Designing and implementing a co-requisite model isn’t just a departmental initiative. This is a campus-wide undertaking!

While it’s essential that members of the math department are working together toward the success of the co-requisite model, it’s also important that everyone in the campus community understand what’s happening — and why.

The reality is, all student-facing college employees play a role in the success of the co-requisite model. Students will have questions: not just about the model, but about whether they belong in a particular math course. Advisors and other personnel should understand the goals and basic design of the model so that they’re prepared to provide answers. Success with a co-requisite model depends on open communication throughout planning, design and implementation.

Leading up to the launch of co-requisite courses, the leader of the movement — or a strong ally within the department — should hold meetings with key personnel. By engaging them throughout the process, they have the chance to ask questions, share information and clearly understand the goals of the model.

Here’s a list of departments to communicate with regularly regarding your implementation strategy:

  • Department Chairs (all subject areas, not just mathematics!)
  • Advisors
  • Admissions
  • Registrar
  • Tutors/success coaches
  • Administration
  • Financial Aid
  • Freshman Orientation staff

 

Faculty Tip

When it comes to building support for your co-requisite initiative, it can be tempting to get the alignment of faculty and then call it a day.

But as Lance Phillips of Tulsa Community College explains, if a meaningful implementation is what you’re after, you’re going to need to engage more than just faculty.

“Faculty buy-in is not enough. This change impacts — and requires — coordination with every aspect of higher ed, from high school counselors, through placement, advising, financial aid, help desk support, coordination between degree stakeholders and transfer institutions, room allocation, faculty scheduling, and development. It is the most comprehensive change we as an institution ever engaged in.”

 

Step 8. Train

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