Slow the pace of the first week or two of a corequisite course pair¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A faculty-suggested implementation tactic for the one-term corequisite pairs: deliberately reduce the pace of the opening lessons so students adjust to the workload, the new learning strategies, and the course design. The report states that "Reducing the pace of a course in the first week or two allowed students to become comfortable with the workload and demands of the course." It also gave faculty more opportunity to identify areas where students were struggling and begin shoring up instruction there. Faculty suggested others do the same, particularly because students with weaker reading skills struggled with the volume and level of course text, which slowed instruction.

Design Implications¶

Context¶

Requirements¶

• Faculty discretion to re-pace the opening lessons within the term's limited contact hours

Constraints¶

• The suggestion comes from a few faculty in one implementation year and is not evaluated against comparison conditions in the report

Target Learners¶

• Developmental math students entering one-term corequisite course pairs, including those with weak reading skills

Target Learning Goals¶

• Adjustment to course demands and early identification of student struggles in college-level math

Related Strategies¶

• Wait Time
• Address Speed of Processing
• Icebreakers

Examples¶

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Key Sources¶

• Strother, S., & Klipple, K. (2019). Corequisite remediation in math: A review of first-year implementation and outcomes of Quantway and Statway. San Francisco, CA: WestEd. https://carnegiemathpathways.org/reports/