Co-Chairs:
Evelyn Anderson, Student Success Coordinator, University College
Brian Bowen, Professor of Mathematics
Ilks Sancak-Marusa, Instructor and First Year Writing Director
Members:
Julie Dietrich, Executive Director of External Relations
Ashlie Delshad, Associate Professor of Political Science and CSM Dean's Faculty Associate for Student
Success
Nilima Inamder, Director of Quantitative Analysis and Decision Support
Selcuk Karahan, Assistant Professor of Economics and Finance
Clayton Kolb, Director, Sykes Union and Student Activities
Lisa Montgomery, Student Ombuds
Taryn Myers, Assistant Professor of Communication and Media
Diane Santori, Associate Professor of Literacy
Christine Siegl, Director of Academic Affairs Contracts and Agreements
Jessica Sullivan-Brown, Associate Professor of Biology
York Williams, Associate Professor of Special Education
“Each year, more than a million students begin college in remediation – prerequisite
coursework that cost thousands of dollars but doesn’t count toward a degree. For most
of these students, remediation will be their first and last college experience—a reality
that is disproportionally true for low-income students and students of color. Corequisite
Support allows students who need additional support in college-level math and English
to enroll in those credit-bearing courses and receive extra help. Several states have
scaled Corequisite Support and as a result, have doubled or tripled the percent of
students who are completing gateway math and English courses in one academic year.”
(Corequisite Support, Game Changers, Complete College America)
Ensuring faculty governance over the curriculum, replacements for existing developmental
education courses will be designed and implemented so that students deemed underprepared
for college-level writing and/or math will be enrolled in college-level, gateway English
and mathematics courses with mandatory corequisite academic support. Institutions
will use evidence-based multiple measures, including high school GPA and course-taking,
to assess students’ level of preparation.
September 2022: We used the following to help us provide a vision as to the goal of our committee:
Ensuring faculty governance over the curriculum, replacements for existing developmental
education courses will be designed and implemented so that students deemed underprepared
for college-level writing and/or math will be enrolled in college-level, gateway English
and mathematics courses with mandatory corequisite academic support. Institutions
will use evidence-based multiple measures, including high school GPA and course-taking,
to assess students’ level of preparation.
