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
(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
(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
(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
(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,
(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.
|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; amended to be effective May 25, 2015, 40 TexReg 2754; amended to be effective May 11, 2017, 42 TexReg 2405; amended to be effective February 28, 2018, 43 TexReg 1059