Student Survey Data for the Fall 2021 and Spring 2022 Semesters. A Supplement to "Lessons from the Dana Center's Corequisite Research Design Collaborative Study." Research Brief Supplement

Autor/inn/en	Cerna, Oscar; Plancarte, Vivianna; Raufman, Julia; Mahecha-Rodriguez, Jorge
Institution	Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center (CCRC); MDRC
Titel	Student Survey Data for the Fall 2021 and Spring 2022 Semesters. A Supplement to "Lessons from the Dana Center's Corequisite Research Design Collaborative Study." Research Brief Supplement
Quelle	(2023), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Student Attitudes; Student Surveys; Remedial Instruction; Models; College Readiness; Community Colleges; Mathematics Instruction; English Instruction; Undergraduate Students; Noncredit Courses; Institutional Cooperation; Research Design; Partnerships in Education; Academic Support Services; Course Content; Holistic Approach; College Faculty; Student Characteristics; Teacher Student Relationship; Texas (Houston); Wisconsin; Minnesota + Suchen Sie Ihr Suchwort? Schülerverhalten; Schülerbefragung; Förderkurs; Analogiemodell; Community college; Community College; Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht; Institute; Co-operation; Cooperation; Institut; Kooperation; Forschungsdesign; Hochschulpartnerschaft; Kursprogramm; Holistischer Ansatz; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
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. There are multiple corequisite course models; the Corequisite Research Design Collaborative (CRDC) colleges used a support corequisite model and an embedded corequisite model. The support corequisite model involved enrolling corequisite students in a college-level math or English course that also included students who placed out of developmental education; the corequisite students were also enrolled in a separate, supplementary support course that was offered before, after, or on different days than the college-level course. Students conceptualized these as two courses paired together. The support courses had smaller class sizes and they provided students additional time to become familiar with the content taught in their paired college-level courses. The embedded corequisite model involved enrolling the same group of students (or a cohort) in a college-level course and a developmental course that were taught back to back; this combination of courses is referred to as an "embedded course" in this supplement. Students conceptualized these back-to-back courses as a single course. During the fall 2021 and spring 2022 semesters, a student survey was distributed to every CRDC college except Houston Community College, which is located in Texas.2 The other three CRDC colleges--Fond du Lac Tribal and Community College (FDLTCC), St. Cloud Technical and Community College (SCTCC), and St. Cloud State University (SCSU)--are located in Minnesota. The survey was intended to evaluate students' experiences in their corequisite courses. [This report was written with Ellen Wasserman. For the full report, see ED631328.] (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01