CUNY Students and Staff on the Switch to Corequisite Courses
In fall 2022, City University of New York (CUNY) moved away from a traditional remedial course model for math and English and instead embraced the corequisite approach, which allows students to enroll in college-level courses with built-in support for the students who need it. Klaudia Wiacek investigates how CUNY students and staff feel about the major reform nearly one year after its implementation.
Inside CCRC: Sarahi Hernandez and the Journey of Self-Fulfillment Through Higher Education
Sarahi Hernandez is an interning research assistant investigating multiple measures assessment as an alternative to standardized testing for placement in developmental courses. In this Q&A, Hernandez explains her interest in higher education research and how she came to CCRC.
Inside CCRC: Chelenny Paulino Batista’s Passion for Research
Chelenny Paulino Batista is interning at CCRC as a research assistant, participating in a study aimed at understanding the support networks of first-generation students in California colleges. In this Q&A, find out more about how research fits into Paulino Batista’s career plans and how she has been contributing to her team’s work.
Inside CCRC: Aurely Garcia Tulloch on the Dual Enrollment Experience, Youth, and Increasing Access to Higher Education
Aurely Garcia Tulloch reflects on how family, her passion for higher education, and her own experiences as a former dual enrollment student led her to her current research, which centers students and the dual enrollment experience.
Inside CCRC: Jessica Steiger on the Significance of Transitional Periods in Educational Equity
Jessie Steiger has always understood the power of transitions. From her own turbulent transition into high school to the challenges she faced as a transfer student at Penn State, the CCRC senior research assistant and PEAR fellow says the times she spent in flux tuned her in to the ways the education system is stacked against some students.