Student Perspectives on Corequisite Reform: Student Experiences with Instructional Practice and Institutional Change at CUNY

• In Event: Corequisite Mathematics Reform in Practice: Faculty Roles, Curricular Change, and Student Experience Across States

Abstract

In 2019, the City University of New York (CUNY) adopted a systemwide mandate to replace traditional prerequisite developmental education with corequisite support in English and math, requiring all colleges to phase in corequisite courses by fall 2022. While the Office of Academic Affairs provided broad guidelines, such as limiting contact hours and ensuring credit-bearing status, colleges had flexibility in designing models, resulting in variation in course structures, pedagogical strategies, and faculty roles. This variation provides insights into how teaching practices, curricular design, and faculty roles are evolving amid institutional and policy shifts. This paper draws on qualitative findings from a two-year study of CUNY’s reform, focusing on students’ experiences during the first year of full-scale implementation. Building on research showing that corequisite courses improve gateway completion compared to traditional remediation (Logue et al., 2019; Miller et al., 2021; Ran & Lin, 2022), this study investigates student perspectives to illuminate how design decisions and faculty practices influence engagement and success.

Using focus group data from 57 students across three colleges, this study examines how corequisite design decisions, such as adopting the Accelerated Learning Program (ALP) model, embedding tutors, or allocating instructional hours, shape classroom dynamics and perceptions of learning. This research offers actionable insights for colleges and faculty adapting practices within corequisite courses. Findings reveal three features that enhanced students’ experiences: (1) embedded tutors, who provided approachable, personalized academic support; (2) supportive instructors who demonstrated enthusiasm, adapted pedagogy to students’ needs, and built affirming relationships; and (3) a sense of community fostered through extended contact hours and peer interaction. Students described these elements as central to their persistence and academic confidence.

Students also identified challenges that constrained learning: the fast pace of math courses, which compounded the difficulty of integrating developmental and college-level content; inconsistent advising, leaving students unclear about placement and course expectations; and negative peer dynamics linked to uneven motivation and attendance. Inconsistent advising often pushed students to seek clarity from faculty, expanding instructors’ roles beyond the classroom to include informal advising and emotional support. These accounts underscore the growing importance of faculty-student relationships in corequisite settings and reveal how gaps in institutional structures can expand faculty responsibilities in ways deeply felt by students.

This study contributes to research on developmental education reform by foregrounding student perspectives and experiences. Students’ insights illuminate ways faculty roles are shifting, not only in instructional delivery but also in providing advising and socioemotional support under resource constraints. Findings highlight the need for professional development to help faculty build inclusive classrooms, collaborate effectively with embedded tutors, and navigate evolving advising responsibilities. They also call for investments in advising infrastructure and faculty development that promote equitable access to and success in corequisite courses.

Ultimately, the promise of corequisite reform depends not only on structural changes to course placement or design, but on how teaching strategies, curricular supports, and faculty roles are enacted on the ground. Findings on student perspectives underscore the importance of institutional support for creating meaningful and equitable learning experiences in reformed classrooms.

Authors

• Andrea Lopez Salazar, Teachers College, Columbia University

• Selena Cho, Community College Research Center

• Julia Raufman, Teachers College, Columbia University

• Elizabeth Kopko, Teachers College, Columbia University