Everyone is Responsible for Everything: Corequisites and the First-Year Seminar
Keywords:
education, corequisites, first-year seminars, university of Houston-VictoriaAbstract
DOI: https://doi.org/10.36896/2.2fa1
Following state legislation mandating corequisite support in lieu of remedial prerequisites for underprepared students, this article tells the story of a specific corequisite program piloted in South Texas. Our model transformed certain sections of our institution's first-year seminar into corequisite courses, which were paired with required gateway classes. We argue, this model helped to extend existing networks of student support beyond classrooms and beyond advising.
References
Accelerated learning program. (n.d.). Retrieved from http://alp-deved.org/features-of-alp-success/
Adams, P., Gearhart, S., Miller, R., & Roberts, A. (2009). The accelerated learning program: Throwing open the gates. Journal of Basic Writing, 28(2), 50-69. https://doi.org/10.37514/JBW-J.2009.28.2.04
Atkins, C., & Beggs, C. T. (2017). Commuting the math sentence: Accelerating developmental mathematics using the corequisite model. NADE Digest, 9(1), 20-24. Retrieved from https://login.ruby.uhv.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=EJ1178226&site=eds-live
Carillo, E. (2016). Creating mindful readers in firstyear composition courses: A strategy to facilitate transfer. Pedagogy, 16(1), 9-22. https://doi.org/10.1215/15314200-3158573
Cho, S. W., Kopko E., Jenkins, D., & Smith Jaggars S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the accelerated learning program (ALP). CCRC Working Paper No. 53, 1-26.
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Retrieved from https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf
Elbow, P. (1996). Getting along Without grades-and getting along with them too. Conference on College Composition and Communication. Milwaukee, WI.
Hassel, H., & Giordano J. B. (2009). Transfer institutions, transfer of knowledge: The development of rhetorical adaptability and underprepared writers. TETYC, 24-40.
Inoue, A. (2019). Labor-based grading contracts: Building equity and inclusion in the compassionate classroom. Fort Collins, CO: UP of Colorado.
https://doi.org/10.37514/PER-B.2019.0216.0
Negretti, R. (2012). Metacognition in student academic writing: A longitudinal study of metacognitive awareness and its relation to task perception, self-regulation, and evaluation of performance. Written Communication, 29(2), 142-179. https://doi.org/10.1177/0741088312438529
Roick, J. & Ringeisen, T. (2018). Students' math performance in higher education: Examining the role of self-regulated learning and self-efficacy. Learning and Individual Differences 65, 148-158. https://doi.org/10.1016/j.lindif.2018.05.018
Schoen, M. (2019). Your mission, should you choose to accept it: A survey on writing programs and institutional mission. WPA, 42(2), 37-57.
Sullivan, P. (2013). "Just in time" curriculum for the basic writing class. TETYC. 118-134.
Threadgill, E. J., & Paulson, E. J. (2018). Teaching the rhetorical situation to improve disciplinary literacy. Journal of Academic Support Programs, 1(1), 49-50. https://doi.org/10.36896/1.1pp1
Trammell, J. (2018). Goffman and spoiled identity: Helping developmental students shed the label. Journal of Academic Support Programs, 1(1), 51-2. https://doi.org/10.36896/1.1pp2
Watkins, M. (2017, September 29). Major Texas overhaul aims to improve the odds for students who begin college unprepared. The Texas Tribune. Retrieved from https://www.texastribune.org/
Wilson, D., & Conyers, M. (2016). Teaching students to drive their brains: Metacognitive strategies, activities, and lesson ideas. Alexandria, VA: ASCD.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
