Students whose skills assessments indicate academic support will be needed for successful completion of general education written communication or mathematics/ quantitative reasoning courses shall enroll in appropriate college-level, baccalaureate credit-bearing courses that strengthen skills development to facilitate achieving the appropriate general education student learning outcomes. Supportive course models may include, among others, co-requisite approaches, supplemental instruction, or "stretch" formats that extend a course beyond one academic term. In these approaches, instructional content considered pre-baccalaureate may carry a maximum of one unit and shall be offered concurrently with a college-level, baccalaureate credit-bearing course.
Taken at face value, this says that the academic burden will be increased for the weakest students. Excuse me for being skeptical (that this will work or that this is how it will actually be done; take your pick.)
Students whose skills assessments indicate academic support will be needed for successful completion of general education written communication or mathematics/ quantitative reasoning courses shall enroll in appropriate college-level, baccalaureate credit-bearing courses that strengthen skills development to facilitate achieving the appropriate general education student learning outcomes. Supportive course models may include, among others, co-requisite approaches, supplemental instruction, or "stretch" formats that extend a course beyond one academic term. In these approaches, instructional content considered pre-baccalaureate may carry a maximum of one unit and shall be offered concurrently with a college-level, baccalaureate credit-bearing course.
Taken at face value, this says that the academic burden will be increased for the weakest students. Excuse me for being skeptical (that this will work or that this is how it will actually be done; take your pick.)