Mathematics Corequisite Remediation and Direct Enrollment: Addressing Misconceptions and Concerns

Authors

Zachary Beamer, Piedmont Virginia Community CollegeFollow

Author Bio(s)

Zachary Beamer is Associate Professor of Mathematics at Piedmont Virginia Community College. He recently completed an Ed.D. in Curriculum & Instruction at the University of Virginia, where he studied the implementation of corequisite courses. His research interests include teaching with interactive graphing technology and reforms to developmental education. He is an avid musician and can be found playing in his community of Charlottesville, VA.

Abstract

In Fall 2020 the VCCS will begin implementing the Direct Enrollment Pilot, building upon lessons learned in prior reforms and successes of reforms in other states. In the new corequisite model of developmental education, students at the margins of college preparation are placed directly into college coursework with a supplemental support class. This Notes in Brief article summarizes some of the research behind the transition towards this model and the implications of this scholarship on current reform efforts. It directly addresses concerns regarding the move towards corequisite instruction and provides recommendations for how to implement reforms.

Recommended Citation

Beamer, Z. (2020). Mathematics Corequisite Remediation and Direct Enrollment: Addressing Misconceptions and Concerns. Inquiry: The Journal of the Virginia Community Colleges, 23 (1). Retrieved from https://commons.vccs.edu/inquiry/vol23/iss1/9