Students who do not meet the requirements for a college level math or English course have options to take co-requisite courses to stay on track for graduating within the two years they have here.
Students who have to take developmental math and English classes will be able to take these 900-level classes with their 1000-level college classes at the same time in the same semester. Arshi Rizwani-Nisley, co-chair for the co-requisite Developmental Math and English committee, and Dean of Math and Sciences Bryan Wilson, the other co-chair, explained how the co-requisites for math and English will work under the Guided Pathways initiative.
Rizwani-Nisley explained that in the past, students were placed in developmental courses based on test scores in writing, reading and math.. If they were placed in the developmental category, they would have to take those classes and pass them before taking the college-level courses. That is no longer the requirement for students who fall under the developmental courses for English.
“We started making changes in the English program several years ago and now we’re moving the math to the same model which is, we will place most of the students in the college level course,” Rizwani-Nisley said.
Now, students operate under a “co-requisite model” where they take both English 910 and 1010 in the same semester.
“For example, they would have to take English 1010 on Mondays and Wednesdays and they go to (English) 910, the co-requisite class, on Tuesdays and Thursdays,” Rizwani-Nisley said. These students will take both of these classes at the same time on the different days, and they will have the same instructor.
The point of the extra English class is for students to get that extra help and practice on reading and writing skills. The class sizes for the 910 classes are smaller so there can be more one-on-one work with the teacher.
The other reason why the English program changed adopted the co-requisite model was to help developmental English students stay on track to graduate in two years.
This co-requisite model had tremendous success, Rizwani-Nisley said. “Lot’s of students were able to get to 1010 earlier, they were able to be more successful in 1010 and hopefully their graduation wasn’t delayed by a semester or two.”
Under Guided Pathways, the goal has been to apply this same idea to developmental math students.
“Math is a little more challenging because there isn’t just one class. English was easier because it was just 1010, but with math, there’s Math 1000, Math 1400, Statistics 2050, Statistics 2070, and so each of those entry-level math classes are college-level classes and they are going to have a co-requisite,” Rizwani-Nisley explained, “The hope is the same (for math), where students complete their college-level work sooner.”
Wilson explained that the math department went a different direction with its entry level math courses.
“Math went to a Pathways model, that math Pathways model worked well than before, but was still not meeting our goals of allowing a student to reach that completion of math and English in the first year,” Wilson said. The Pathways model was similar to the old model English used, where students would have to pass developmental courses before entering a college-level course.
Wilson said it could take three semesters if a student was placed in the lowest level of math, and then they would need to take two more courses before they would have that college level math course completed, he explained.
“That was three semesters and it wasn’t completing our goals. Our goal is to allow 100 percent of our student body to have the opportunity to complete their college level math and college level English in their first year and get done with their degrees at higher rates,” Wilson said
Math will adopt the co-requisite model starting this fall. The co-requisite model for math will be the same set up as English.
“Each program is developing a program map and all the majors are developing their program maps, our goal is that all the college level English and math are done in the first year,” Rizwani-Nisley explained.
The co-chairs said they hope the developmental math and English students can get done with these classes as soon as possible so they don’t forget the skills they’re learning.
Taking the developmental classes can put students behind the two-year graduation timeline that the college encourages. Because the 900-level courses don’t count toward a degree, developmental students will need to take summer courses in order to stay on track to graduate in two years.
“English is already offering the 1010 and 910 courses in the summer as 8 week courses,” Rizwani-Nisley said. “I know there are math classes in the summer and I know they’ll offer math. That will depend on scheduling and availability and the number of students who want to sign up.”