Texas Administrative Code › Title 19 - EDUCATION › Part 1 - TEXAS HIGHER EDUCATION COORDINATING BOARD › Chapter 4 - RULES APPLYING TO ALL PUBLIC INSTITUTIONS OF HIGHER EDUCATION IN TEXAS › Subchapter C - TEXAS SUCCESS INITIATIVE › Section 4.53 - Definitions

Current through Reg. 49, No. 28; July 12, 2024
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.