Corequisite Support Models

There are many ways to implement corequisite support. Choosing the model that best serves your students depends on the constraints and preferences of your college or district.

Interactive Evaluation Tool

There are four main corequisite support models. This tool will help you choose which is best for you, based on your needs and preferences. Use the slider below each question to indicate your response. Based on your responses, the tool will calculate a relative favorability for each model. A higher favorability indicates a better match between the model and the provided responses. Select the “Show Impacts” button to see how the question relates to each model.

How important is it to have different instructors, tutors, etc. for the transfer-level course and corequisite support?

Negative numbers indicate the instructor must be the same. Positive numbers indicate the instructor must be different. Zero indicates it doesn't matter.

Would you prefer the corequisite support to be delivered through a typical classroom environment?

Negative numbers indicate the support must be delivered in a non-typical classroom environment. Positive numbers indicate the support must be delivered in a typical classroom environment. Zero indicates it doesn't matter.

Are you looking to repurpose existing courses and programs, or do you aim to do a more significant redesign?

Negative numbers indicate intent to repurpose existing courses. Positive numbers indicate intent to redesign existing courses. Zero indicates no preference.

Should the corequisite support be an extension of the transfer-level course, or separate?

Negative numbers indicate corequisite support program should be completely separate. Positive numbers indicate corequeisite support should be an extension of the transfer-level course. Zero indicates corequisite support should be moderately separate.

How flexible is your scheduling system in being able to align course scheduling?

Negative numbers indicate your system is very flexible. Positive numbers indicate your system is not flexible. Zero indicates moderate flexibility.

Favorability

Paired Course
Extended Instructional Time
Academic Support Services
Technology-Mediated Support

Model Descriptions

Paired Course

In this model, students requiring the corequisite simultaneously enroll in a corequisite support course and the transfer-level course, rather than staggering them over two terms. The support course can retain the same curriculum previously used in traditional developmental education courses or be designed to better coordinate with the concurrent transfer-level course. In many cases, the same instructor teaches the support and the transfer-level course. Typically, students requiring the corequisite and students for whom corequisites are optional enroll in separate sections of the transfer-level course, but this model can be cohorted or commingled.

Academic Support Services

In this model, students requiring the corequisite enroll in the transfer-level course and participate in academic support services commonly offered at institutions for voluntary use. The support involves regular participation in support services consisting of tutoring sessions or instructor office hours. In most cases, different tutors or instructors deliver the support and the transfer-level course. Typically, students requiring the corequisite enroll in transfer-level courses along with students for whom corequisites are optional, but this model can be cohorted or commingled.

Extended Instructional Time

In this model, students requiring the corequisite enroll in just one course, but that course includes additional instructional time compared to the transfer-level course without corequisite support. The support is delivered as classroom instruction, and most of the coursework comes from the transfer-level course. In most cases, the same instructor teaches the transfer-level course and corequisite support. This model can be cohorted or commingled with students for whom corequisites are optional, registering for the transfer-level course without additional instructional time.

Technology Mediated Support

In this model, students requiring the corequisite enroll in the transfer-level course and complete computer-adaptive modules in lab settings or online. The support relies on technology-facilitated instruction aligned with the concurrent transfer-level coursework. In most cases, different facilitators or instructors deliver the support and the transfer-level course. Typically, students requiring the corequisite enroll in transfer-level courses along with students for whom corequisites are optional, but this model can be cohorted or commingled.

Corequisite Model Comparison Matrix

The interactive evaluation tool is based on a corequisite model comparison matrix. That matrix and the model descriptions provided are available in PDF format.

Download the Document