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About Me:

Bachelors in Mathematics from MSUM (Minnesota State University Moorhead) in 2012
Masters in Mathematics from UO (University of Oregon) in 2015
Math Instructor at WWCC (Walla Walla Community College) 2015-Present
Math Chair at WWCC from Winter 2021 – Present
Favorite Subjects are Algebra, Topology and Combinatorics
Interests include golf, fishing, hiking/camping, film and literature

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Why Use to the Corequisite Model?

Complete College of America (CCA) publication of No Room for Doubt (http://completecollege.org/noroomfordoubt ).
Provides clear evidence that the corequisite model has higher success rates than traditional remedial math courses.
Remedial courses focus on a deficit-minded approach and can lead to high rates of attrition.
Corequisite models tend to minimize achievement gaps among students of color, students receiving needs-based aid, and their peers.

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Math Corequisites at WWCC

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Math Pathways

MATH 014 is a pre-algebra course covering real numbers, percentages, basic geometry and algebra, etc.

MATH 021 is as intermediate algebra course focusing on algebraic skills including exponents, radicals, etc and graphs of linear and quadratic equations.

MATH 037/041/046 are corequisite support courses that provide additional scaffolding and support to help further develop skills in the corresponding college level courses.

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Cohort, Comingle, and ”Team Teaching”

A cohort model is one in which the students in the college level course and its corresponding corequisite support course are precisely the same.

A comingle model is one in which the college level course contains students that need corequisite support as well as those that don’t. We usually only use the comingle model when a corequisite course is low enrolled (Usually MATH& 131: Math for Elementary Education and sometimes MATH& 107: Math in Society)

To fill work loads and/or to meet students needs, college level courses taught with corequisite support can be taught by the same instructor or by two different instructors. (We have done this with MATH& 146: Introduction to Statistics)

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Math Guided Self-Placement (GSP)

Built as a Microsoft Form with the Microsoft Customer Voice software that allows for advanced branching logic and routes students to different sets of questions based on intended pathway and previous attainment levels.

Once a student indicates a certain STEM or Non-STEM pathway and indicates the grade earned in their last math course, they are routed to one of several different sets of questions.

Each question presents the student with a math problem and asks whether they could solve it with little or no outside help or resources.

The students then count the number of yes responses and based on the number of them is either rerouted to another set of questions or given a math placement.

The philosophy of GSP is to minimize math anxiety and stereotype threat while simultaneously give students more ownership of their placement.

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First Year Implementation Data (SBCTC FTESDB)

Full scale corequisite implementation in Fall of 2021.

In 2017, 35% of students entering in Fall passed a college level math course within the first year. That number decreased to 28% and 27% in 2018 and 2019 respectively but returned to 33% by the end of the 2021-2022 academic year. (Still waiting on Data for 2022-2023). We believe this is more of an advising issue than a fault of the corequisite model.

From 2009-2010 to 2020-2021, the percentage of students passing college level math within their first year with pre-college/remedial placement was as high as 28% and as low as 10% but rose to 47% in the first year of corequisite implementation.

Since corequisite implementation, students are passing college level math with corequisite support at the same rates as those enrolled in a college level math courses without support.

In 2021-2022, 33% of students of color passed a college level math course within their first year compared to 31% of non-students of color (the gap historically has been 5-10%). The gender gap was also closed to within 2%.

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English Corequisite

English is piloting a single English 101 with corequisite support this Fall 2023.

The course is being ”team/collaboratively taught” meaning the instructor that teaches the corequisite support course is different from the instructor that teaches the corresponding English 101 course.

English has also begun using Guided Self Placement (GSP), built as a Microsoft form. The GSP for English placement guides students through a series of examples/questions that help them identify the best starting point for them in English.

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English Pre-College and Corequisite Pathway

CAP66/67 is a developmental/remedial English course focusing on sentences, paragraphs and writing process.

ENGL87 focuses on developing sentences, paragraphs, and short essays.

ENGL97 and ENGL98 focus on persuasive writing and longer essays.

ENGL&101 is our college level English Composition 1 course.

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