Questions to Consider When Building Your Corequisite Course

On the surface, creating a corequisite course may look easy. This type of course, in a nutshell, enrolls students in remedial and college-level classes in the same subject at the same time. Students receive targeted support to help increase success in the college-level course.

However, finding out how to build this structure successfully can be difficult. After all, there’s a lot that goes into designing a course! Here are some helpful questions you can ask to make sure you’re making decisions that will be most beneficial to your students. Keep those questions flowing! The more you question, the better prepared you’ll be for this transition.

Placement

  • How are students placed into the course?
  • Will placement into a specific corequisite course be based on majors?
  • What will happen if students change their majors? Will their pathway course change?
  • Will corequisites be offered for STEM courses?
  • Will your institution continue to offer remedial, non-corequisite math for students who need more instruction before they are ready to enter a corequisite course?
  • Will your credit-level class include a mixture of both credit-level-ready students and corequisite students?

Structure

  • Will corequisite courses meet on an additional day of the week or be added on to existing class meeting blocks?
  • Will students enroll in a credit-bearing course and a separate corequisite section, or enhanced linked courses?
  • Will there be a lab component or required time spent in tutoring centers?
  • Will you schedule just-in-time remediation in anticipation of upcoming credit-level topics, or will remediation be self-paced?
  • Will attendance be required for corequisite meetings, or will students maintaining a high grade be exempt?
  • Will the same instructor teach both the credit-level and corequisite portions of a course?
  • How many credit hours are the review/credit-bearing portions?
  • Can a student pass the corequisite and fail the credit-bearing portion or vice versa?

Reporting

  • Will you perform diagnostic assessments to identify individual knowledge gaps for each student?
  • Will all students cover a standard curriculum in the corequisite course, or will the curriculum be fluid and evolve based on any knowledge gaps you identify?
  • What kind of reports would be most helpful to you if you need to share data on the success of the corequisite model with your chair or with administration?
  • What kind of information would help you most effectively identify at-risk students?
  • What criteria are used to consider success or failure of the new course model?

Course Materials

  • Does every student need only one set of materials (regardless of whether they are in both the credit-level and review course or exclusively in the credit-level)?
  • What type of materials work best in your corequisite course structure (technology, supplemental assignments, etc.)?
  • How will you ensure mastery of the prerequisite skills?
  • Will you address learning strategies or study skills that focus on developing the academic mindset of your students in corequisite meetings?
  • Do you plan to cover additional review of credit content in the corequisite meeting, or focus solely on prerequisite skills?

Support

  • Will you be given a dedicated support specialist to provide on-demand consulting as you implement changes?
  • What kind of training will you be offered? Will it be free and unlimited and walk you through customizing the courseware that you choose to fit your individual course needs?
  • Will you be connected with other users who have undergone similar redesigns for additional suggestions and best practices?
  • Will your students have equal access to technical support for their questions as they are getting started?
  • What kind of response time will you get from the company you partner with for new materials when you have questions?

Learn more about structuring corequisite courses by watching the free, on-demand webinar, “Core Principles of Implementing a Corequisite Model,” by Dr. Holly Ayers, Arkansas State University – Newport.

Minitab’s Blog: A Statistician’s Dream Resource

One of our favorite statistics resources is Minitab’s blog, http://blog.minitab.com/. Here, statisticians have compiled tips, tricks, and how-tos regarding anything stat-related, as well as easy ways to use Minitab.

These posts are great to share in class or assign for homework so students better understand the concepts they’re applying. Students will like them because most posts are short and to the point, include images of the software so they don’t get lost in each step, and make connections to real-world examples of statistics.

One post, How to Compute Probabilities, walks students through using the Minitab software to compute binomial probabilities, create a table of probabilities, and then visualize them. Another post, Five Ways to Make Your Control Charts More Effective, gives audiences a practical, five-step guide to enhancing their control charts, including identifying drifts ASAP and accounting for atypical periods. Michelle Parat’s Statistical Tools for Process Validation series walks readers through process design, process qualification, and continued process verification to show audiences not only how to complete these steps, but to understand how important they are at companies and real-world settings.

Hawkes Learning’s statistics materials can be bundled with Minitab. Just call us at 1-800-426-9538 to learn more about this option!

How to view questions students struggle with and reply with feedback

Did you know that your students can send you a screenshot of a problem they are struggling with in the Practice mode through our Send to Instructor tool?

This tool gives you the ability to see exactly what question students need help with and provide instruction or hints to help them solve the problem. If you don’t already have this enabled, you can do so under Tools Tab -> Display Options:

An arrow points to a check box next to the words

If you’re looking for an interactive way to respond and show students a worked-out solution to the question, here are some apps for iPads and other Mac products that instructors have shared with us on how they accomplish this!

