Experiences and Perceptions of Corequisite Remediation at TBR Colleges

Major Themes

• Structural variation: Individual institutions vary considerably in their approach to delivering corequsite remediation.
  
  
• Serial compression: Accelerating the learning support-to-college level course sequence rather than teaching them simultaneously may undercut the spirit of the "corequisite model," but instructors and students understand the logic behind serial compression while also expressing concerns about how quickly the courses move through content. 
  
  
• Paired instruction: Instructors who teach both the learning support and college-level courses generally appreciate the seamlessness and flexibility of adapting the courses to each other but noted fatigue issues associated with teaching both courses back-to-back. Where courses are not paired with one instructor, close communication and collaboration between faculty members becomes key.
  
  
• Syllabus consolidation: Instructors and students noted benefits of syllabus consolidation, including content cohesion the ability to carry out the course at a slower pace. 
  
  
• Course streamlining: Where institutions offer a single learning support course to precede multiple college-level courses rather than streamlined one-to-one course matching, this appears to be a vestige of the prerequisite system that creates unnecessary challenges for students and instructors under the co-requisite model. 
  
  
• Measuring Success: Faculty respondents spoke positively about specific benefits of the corequisite model while still holding largely negative summary judgments.