Peer-to-Peer Professional Development in Building a Culture of Collegiality in Corequisite Education
DOI:
https://doi.org/10.58997/6.2pp1Keywords:
Corequisite education, English and math, Peer-to-peer professional development, Student-centered programAbstract
A student-centered, effective corequisite program requires significant collaboration and coordination between faculty, staff, and administration. For successful corequisite course design, institutions should provide opportunities and resources to engage in “meaningful and respectful conversations and professional development” that facilitate “the implementation, assessment, and scaling of corequisite courses” (Charles A. Dana Center, The University of Texas at Austin, 2022, p. 2). To accomplish these goals, institutions should encourage “collaboration among diverse stakeholders, including institutional researchers, administrators, and student support professionals” (p. 6). As part of this work, institutions should facilitate opportunities for faculty “to design, deliver, and continuously improve” their courses through various supports, including “communities of practice, summer institutes, team teaching, and mentoring opportunities” (p. 6).
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