Notability ($7.99)

The Notability app.

ZoomNotes Lite (Free)

 The ZoomNotes Lite app

Mental Note Lite (Free)

The Mental Note Lite app.

To respond using one of the above apps, open the email from the Hawkes messaging system on your iPad/tablet or phone and take a screenshot of the question. Each app gives you the ability to choose the photos from your photo gallery that you’d like to use.

Just like using a whiteboard, you are able to work out the problem and show students the step-by-step breakdown of the work! When you’re finished, you can send your worked-out solution by email. (ZoomNotes Lite even has graph paper!)

A handwritten equation worked out on the screen.

Don’t have a Mac product? No problem! Dr. Stephan Kinholt from Green River College has shared how he sends feedback to students using his PC in the video he created below:

Guide Student Success with NEW Guided Notebooks

Package our two newest course offerings with Guided Notebooks, available for summer 2017! These notebooks are a wonderful resource to accompany the integrated review content of the online subject matter.

Get a special preview here of the Beginning Statistics Plus Integrated Review Guided Notebook.

Check out a sample of the Viewing Life Mathematically Plus Integrated Review Guided Notebook.

Check out a sample of the College Algebra Plus Integrated Review Guided Notebook.


Ideal for corequisite courses, lab settings, and students entering class with foundational knowledge gaps, these courses integrate credit-bearing material with review to target the prerequisite skills needed for curriculum-level success.

NEW Guided Notebooks, a binder-ready supplement, ensure students engage with the content as they follow along throughout the instructional “Learn” mode of the courseware and serve as reference material for review later on.

Here are a few sample questions:

A sample question from the guided notes asks students to label the parts of the fraction 5/8. It then asks students to fill in the blank in the sentence Fractions are used to indicate blank of a whole and the sentence The fraction 2/7 represents blank of blank equal parts. Another question shows a rectangle split up into four smaller rectangles, three of which are shaded. Use the picture below to write a fraction representing the shaded portion of the shape.

 


Would you like to learn more?
Contact your courseware representative today at 1-800-426-9538 or email sales@hawkeslearning.com.

You beta believe Foundations of English is no longer in beta!

Last year, we were thrilled to announce the beta release of our first English course, Foundations of English. Now, we’re even more excited to announce that it’s no longer in its beta version!

Ready for the fall term, this courseware has even more questions, images, diverse examples, and interactive exercises to help students engage with your learning goals.

What have we added? We now have over 100 interactive examples so students have a more hands-on approach to their learning — check out one below!

The question example is called On Your Own, and the directions state the following: Use the following table to think about significant experiences in your own life. In the "Moment" column, write short descriptions of personal experiences or moments. In the "Outcome" column, write about how your life or someone else's was changed by that experience. Below the directions is a table with two rows: the first is labeled Moment with space below to type in, and the second is titled Outcome with space below to write in. Below the table is a button that says Print Table.

We have a wider range of question types as well, such as click-to-select questions. Instead of only having multiple choice questions to assign, you can mix things up in your curriculum by adding more of what you see below in this example:

Instructions read: Click to select. Read the paragraph below and click on the sentence that contains the climactic point. Below that are two paragraphs. First paragraph: I walked through the cold, crowded streets, hands shoved in my pockets, hoping to make it home before dark. Strangers passed by, shoving, shoving, but never looking me in the eye. I turned right on Helm Street, and was greeted with an angry specimen of a man. His frustration over our near-collision didn't seem to match the crime itself. I bumbled a pathetic apology and picked up the pace to my apartment. Almost there, almost there. Almost avoid... Second paragraph reads: And then, with one quick turn, I'm hit with the image crowding my nightmares: my grim, fading face staring back at me in the mirror, mercilessly exposing my sickness and decay through the store windows. It's unavoidable, I realize, as I throw myself down on the couch and prepare for the evening's practiced routine of medication and loneliness. Directions below that paragraph state the following: Click a sentence to highlight, then check your answer. Below is a button that says Check me.

Plus, we have a whole new lesson! That’s right—we’ve created Lesson 2.4: “Deconstructing Topics, Ideas, and Details” based on contributors’ feedback this past year. This lesson breaks down the components of a paragraph to provide students with direction as they practice reading on their own.

