University
  Presenting Author