Report
Lessons from the Dana Center's Corequisite Research Design Collaborative Study. Research Brief
| Title: | Lessons from the Dana Center's Corequisite Research Design Collaborative Study. Research Brief |
|---|---|
| Authors: | Cerna, Oscar, Plancarte, Vivianna, Raufman, Julia, Mahecha-Rodriguez, Jorge, Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR), Columbia University, Community College Research Center (CCRC), MDRC |
| Source: | Center for the Analysis of Postsecondary Readiness. 2023. |
| Abstract: | Corequisite remediation involves placing students who have been designated as underprepared directly into college-level courses with concurrent supports--such as in-class tutoring, online learning labs, or a supplemental class--rather than making them take non-credit-bearing developmental courses first. Despite the growing number of studies on corequisite remediation, there are still questions about which practices can address the needs of and advance equity for diverse groups of students, particularly students who struggle with basic math or English skills. CAPR researchers partnered with the Charles A. Dana Center to study and offer formative feedback about the implementation of corequisite course models at four colleges participating in the Corequisite Research Design Collaborative, the Dana Center's initiative for implementing equity-minded, holistic corequisite course models. CAPR researchers partnered with the Charles A. Dana Center to study and offer formative feedback about the implementation of corequisite course models at four colleges participating in the Corequisite Research Design Collaborative, the Dana Center's initiative for implementing equity-minded, holistic corequisite course models. This research brief and the supplement highlight the findings on the design and implementation of corequisite courses at the four colleges, as well as findings from a survey administered to students who were enrolled in these courses in fall 2021 and spring 2022. The researchers found that the implementation of corequisite support courses helped students understand course content and increased their engagement with their coursework. In general, students appeared more comfortable engaging in support courses than in the paired college-level courses. This suggests that support courses can play an important role in improving student engagement by providing an additional space for students to interact with the course content, their peers, and faculty. [This report was written with Ellen Wasserman. For the supplement, see ED631329.] |
| Language: | English |
| Availability: | Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Bill and Melinda Gates Foundation |
| Contract Number: | R305C140007 R305U200010 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Remedial Instruction, College Preparation, Undergraduate Students, Noncredit Courses, Equal Education, Models, Partnerships in Education, Feedback (Response), Institutional Cooperation, Research Design, Holistic Approach, Student Attitudes, Student Surveys, Course Content, Learner Engagement, College Faculty, Teacher Student Relationship, Peer Relationship, College Readiness, English Instruction, Community Colleges, Mathematics Instruction, Algebra, Course Descriptions, Teacher Attitudes |
| Geographic Terms: | Wisconsin, Minnesota, Texas (Houston) |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED631328 |
| Database: | ERIC |
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