1. Accelerating into College-Level Coursework through Co-Requisite Remediation
A Timeline for Success
Kathy Haberer and Dr. Jill O’Shea Lane
Lewis and Clark Community College

2. Overview Introduction Engaging Faculty Math Pathways
Communication with Academic Advisors
Research Design
Successes and Challenges

3. Introduction
Illinois Community College Board and Complete College America Project
Our experience led us to believe we were ready to participate.
English co-requisite experience
Variety of pilot projects in math

4. Timeline

5. Our guiding principles for Dev Ed
Contextualize
Accelerate
Support
Avoid

6. What is Co-Requisite Remediation?
Pairing a developmental course and the gateway English or math course during the same semester.
Adding a credit (or more) to the gateway English or math course for developmental learners.
Adding a non-credit support course in the gateway English or math course for developmental learners – usually called a studio.

7. What is not co-requisite remediation?
Taking the developmental course one semester and the gateway English or math the next semester.
Merging two developmental courses into one
Beginning algebra and intermediate algebra
Blended reading/writing

8. Implementation
Created multiple co-requisite sections in four math pathways and two English pathways
Held meetings twice a semester with co-requisite remediation team of faculty, staff, and administrators to monitor progress
Surveyed students
Watched data closely and included follow-up on how students perform beyond co-requisite remediation
Explain the details of implementing the redesign

9. Engaging Faculty
Buy in and understanding of what is co-requisite education
Courses available to get started right away
Decisions made by faculty
How many sections, times, days of week
Credit hours of support course
Made sure faculty understand how success is measured
Created new support course syllabi after being piloted for at least a semester or two

10. Math Pathways Developed meta majors
Applied Technology
Business
Education
Fine and Performing Arts
Healthcare
Liberal Arts/Humanities
Social Sciences
STEM
Developed new “intent” screen in student information system

11. Student personal information

12. Communication with Advisors
Rationale for co-requisite remediation
Impact on placement test cut scores and multiple measures
Advising handout – fill these first
Sample schedules that emphasize completing required math and English during the first year, the momentum year
Ongoing communication regarding scheduling and success data

13. ENGL 031 – CC31 MWF 11:00AM 11:50AM BA 4449 Massie
Co-Mingled = 7 developmental education students from each First-Year English 1 classes are enrolled in the support course.
ENGL 031 – CC31 MWF 11:00AM 11:50AM BA 4449 Massie
ENGL 131 – CC31 MWF 09:00AM 09:50AM CW 4304 Massie
ENGL 131 – CC32 MWF 10:00AM 10:50AM CW 4303 Massie
ENGL 131 – MWF 09:00AM 09:50AM CW 4304 Massie
ENGL 031 – MWF 10:00AM 10:50AM CW 4303 Massie
ENGL 131 First-Year English 1
ENGL 031 First-Year English 1 Support

14. Research DEsign Emphasize acceleration and retention
Willing to sacrifice course success rates to get more students to the finish line

15. Retention

16. Data
Share any data you have at this point, if possible

17. Data
Share any data you have at this point, if possible

18. Data
Share any data you have at this point, if possible

19. Data Fall 2016 to Fall 2017 Retention by Course Grade
(Success A,B, C – Failure D,F, W)
Data
CCA College Algebra – MATH 131
Returned
Did Not Return
2016 Fall
Failure 24
49% 25
51%
Success 33
82.5% 7
17.5%
Non CCA College Algebra – MATH 131
Returned
Did Not Return
2016 Fall
Failure 19
32.5% 35
64.8%
Success 72
62.1% 44
37.9%
52.9% retention rate overall Fall 16 to Fall 17, all degree seeking students, no high school partnership students

20. Data Fall 2016 to Fall 2017 Retention by Course Grade
(Success A,B, C – Failure D,F, W)
Data
CCA Elementary Math Modeling – MATH 137
Returned
Did Not Return
2016 Fall
Failure 9
37.5% 15
62.5%
Success 50
82% 11
18%
Non-CCA Elementary Math Modeling – MATH 137
Returned
Did Not Return
2016 Fall
Failure 4
23.5% 13
76.5%
Success 40
57.1% 30
42.9%
Share any data you have at this point, if possible

21. Data Fall 2016 to Fall 2017 Retention by Course Grade
(Success A,B, C – Failure D,F, W)
Data
CCA General Education Statistics – MATH 145
Returned
Did Not Return
2016 Fall
Failure 7
18.4% 31
81.6%
Success 33
78.6% 9
21.4%
Non CCA General Education Statistics – MATH 145
Returned
Did Not Return
2016 Fall
Failure 21
40.4% 31
59.6%
Success 74
78.7% 20
21.3%
Share any data you have at this point, if possible

22. Data Fall 2016 to Fall 2017 Retention by Course Grade
(Success A,B, C – Failure D,F, W)
Data
CCA Technical Math – MATH 125
Returned
Did Not Return
2016 Fall
Failure 6
50%
Success
75% 2
25%
Non CCA Technical Math – MATH 125
Returned
Did Not Return
2016 Fall
Failure 1
33.3% 2
66.7%
Success 10
83.3%
16.7%
Share any data you have at this point, if possible

23. Data Fall 2016 to Fall 2017 Retention by Course Grade
(Success A,B, C – Failure D,F, W)
Data
CCA First Year English – ENGL 131
Returned
Did Not Return
2016 Fall
Failure 3
17.6% 14
82.4%
Success 30
60% 20
40%
Non CCA First Year English – ENGL 131
Returned
Did Not Return
2016 Fall
Failure 34
23.3%
112
76.7%
Success
224
65.7%
117
34.3%
Share any data you have at this point, if possible

24. Data Fall 2016 to Fall 2017 Retention by Course Grade
(Success A,B, C – Failure D,F, W)
Data
CCA Technical Writing – ENGL 137
Returned
Did Not Return
2016 Fall
Failure 2
33.3% 4
66.7%
Success 6
85.7% 1
14.3%
Non CCA Technical Writing – ENGL 137
Returned
Did Not Return
2016 Fall
Failure 5
100%
Success 4
36.4% 7
63.6%
Share any data you have at this point, if possible

25. Success and Challenges
Acceleration works!
Will continue to follow success into next courses
Lowest level math and reading students did not succeed
Support course works best when it comes after college-level course
What to do with reading?
Interesting differences between English and math success
Tutor usage in math went up but went down in English
Different approaches to grading in college-level course and support course
Scaling-up
Bridging the Gap grant for faculty training

26. Co-Requisite Education Start-Up Checklist

27. Questions? For more information:
Kathy Haberer, M.Ed. Dr. Jill O’Shea Lane
Director, Student Development & Counseling Dean, Transfer Programs