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Columbus State University-[node:field-date:custom:Y]--Corequisite remediation

Category: 
Corequisite Learning Support
Strategy/Project Description: 

Goal 7.2 Combine remediation in English and reading.

In accordance with recommendations made by the USG Committee on Transforming Remediation, CSU revamped the remediation model for students requiring support in English and reading. Beginning Fall 2015, there were only two areas of remediation: English and math. Reading remediation as a separate course no longer exists.

Entering freshmen who scored significantly below the institution’s admission requirements in English and reading were placed in an Integrated Reading and Writing course, ENGL 0989, Foundations for English Composition. Following the successful completion of this course, students then enrolled in ENGL 1101 with a co-requisite, one-credit remedial course ENGL 0999 Support for English Composition. The goal for combining English and reading remediation was for students with significant reading and writing remedial needs to complete the gateway English composition course within two semesters, or one academic year. 

Students who required only writing remediation, or whose placement scores were not significantly below admissions requirements, were placed in the gateway course, ENGL 1101, with the co-requisite ENGL 0999. The goal for these students was successful completion of the gateway course in one semester by providing the additional support of ENGL 0999.

Creating these two new courses (ENGL 0989 and ENGL 0999) required having numerous committee meetings, offering training sessions (for advisors, enrollment services staff, and instructors), and working with UITS.

Strategy7.2 Combine remediation in English and reading.

Goal

Reduce time for completion of gateway course.

High-impact strategies
  • Combined English and Reading into one Foundations course (ENGL 0098) for students with significant English and/or reading deficiencies at the college level.
  • Provided a co-curricular course for students with minimal writing deficiencies (ENGL 0999).

Summary of the Activities
  • Developed the four-credit hour ENGL 0989 pre-requisite course content and the one-credit hour ENGL 0999 co-requisite course content.
  • Created appropriate English Placement Index (EPI) to determine students’ placement at the Foundations level or the co-curricular level.
  • Provided training for enrollment services and advisors so that students were appropriately enrolled.
  • Provided training and assistance for instructors of the new courses, especially the Foundations course.
  • Provided adequate technological support for these courses

Baseline Status
  • Metric 7.2: Number of students receiving co-requisite remediation in Fall 2015 in English (or combined English/reading): 29

Interim Measures of Progress
  • Received approval of these courses by the University Curriculum Committee.
  • Met deadlines for 2015-2016 catalog.
  • Scheduled new courses for Fall 2015.
  • Completed progression of activities on schedule and placed students in appropriate courses.

Measures of Success
  • ENGL 0989, the foundations course, was taught for the first time in Spring 2015 and we will not have the results for two more terms to see how close we come to the 60% mark.
  • We will start teaching ENGL 0999 in Fall 2015, so we cannot validate, at this time, these target metrics:
    • 60% of students assigned to ENGL 1101/0999 will exit LS and pass ENGL 1101 on the first attempt.
    • 60% of students assigned to the IRW foundations course (ENGL 0098) will successfully complete ENGL 1101 within one year of enrollment.

Lessons Learned
  • Teachers of the ITW Foundations course and of the co-requisite ENGL 1101/0999 courses are English teachers trained to teach writing; they needed to be cross-trained to teach reading as well, quite a different discipline from that of their SACS qualifications.
 

With this goal accomplished, we hope to significantly increase completion rates for our students by removing obstacles to entering college credit courses, while providing appropriate support for those who need remedial help.  We will have to wait to see whether we achieve the 60% success rate.