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 a traditional multi-course sequence in
favor of a more streamlined approach to academic support, resulting
in students' achievement of college readiness in one year or less.
Some examples include, but are not limited to, non-course-based options
(NCBOs), emporium models, co-requisites, course-pairing, and computer-assisted
instruction.
(2) Advising--The ongoing and intentional process by
which students receive guidance in selecting and navigating their
choice of courses or majors, accessing campus and community services,
and developing career goals and short/long-term plans. Advising may
be provided by faculty, staff members, peer mentors, interactive technology-based
resources, or other means.
(3) Assessment--The use of a Board-approved instrument
to determine the academic skills of an undergraduate student and evaluate
the likelihood that a student is ready to enroll and succeed in entry-level
academic coursework, with or without academic support.
(4) Board--The governing body of the agency known as
the Texas Higher Education Coordinating Board.
(5) Compressed or Intensive Course--A course that addresses
the same learning outcomes as a traditional course but meets in a
shortened overall time period and generally has the same number of
contact hours as a traditional course (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 courses to be completed in the same time period as one
traditional course.
(6) Contextualized Coursework--Strategies that accelerate
learning for learners whereby contextualized coursework integrates
career subject matter with pre-college skills development in reading,
writing, and mathematics.
(7) Co-requisite (also known as corequisite, mainstreaming,
or course pairing)--An instructional strategy whereby an undergraduate
student as defined in paragraph (23) of this section is co-enrolled
or concurrently enrolled in a developmental education course or in
NCBO academic support as defined in paragraph (18) of this section
and the entry-level academic course of the same subject matter within
the same semester. The developmental education component should provide
support aligned directly with the learning outcomes, instruction,
and assessment of the entry-level academic course, and make necessary
adjustments as needed to advance the student's success in the entry-level
course. Participation in and completion of the entry-level academic
course may not be contingent upon a student's performance in the developmental
education course or NCBO.
(8) Non-Degree-Seeking Student--A student who has not
filed a degree plan with an institution of higher education and is
not required to do so pursuant to Texas Education Code, §51.9685.
(9) Developmental Education Course or Developmental
Course--A non-credit course designed to address a student's skills,
strengths and needs in the areas of reading, writing, integrated reading
and writing (IRW), mathematics, and student success, to help that
student be ready to succeed in entry-level academic coursework.
(10) Developmental Education--Non-credit Developmental
Education Courses or Non-Course-Based Developmental Education Interventions
such as co-requisites, tutorials, laboratories, interactive modules,
and other means of assistance that may be included in a student's
academic plan to help the student succeed in entry-level academic
coursework.
(11) Differentiated Instruction--Different instructional
processes used to engage a student based on their individual strengths,
skills, motivational attitudes, and learning needs and preferences.
(12) Differentiated Placement--Advising and placement
of students based on individual strengths and needs.
(13) Entry-level academic course (sometimes referred
to as an entry-level freshman course or freshman-level academic coursework)--Any
college level course for academic credit in which a first-time in
college student might typically enroll. An entry-level course may
not have prerequisite college courses. These courses (or their local
equivalents based on the 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 and interventions designed to prepare
students for academic and workforce training programs and careers
with mathematics content relevant for their programs.
(16) Measurable Learning Outcomes--Knowledge, skills,
and abilities students should be able to demonstrate upon completion
of a course or intervention.
(17) Minimum Passing Standards--A score that must be
attained by a student in reading, writing, and mathematics on an assessment
instrument designated for use by institutions of higher education
by the board that indicates the student's readiness to enroll in entry-level
academic courses as defined in paragraph (13) of this section. These
scores are set forth in §4.57 of this subchapter (relating to
Texas Success Initiative Assessment College Readiness Standards).
(18) Non-Course-Based Developmental Education Interventions
(also known as NCBO or Non-Semester-Length Interventions)--Interventions
that are selected or designed to address a student's specific identified
academic skills, strengths, and learning needs, to effectively and
efficiently prepare the student to succeed in college-level work.
These interventions must be overseen by an instructor of record and
are beyond academic advising or learning support activities provided
generally to all students in a course, program, or institution; interventions
may include, but are not limited to, individual or group tutoring,
supplemental instruction, interactive online resources, emporium models,
or labs.
(19) Non-Degree Credit Course--A specific 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 educators and support staff
to support the use of research-based strategies, methodologies, and
effective instructional practices to support the design and delivery
of programs, coursework, and interventions advancing the cognitive
and non-cognitive skills of students pursuing post-secondary courses
and credentials including certificates and degrees.
(21) Program Evaluation--Systematic methods of collecting,
analyzing, and using information to examine and assess the costs,
efficiency, and effectiveness of courses, interventions, and policies.
(22) TSI Assessment--A Board-approved assessment instrument
designated in §4.56 of this subchapter (relating to Texas Success
Initiative Assessment Instrument) pursuant to Texas Education Code, §51.334,
for use by institutions of higher education to assess a student's
readiness to enroll in an entry-level academic course.
(23) 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 course or program of study leading to a certificate, degree,
or other undergraduate credential.
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