The following words and terms, when used in this subchapter,
shall have the following meanings, unless the context clearly 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. Some examples include, but
are not limited to 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) Course Pairing (also known as Mainstreaming)--An
instructional strategy whereby students are enrolled simultaneously
in a developmental education course and/or intervention and the entry-level
freshman course of the same subject matter within the same semester.
The developmental component provides support that advances students'
success in the entry-level freshman course.
(8) 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.
(9) 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.
(10) Differentiated Instruction--The different instructional
processes used to work within a student's varied skill levels, motivational
attitudes, and learning preferences.
(11) Differentiated Placement--Advising and placement
of students based on individual strengths and needs.
(12) Entry-level course (sometimes referred to as entry-level
freshman coursework)--Any course for academic credit in which a freshman
student typically enrolls: 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) 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 1401, HUMA 1301, ARTS 1301,
and BIOL 1306/1406.
(13) 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).
(14) Mathematics Pathway Models--Developmental and
basic academic skills coursework/interventions that prepare students
for academic/workforce training programs and careers.
(15) 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.
(16) 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
(12) of this section. These scores are set forth in §4.57 of
this title.
(17) 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.
(18) 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.
(19) 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.
(20) 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.
(21) Technology--The use of instructional aids, methods
and/or other computer-based tools that enhance student learning.
(22) TSI Assessment Time Periods--For phase-in of TSI
Assessment college-ready standards, the following time periods shall
be applicable:
(A) Phase I--Start date: institution's first class
day of fall 2013; expiration: the day immediately before the first
class day of fall 2017;
(B) Phase II--Start date: institution's first class
day of fall 2017; expiration: the day immediately before the first
class day of fall 2019; and
(C) Final Phase--Start date: institution's first class
day of fall 2019; no expiration.
(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.
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| Source Note: The provisions of this §4.53 adopted to be effective December 3, 2003, 28 TexReg 10753; amended to be effective November 28, 2012, 37 TexReg 9358; amended to be effective August 15, 2013, 38 TexReg 5063; amended to be effective November 21, 2013, 38 TexReg 8195; amended to be effective September 4, 2014, 39 TexReg 6841 |
