Research is influencing college remediation (including Coreqs)

[Originally published on Brookings]

Judith Scott-Clayton, an Associate Professor of Economics and Education at Teachers College, Columbia University, writes about the lack of evidence surrounding the effectiveness of traditional remedial placement and delivery practices in “Evidence-based reforms in college remediation are gaining steam – and so far living up to the hype.” She describes the calls for less collegiate remediation, the reforms that have occurred, and how those reforms are working.

Scott-Clayton has conducted research showing that “misplacement into remediation was far more common than misplacement into college-level courses.” She documents questions surrounding the quality and validity of entrance exams to determine placement. Additionally, her research indicates that an estimated “one-quarter to one-third of students assigned to remediation could have earned a B or better in college-level coursework, had they been given the chance.”

Scott-Clayton goes on to detail specific, state-level reforms that have been instituted because of research on remedial placement. She ends by describing ongoing research that, so far, has largely indicated the benefits of co-requisite support as opposed to the traditional pre-requisite model of remediation.

Read this article on Brookings

Scott-Clayton, Judith. “Evidence-based reforms in college remediation are gaining steam – and so far living up to the hype.” Brookings, Brookings, 29 March 2018, https://www.brookings.edu/research/evidence-based-reforms-in-college-remediation-are-gaining-steam-and-so-far-living-up-to-the-hype/. Accessed 29 August 2018.

Evidence continues to show corequisite effectiveness

[Originally published on Inside Higher Ed]

Alexandra Logue, a research professor at the Center for Advanced Study in Education at the City University of New York Graduate Center, describes an effective implementation of the corequisite model at City University of New York. This study adds to the growing body of research on the benefits of corequisite remediation.

According to Logue, “Currently, around 68 percent of new college freshmen in public community colleges and 40 percent in public four-year colleges take at least one remedial course in reading, writing or mathematics (somewhat more often in math), but most students assigned to remediation either never take a course or don’t complete it.” She cites several other studies that have shown higher course pass rates in corequisite remedial courses than in traditional remedial courses and argues that the educational community has a responsibility to look seriously at corequisite classes.

At City University of New York in a randomized controlled trial, students benefited from corequisite remediation over traditional remediation. Logue suggests some possible explanations, “including the incorrect assignment of some students to remediation, the demotivating effect of being assigned to traditional remediation, the extra time and cost to students if they must take traditional remedial courses, the greater number of potential exit points from traditional remediation course sequences, and so on.”

Read this article on Inside Higher Ed.


Logue, Alexandra W. “The Extensive Evidence of Co-Requisite Remediation’s Effectiveness.” Inside Higher Ed, Inside Higher Ed, 17 July 2018, www.insidehighered.com/views/2018/07/17/data-already-tell-us-how-effective-co-requisite-education-opinion. Accessed 20 August 2018.

English Instructor Resources

Looking for a sample syllabus to learn how another instructor has incorporated Hawkes in class? On the hunt for tips to share with students, including note-taking skills and sample papers showing how to properly cite research? We have you covered with the resources below.

Instructors using Hawkes can also access these materials (and PowerPoint presentations!) by logging into the Grade Book, navigating to the Help tab, and selecting the Instructor Resources link.

Foundations of English Resources

English Composition Resources

Sample Course Documents

  1. COMP 1 Sample SyllabusEnglish Composition textbook cover. Student online dashboard within a laptop.

Resources

  1. MLA Sample Word Doc | PDF
  2. APA Sample Word Doc | PDF
  3. CMS AD Sample Word Doc | PDF
  4. CMS NB Sample Word Doc | PDF
  5. CSE Citation-Name Sample Word Doc | PDF
  6. CSE Citation-Sequence Sample Word Doc | PDF
  7. CSE Name-Year Sample Word Doc | PDF

Presentations from Innovative Educators

Please view the presentations from each available session of the Innovative Educators Summit below. If you have questions or need clarification, please don’t hesitate to contact us at marketing@hawkeslearning.com.

English Track

Opening Keynote: Innovation in Developmental Education | PowerPoint
—Peter Adams, Accelerated Learning Program (ALP)

Integrated Communication Arts in a Corequisite World | PowerPoint
—Dr. Sherry Wilson, Crowder College

Support through Print and Digital Resources in an English Classroom | PowerPoint
—Mary Kate Wilson and Mary Campbell, Greenville Technical College

Implementing Foundations of English into the Developmental Classroom | PowerPoint
—Mike Thompson and Joan Myers, North Iowa Area Community College

Additional Downloads from Mike and Joan:

  • Global/Linear Activity | PDF
  • Good Note Taking | PDF
  • Learning Style Inventory | PDF
  • Lessons |Word
  • Organization Problems Inventory | PDF

