Twenty-sixth International Conference on Learning

Abstract

University students come from many geographic locations and types of secondary and postsecondary schools (including public, private, and preparatory schools) with very different mathematical backgrounds. This results in a diversity of mathematical knowledge, and students and institutions have disparate expectations of sufficient preparation for higher-educational institutions. At the University of Illinois, both College Algebra and Integral Calculus are offered in a corequisite model for entering first semester freshman. The challenge, and goal, was to implement a corequisite support model to maximize student outcomes within the context of a single course. Corequisite support strengthens students’ mathematical backgrounds while they simultaneously learn the new course material. Students remain on track for their areas on study without having to repeat coursework and matriculate on schedule with their peers into advancing courses. Evaluating corequisite support requires ongoing research on pedagogical approaches and best practices. The primary metric is student performance in subsequent coursework to measure the impact of corequisite support on the subpopulation of students that were or were not deemed fully College Algebra or Integral Calculus ready. Initial data indicates that both implementations have been very successful in meeting the individual needs of all students evident through improved success rates, and increased student satisfaction and retention rates.