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Community College of Denver schedules developmental education corequisite labs with content gateway courses. This enables students to address questions on prior material before receiving new content, resulting in a reduction in the number of semesters to complete the course.
This paper details how the University of Cincinnati has a new approach to mathematics that places all students directly into credit math courses, while simultaneously implementing a corequisite model in five mathematics courses and revising a quantitative reasoning course with corequisite course content.
Strong Start to Finish supported the National Resource Center for the First-Year Experience and Students in Transition’s efforts to engage in a large-scale qualitative research project, conducting an in-depth content analysis of first-year seminar syllabi. Knowing that first-year seminars only meet their full potential when continually evaluated for following the High Impact Practices (HIP) model
Dr. Sharmila Mann is an education policy professional with highly developed skills in research, writing, convening, presentation and facilitation. She is particularly adept at distilling complex content into digestible and actionable information for a variety of audiences, as well as engaging with and facilitating conversations between state, federal, national and philanthropic leaders in education policy.
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