Math Track

Seven Years of Emporium: What We’ve Learned, How We’ve Adjusted, and Future Plans | PowerPoint
—Curtis Mitchell & Jim Cochran, Kirkwood Community College

Mini Session I: Boot Camp Courses Fast-Track Student Success in Math | PowerPoint
Mini Session II: Corequisite and Math Pathway Implementation | PowerPoint
—Amy Young and Brandon Ford, Navarro College

Implementing Corequisites to Support Math Pathways | PowerPoint
—Dr. Linda Goeller, Melissa Bryant, and Emily Carpenter, Seminole State College

Integrating Math Study Skills into Online and Classroom Courses | PowerPoint
—Dr. Paul Nolting, Academic Success Press

A College Algebra Success Story | PowerPoint
—Dr. John Taylor, University of North Carolina – Charlotte

An Emporium Approach to Intervention in Algebra | PowerPoint
—Jonathan Watkins and Kelly Boyd, The University of Louisville

Math Lab Setting with a Modular Curriculum | PowerPoint
—Ellen Oliver, New River Community College and Bob Parker, Rappahannock Community College

Scaling Math Pathways with Corequisite Courses | PowerPoint
—Shelley Parks, Dr. Garry Sigler, and Heather Turner, Texas State Technical College – Waco

 

Both Math and English

Using Data to Improve Curricula and Pedagogy | PowerPoint
—Dr. Tristan Denley, Chief Academic Officer of the University System of Georgia

Corequisite English Composition Course

English Composition with Integrated Review

We’re thrilled to announce the newest English course, English Composition with Integrated Review.

English Composition with Integrated Review encourages students to thoughtfully craft, defend, and polish arguments while offering targeted remediation of foundational reading and writing concepts. Student learning of core composition topics is supported by a contextualized review of study skills, grammar, reading, writing, and research.

Through consistent application and real-world connections, students sharpen their existing writing tools while also engaging with new and challenging ideas. Students in the corequisite classroom will learn how to tactfully communicate to a 21st century audience with awareness of purpose, tone, and genre.

Request an examination copy today.

 

