By Oscar Cerna, Vivianna Plancarte, Julia Raufman, Jorge Mahecha-Rodriguez, and Ellen Wasserman | September 2023
This research brief and supplement highlight findings on the design and implementation of corequisite courses at four colleges, as well as findings from a survey administered to students who were enrolled in these courses in fall 2021 and spring 2022.
How can artificial intelligence (AI) become a tool for learning instead of a threat to the integrity of college writing instruction? Two instructors of first-year and corequisite English at the Community College of Baltimore County share experiences with AI in their own classrooms.
November 15–18, 2023 | ASHE General Conference
In this interactive paper session, Elizabeth Kopko and Hollie Daniels examine the state of developmental (aka, remedial) education policy and aim to understand its effects on college success for marginalized students.
October 25, 2023 | CAPR Webinar
This webinar will weave together multiple strands of CAPR research to present a comprehensive view of the latest research on developmental education reforms, including multiple measures assessment and placement and math pathways.
How can artificial intelligence be used productively in the classroom? Can it ever be used ethically? Nancy Murray takes on these questions as she reflects on her own experiences with ChatGPT in the classroom.
Both corequisite remediation and Multiple Measures Assessment (MMA) have been shown to get more students into college-level courses more quickly and to help students pass those courses. But what happens when colleges use corequisites and MMA together? A new CAPR study investigates how placement recommendations using high school GPA and other measures can improve student success in college-level courses.
At the start of 2023, CAPR began a partnership with CUNY on a study exploring the experiences of students and faculty and student achievement under different corequisite models. Hollie Daniels and Maggie P. Fay highlight details of the corequisite study at CUNY.
Researchers at the Center for Postsecondary Success at Florida State University break down their study on how institutions implemented corequisites and statewide student outcomes in light of HB 2223 and examine the relationships between corequisite intensity, structure, and student success in passing developmental courses and accumulating credits in the first year.