19 Tex. Admin. Code § 4.53 - Definitions
The following words and terms, when used in this subchapter, shall have the following meanings, unless the context indicates otherwise.
(1) Acceleration--The
reorganization of instruction and curricula in ways that expedite the
completion of coursework or credentials based on an assessment of students'
strengths and needs. It involves a departure from the traditional multi-course
sequence in favor of a more streamlined structure resulting in students'
achievement of college readiness in one year or less. Some examples include,
but are not limited to, non-course competency-based options (NCBOs), emporium
models and modular models, co-requisites, course-pairing, and computer-assisted
instruction.
(2) Advising--The
ongoing and intentional process by which faculty and/or staff members assist
students to navigate their choice of courses or majors, access campus and
community services, develop career goals and short/long-term plans.
(3) Assessment--The use of a Board-approved
instrument to determine the academic skills of each entering undergraduate
student and the student's readiness to enroll in freshman-level academic
coursework.
(4) Board--The Texas
Higher Education Coordinating Board.
(5) Compressed Course--A developmental course
that has the same number of contact hours and addresses the same learning
outcomes as a traditional course but meets in a shortened overall time period
(e.g., four weeks at twelve contact hours per week or eight weeks at six
contact hours per week instead of sixteen weeks at three contact hours per
week), thus allowing for multiple developmental courses to be completed in the
same time period as one traditional course.
(6) Contextualized/Intensive
Coursework--Strategies that accelerate learning for lower skilled learners
whereby contextualized coursework integrates career subject matter with
pre-college skills development in reading, writing, and mathematics; and
intensive coursework shortens the overall delivery of a course through
lengthened class meeting times (e.g., four hours per class meeting instead of
two hours).
(7) Co-requisite (also
known as corequisite or mainstreaming)--An instructional strategy whereby
undergraduate students as defined in paragraph (24) of this section are
co-enrolled or concurrently enrolled in a developmental education course or
NCBO as defined in paragraph (18) of this section and the entry-level freshman
course of the same subject matter within the same semester. The developmental
component provides support aligned directly with the learning outcomes,
instruction, and assessment of the entry-level freshman course, and makes
necessary adjustments as needed in order to advance students' success in the
entry-level freshman course. Participation in the entry-level freshman course
is not contingent upon performance in the developmental education component of
the corequisite.
(8) Course
Pairing--An instructional strategy whereby students are co-enrolled in a
developmental education course and the entry-level freshman course of the same
subject matter within the same semester. The developmental component provides
support aligned directly with the learning outcomes, instruction, and
assessment of the entry-level freshman course, and makes necessary adjustments
as needed in order to advance students' success in the entry-level freshman
course.
(9) Developmental
Coursework and/or Intervention--Non-degree-credit coursework and/or activity
designed to address a student's strengths and needs in the areas of reading,
writing, integrated reading and writing (IRW), mathematics, and student
success.
(10) Developmental
Education--Pre-college, non-degree credit courses, interventions, tutorials,
laboratories, and other means of assistance that are included in a plan to
ensure the success of a student in performing entry-level academic
coursework.
(11) Differentiated
Instruction--The different instructional processes used to work within a
student's varied skill levels, motivational attitudes, and learning
preferences.
(12) Differentiated
Placement--Advising and placement of students based on individual strengths and
needs.
(13) Entry-level course
(sometimes referred to as entry-level freshman coursework or freshman-level
academic coursework)--Any course for academic credit in which a freshman
student typically enrolls and comprises college-level content: the course shall
not have prerequisites and is open to any student meeting TSI standards as
defined in §
4.57 of this title (relating to
College Ready and Adult Basic Education (ABE) Standards) and/or meeting at
least one of the exemptions or waivers as defined in §
4.54 of this title (relating to
Exemptions, Exceptions, and Waivers). These courses (or their local equivalent
in Texas Common Core Numbering System) may include, but are not limited to,
ENGL 1301, HIST 1301, PSYC 2301, GOVT 2305/2306, MATH 1314/1414/1324/1332/1342,
SOCI 1301, PHIL 1301, SPCH 1311/1315, COSC 1301, HUMA 1301, ARTS 1301, and BIOL
1306/1406.
(14) Institution of
higher education or institution--Any public technical institute, public junior
college, public senior college or university, medical or dental unit, or other
agency of higher education as defined in Texas Education Code, §
61.003(8).
(15) Mathematics Pathway
Models--Developmental and basic academic skills coursework/interventions that
prepare students for academic/workforce training programs and
careers.
(16) Measurable Learning
Outcomes--Knowledge, skills, and abilities, and/or attitudes that students
should be able to demonstrate upon completion of a course and/or
intervention.
(17) Minimum Passing
Standards--The minimum scores which must be attained by a student in reading,
writing, and mathematics in the TSI Assessment Instrument that indicates the
student's readiness to enroll in entry-level freshman courses as defined in
paragraph (13) of this section. These scores are set forth in §
4.57 of this title (relating to
College Ready Standards).
(18)
Non-Course Competency-Based Developmental Education Interventions (also known
as Non-Semester-Length Interventions or NCBO)--Interventions that use learning
approaches designed to address a student's identified weaknesses and
effectively and efficiently prepare the student for college-level work. These
interventions must be overseen by an instructor of record, must not fit
traditional course frameworks, and cannot include advising or learning support
activities already connected to a traditional course; interventions may
include, but are not limited to, tutoring, supplemental instruction, or
labs.
(19) Non-Degree Credit
Course--A course which may not be counted toward a degree or certificate. The
term includes developmental education, pre-collegiate, and general continuing
education courses.
(20)
Professional Development--The provision of ongoing and systematic learning
opportunities for developmental educators and support staff that focus on
research-based strategies, methodologies, and best practices resulting in
effective and efficient coursework and/or interventions advancing the cognitive
and non-cognitive skills of underprepared students seeking post-secondary
enrichment, certificates, and degrees.
(21) Program Evaluation--A systematic method
of collecting, analyzing, and using information to answer questions about
developmental education courses, interventions, and policies, particularly
about their effectiveness and cost-efficiency.
(22) Technology--The use of instructional
aids, methods and/or other computer-based tools that enhance student
learning.
(23) TSI Assessment--The
Board-approved assessment instrument designated in §
4.56 of this title (relating to
Assessment Instrument) for use by institutions of higher education for
assessing a student's readiness to enroll in an entry-level freshman
course
(24) Undergraduate
student--A student, other than a high school student enrolled in college-level
coursework for dual credit, who enrolls at a Texas public institution of higher
education in a field or program of study.
Notes
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