Roughly 25% of students at OSU-OKC require at least one developmental course. Prior to the implementation of co-requisite models for both English and math and Math Pathways, students could be faced with taking two developmental reading and writing courses before reaching credit bearing English and three developmental math courses before reaching credit bearing math. Students stuck or delayed in this remedial loop often failed to persist and complete their degree. This co-presentation will tell our story of how we developed and implemented the co-requisite models in math and English and redesigned developmental math to better meet our students’ needs, reduce the amount of time in developmental course work, and increase student degree completion. We will discuss our challenges and successes in this process as well as the impacts on our students.
