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Corequisite Mathematics Reform in Practice: Faculty Roles, Curricular Change, and Student Experience Across States
Sun, April 12, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 2nd Floor, Platinum ISession Type: Symposium
Abstract
This symposium examines how corequisite mathematics reforms—adopted in multiple state and system contexts—are reshaping faculty work, teaching practices, and student experiences. Drawing on mixed-methods and multi-state perspectives, the four papers explore: (1) how instructor buy-in influences pedagogical choices and student-centered practices in a statewide reform; (2) how California’s AB 705 restructuring of placement and remediation affects college-level completion and academic progression; (3) how faculty and administrators navigate adaptive implementation and institutional identity in Nevada; and (4) how students experience instructional strategies, advising, and faculty support in CUNY’s corequisite transition. Together, these papers illuminate how policy design, faculty roles, and student engagement intersect to inform more equitable developmental mathematics reform and offer insights for teaching, curriculum, and institutional change.
Sub Unit
Chair
Papers
Instructor Buy-In and Instructional Practice in Corequisite Mathematics Reform: Evidence from a Mixed-Methods Study of Virginia Community College System - Daman Chhikara, University of California - Irvine; Zachary Beamer, Virginia Community College System; Mina Sajjadi, University of Delaware; Laura M. Desimone, University of Delaware; Di Xu, University of California - Irvine
How AB 705 Reshaped College-Level Placement, Completion, and Academic Progression in California - Loris Fagioli, Irvine Valley College; XunFei Li, University of California - Irvine; Di Xu, University of California - Irvine; Yumeng Zhang, University of California - Irvine
Resistance or Reception: Understanding the Patterns of Corequisite Implementation Across the Nevada System of Higher Education - Stefani Relles, University of Nevada - Las Vegas; Ariana Lucia Garcia, University of Nevada - Las Vegas; Federick Ngo, University of Nevada - Las Vegas
Student Perspectives on Corequisite Reform: Student Experiences with Instructional Practice and Institutional Change at CUNY - 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