Speaking of contributors’ feedback, we compiled it all and let it guide our restructuring of the table of contents. We reordered a few lessons and changed the wording of some from the beta version. Check out the full release’s table of contents for Foundations of English below:

Chapter 1: Study Skills
1.1 Understanding Different Learning Styles
1.2 Determining Your Personal Learning Styles
1.3 Understanding and Reducing Stress
1.4 Keeping Yourself Organized
1.5 Managing Your Time Effectively
1.6 Taking Notes and Annotating Texts
1.7 Using Effective Study Strategies
1.8 Reducing Test Anxiety
1.9 Taking Advantage of Campus Resources
Chapter 2: Reading Skills
2.1 Preparing Yourself to Read
2.2 Using Visual Clues
2.3 Reading Actively and Purposefully
2.4 Deconstructing Topics, Ideas, and Details
2.5 Identifying Organizational Patterns
2.6 Using Context for Unfamiliar Words or Phrases
2.7 Using Word Parts for Unfamiliar Words
2.8 Making Inferences About a Text
2.9 Recognizing Types of Main Ideas and Evidence
Chapter 3: Critical Thinking
3.1 Identifying Purpose and Tone
3.2 Analyzing Argumentation Strategies
3.3 Identifying Bias
3.4 Evaluating Evidence
3.5 Understanding the Basics of Logic
3.6 Recognizing Logical Fallacies
3.7 Analyzing and Evaluating Visuals
Chapter 4: Grammar and Mechanics
4.1 Understanding Nouns
4.2 Understanding Pronouns
4.3 Understanding Verbs
4.4 Understanding Adjectives and Adverbs
4.5 Understanding Prepositions
4.6 Understanding Conjunctions and Interjections
4.7 Identifying the Characteristics of Sentences
4.8 Identifying Common Sentence Errors
4.9 Using Consistent Subjects and Verbs
4.10 Using Consistent Pronouns and Antecedents
4.11 Using Correct Pronoun Reference and Case
4.12 Using Commas
4.13 Using Semicolons and Colons
4.14 Using Apostrophes
4.15 Using Quotation Marks, Parentheses, and Brackets
4.16 Using Ellipses, Hyphens, and Dashes
4.17 Using Capitalization and Italics
4.18 Using Abbreviations and Numbers
4.19 Using Basic Spelling Rules
4.20 Spelling Commonly Confused Words
4.21 Proofreading Sentences for Grammar
Chapter 5: Style
5.1 Determining a Writing Style
5.2 Using an Appropriate Tone
5.3 Maintaining Consistency in Tense and Person
5.4 Correcting Misplaced and Dangling Modifiers
5.5 Using Word and Sentence Variety
5.6 Using Parallelism, Coordination, and Subordination
5.7 Using Active and Passive Voice
5.8 Emphasizing Words or Phrases
5.9 Choosing Clear, Concise, and Vivid Words
5.10 Using Inclusive Language
5.11 Proofreading Sentences for Style
Chapter 6: Writing Paragraphs
6.1 The Writing Process for Paragraphs
6.2 Choosing a Topic and Scope for a Paragraph
6.3 Writing a Topic Sentence
6.4 Choosing an Organizational Pattern
6.5 Drafting a Paragraph
6.6 Revising and Editing a Paragraph
6.7 Submitting a Paragraph
Chapter 7: Writing Longer Texts
7.1 Preparing to Write a Longer Text
7.2 Understanding Genre and Purpose
7.3 Choosing a Topic and Scope for a Longer Text
7.4 Writing a Thesis or Purpose Statement
7.5 Organizing and Outlining a Longer Paper
7.6 Writing with Technology
7.7 Writing a First Draft
7.8 Using Paragraphs Effectively
7.9 Revising a Longer Text
7.10 Participating in Peer Review
7.11 Submitting a Longer Text
Chapter 8: Research
8.1 Researching and Writing Responsibly
8.2 Making a Research Plan
8.3 Organizing the Research Process
8.4 Identifying Types of Sources
8.5 Evaluating the Credibility of Sources
8.6 Applying MLA Styles and Formatting

Teaching this summer? Check out these 6 tips!

Many people view summer as the time to relax, have a cool drink by the pool, and catch up on all the fun reading you couldn’t get to during the semester. However, not everyone can indulge in vacation time over the summer, especially when you’re teaching during a summer session! Since this time is so different than the fall and spring terms, it’s sometimes hard to get into a rhythm and find exactly how you want to teach your shorter course. However, we found this list of tips from instructor Janet Mizrahi helpful in starting your summer session off to a success.

Some of her tips include:

  • Being honest with students about the workload
  • Creating daily activities that vary each time and keep students engaged
  • Grading quickly and efficiently so students (and you!) don’t fall behind

Check out her full list of tips here, and let us know what tips you have for teaching summer courses in the comments!


Mizrahi, Janet. “Tips for Teaching Summer Session.” BizComBuzz. BizComBuzz, 22 pril 2015. Web. 24 June 2016.