CSU campuses implementing EO 1110 use corequisite support models in both math/quantitative reasoning and written communication courses, in three main configurations¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Corequisite support courses across the nine studied campuses fall into three categories: multi-parent support courses, single-parent courses taught by a different instructor, and corequisite units embedded within the parent course by the same instructor. → Bracco 2019

Evidence¶

Bracco 2019¶

Bracco, K. R., Schrager, C., Calisi, G., Gutierrez, P., Salciccioli, M., & Finkelstein, N. (2019). College-ready in the California State University system: Campus experiences implementing EO 1110. San Francisco, CA: WestEd. https://www.calstate.edu/eo/EO-1110.html

q2 · i? · qualitative · r?

Cross-campus qualitative analysis of interviews, focus groups, and course-catalog review at nine CSU campuses categorized corequisite designs. The report states the three categories and notes variation in "the degree and type of articulation between parent and support courses." No outcome data are reported.

"The types of corequisite courses offered on the nine campuses fall into three major categories: (1) support courses that serve students in multiple parent courses, covering content and study skills"

Discussion¶

Related Claims¶

• EO 1110 created a sense of urgency that catalyzed cross-departmental curriculum redesign, though campus stakeholders wanted earlier engagement building on local expertise — related
• Campuses report success with Directed Self-Placement for written communication, but face challenges with multiple measures placement, especially timely high school transcript availability — related
• QR faculty on several CSU campuses are incorporating active-learning and problem-solving pedagogies into redesigned entry-level math courses — related