What Happens in the Classrooms of Co-Requisite Courses With Different Structures and Credit Intensities?

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Learning and Assessment (Table 37)

Abstract

Legislation under Texas House Bill 2223 sought to help students progress more quickly by requiring colleges to implement corequisite courses that provide both developmental and college-level components in the same semester. Colleges had considerable autonomy in designing the structure and content of corequisite courses. We conducted a document analysis of course syllabi from corequisite courses to assess the alignment between the topics and learning objectives in the course syllabi in different types of corequisites for math and Integrated Reading and Writing. The results help us understand how what happens in the classroom differs among various types of co-requisite courses. This may provide insight into why some courses meet the needs of certain subgroups of students better than others.

Authors

• Christine Mokher, Florida State University

• Toby Park-Gaghan, Florida State University

• Anum Fatima, Florida State University

• Dinara Ibrayeva, Florida State University