Table of Contents

Integrated Review: Study Skills
0R.1 Understanding Different Learning Styles
0R.2 Determining Your Personal Learning Styles
0R.3 Stress Management
0R.4 Keeping Yourself Organized
0R.5 Time Management
0R.6 Study Strategies
0R.7 Test-Taking Strategies
0R.8 Taking Advantage of Campus Resources
0R.9 Writing with Technology
Chapter Review
Integrated Review: Why We Write
1R.1 Understanding Purpose
Why We Write
1.1 Writing Situations and Purposes
1.2 Writing to Respond
1.3 Writing to Summarize
1.4 Writing to Propose
1.5 Writing to Discuss
1.6 Writing to Describe
1.7 Writing to Argue
1.8 Writing to Analyze
1.9 Writing to Evaluate
Integrated Review: Modes of Writing
2R.1 Locating Key Information
2R.2 Classifying Major and Minor Details
2R.3 Identifying Organizational Patterns
Chapter Review
Modes of Writing
2.1 Descriptive Writing
2.2 Narrative Writing
2.3 Expository Writing
2.4 Persuasive Writing
Integrated Review: The Writing Process
3R.1 Writing a Paragraph
3R.2 Writing a First Draft
3R.3 Refining a Paragraph
3R.4 Strengthening Sentences
3R.5 Proofreading Strategies
3R.6 Finalizing a Paragraph
Chapter Review
The Writing Process
3.1 Pre-Writing
3.2 Drafting
3.3 Revision
3.4 Peer Review
3.5 Editing
3.6 The Final Draft
Integrated Review: Parts of the Essay
4R.1 Sorting General and Specific Information
4R.2  Determining a Paragraph Focus
4R.3 Writing a Topic Sentence
4R.4 Organizing a Paragraph
4R.5 Drafting a Paragraph
Chapter Review
Parts of the Essay
4.1 Common Essay Structures
4.2 The Introduction
4.3 Thesis and Purpose Statements
4.4 Body Paragraphs
4.5 Transitions
4.6 The Conclusion
Integrated Review: Reading Critically
5R.1 Pre-Reading Strategies
5R.2 Finding Meaning through Visual Clues
5R.3 Active Reading Strategies
5R.4 Finding Connections and Patterns
5R.5 Finding Meaning through Context
5R.6 Finding Meaning through Word Parts
5R.7 Finding Meaning through Inference
5R.8 Types of Main Ideas and Evidence
5R.9 Identifying Purpose and Tone
Chapter Review
Reading Critically
5.1 Taking Notes and Annotating Texts
5.2 Identifying the Main Idea and Supporting Details
5.3 Identifying Organizational Patterns
5.4 Understanding Purpose, Audience, and Tone
5.5 Recognizing Rhetorical Appeals
5.6 Analyzing Word Choice
5.7 Understanding the Basics of Logic
5.8 Recognizing Logical Fallacies
5.9 Evaluating Evidence
5.10 Analyzing Visuals
Integrated Review: Writing Critically
6R.1 Determining Essay Focus
6R.2 Writing a Thesis or Purpose Statement
6R.3 Organizing and Outlining an Argument
6R.4 Combining Words or Sentences
6R.5 Emphasizing Words or Phrases
6R.6 Using Inclusive Language
Chapter Review
Writing Critically
6.1 Understanding an Argument
6.2 Considering Purpose and Audience
6.3 Recognizing Your Constraints
6.4 Employing Rhetorical Appeals
6.5 Using Consistent Tone
6.6 Choosing the Right Words
6.7 Using Word and Sentence Variety
6.8 Polishing an Argument
Integrated Review: Research
7R.1 Introduction to Research
7R.2 Tools for Purposeful Research
Chapter Review
Research
7.1 Understanding the Research Paper
7.2 Planning and Tracking Your Research
7.3 Identifying Different Types of Sources
7.4 Evaluating the Credibility of Sources
7.5 Understanding and Avoiding Plagiarism
7.6 Integrating Sources into Your Writing
7.7 The Annotated Bibliography
7.8 Basics of MLA
7.9 Basics of APA
7.10 Basics of CMS
7.11 Basics of CSE
Integrated Review: Unique Forms of Writing
8R.1 Considering Style
8R.2 Considering Visuals
Chapter Review
Unique Forms of Writing
8.1 Writing Across the Disciplines
8.2 Visual and Digital Arguments
8.3 Oral Presentations
8.4 Etiquette in Social Media
Integrated Review: Basics of Grammar & Mechanics
9R.1 Nouns
9R.2 Pronouns
9R.3 Basic Verb Types and Tenses
9R.4 Verb Forms and Functions
9R.5 Perfect and Progressive Tenses
9R.6 Adjectives and Adverbs
9R.7 Prepositions
9R.8 Clauses and Conjunctions
9R.9 Using Capitalization and Italics
9R.10 Using Abbreviations and Numbers
9R.11 Using Basic Spelling Rules
9R.12 Spelling Commonly Confused Words
Chapter Review
Basics of Grammar & Mechanics
9.1 Parts of Speech
9.2 The Characteristics of a Sentence
9.3 Using Commas
9.4 Using Semicolons and Colons
9.5 Using Quotation Marks, Parentheses, and Brackets
Integrated Review: Grammatical Sentences
10R.1 Identifying the Characteristics of Sentences
Grammatical Sentences
10.1 Common Sentence Errors
10.2 Using Consistent Subjects and Verbs
10.3 Using Consistent Pronouns and Antecedents
10.4 Using Correct Pronoun Reference and Case
10.5 Correcting Misplaced and Dangling Modifiers
10.6 Using Active and Passive Voice
10.7 Maintaining Consistency in Tense and Person
10.8 Using Parallelism, Coordination, and Subordination
10.9 Proofreading Sentences for Grammar

If you’re an instructor who’d like to see more, request an examination copy today!

Cover key grammar concepts with instructor-written workbook

Do your students think good grammar is important? They might after reading these stats:

  • Passed over for promotions: A study found that employees who didn’t get promoted to director-level positions within 10 years made 2.5 times as many grammatical mistakes as the individuals who did achieve such positions. (Learn more.)
  • Love lost: The online dating site Zoosk polled 9,000 users, and 48% consider bad grammar to be a deal breaker. (Learn more.)

Cover of Foundations of English Grammar WorkbookDevelop critical grammar skills of your English students with the new Foundations of English Grammar Workbook.

Activities, reading passages, and sentence-analysis questions build a strong understanding of topics that range from correcting run-on sentences to spelling commonly confused words. (Affect vs. effect, anyone?)

Written by instructors, the workbook is an excellent resource to complement in-class activities and online lessons available in Foundations of English. It can also be used as a standalone resource.

 

View a sample of the Foundations of English Grammar Workbook.

Key Features

  • Editing applications ask students to annotate short passages and apply editing skills to writing samples.
  • Comprehensive source of practice and application gives students additional help with grammar, punctuation, and mechanics.
  • Topics include grammar, punctuation, mechanics, spelling, syntax, and diction.
  • Exercises include multiple choice, matching lists, true/false, fill-in-the-blank prompts, and more.

Cover of the Reading and Writing Handbook for the College Student

Pssst! Looking for a grammar handbook? Check out the Reading & Writing Handbook for the College Student, a resource that covers not only grammar but writing, research, critical thinking, and style as well. This pocket-sized guide helps students in all disciplines achieve stronger English skills.

 

 


If you’re an English instructor interested in seeing more, request a complimentary examination copy today or call us at 1-800-426-9538.