RUME 26
2024
Omaha, Nebraska
Assessing Student Learning Experiences in a Corequisite Calculus Course
Page: 1236
The corequisite model of academic support has been touted as an efficient way of supporting student learning while decreasing the time to degree completion for students needing academic support. With the learning losses that have occurred globally as a result of the global coronavirus pandemic, the Department of Mathematics at California State University, Fullerton piloted a corequisite course to support one section of Calculus I, a course historically riddled with high DFW rates. In this paper we share preliminary results of our department’s implementation of the corequisite model. While corequisite students from the first iteration of the course earned higher GPAs than their non-corequisite peers, more data (including longitudinal data) is needed to determine the lasting impact from the Calculus I corequisite experience.