Developmental Education Plan
Texas A&M International University

Mission Statement:

Committed to the success of its students, the Department of Developmental Studies endeavors to prepare students for future roles in the community by providing an academic foundation that will lead to a successful academic experience and completion of an academic program.

 

I.     ASSESSMENT, ADVISING, AND PLACEMENT
II.   QUALITY AND ACCOUNTABILITY OF DEVELOPMENTAL EDUCATION PLAN
III.  DEVELOPMENTAL EDUCATION PROGRAM GUIDELINES AND REGULATIONS

 

The Developmental Education Program at Texas A&M International University functions under the University College which oversees the academic support departments of the University.  These departments include the University Learning Center, The Writing Center, The Testing Center, Developmental Studies, Advising & Mentoring Center, TRIO Student Support Services Program, and the Engaging Sophomores Program. All academic activities related to instruction, advising, and support services for under-prepared students, whether they are Texas Success Initiative (TSI) required or exempt, are coordinated by University College.

 

I.  ASSESSMENT, ADVISING, AND PLACEMENT

A.  Initial Assessment

All students entering TAMIU and taking credit- earning, college level courses will be required to document that they have met the TSI standards for college readiness. Students may fall in one of two categories:

Students who met the standards prior to August 28th, 2013 through the TSI approved test scores (THEA, COMPASS, ACCUPLACER, or ASSET).

Students who have NOT MET ALL TSI standards (reading, writing, and math) for college readiness and  enroll at TAMIU after August 28, 2013, will need to retest for those particular areas on the new TSI approved computer adaptive test for the pending areas.  The THEA, COMPASS, ACCUPLACER, or ASSET are no longer valid forms of TSI assessment..

Students who have met the standards in all three areas are TSI ready and will not need to retest.

Students who met the standards on or after August 28, 2013 through the new TSI computer adaptive test.

Students who register on or after the above date but have NOT MET ALL TSI standards must retest on the new TSI assessment.

Any student who has not met TSI standards must begin their developmental education their first semester of enrollment.

B.  Advising and Placement

The Dean of the University College and the Director and the Academic Advisors of the Advising and Mentoring Center all serve as TSI advisors.  Although students are told of their TSI responsibilities upon admission and through orientation programs, developmental students are advised individually by the above mentioned staff from their first semester until they meet TSI standards.

All first time freshmen are advised by the first time freshman academic counselor who coordinates student placement and schedule with the TSI academic advisors. Each student has an electronic record on Banner that is used as an advising folder. This record contains Texas Success Initiative information on student academic progress, advising comments, recommendations and requirements for continued enrollment. University College academic advisors refer to these records to create an individual developmental education plan and document progress.

Upon admission, either as a freshman or transfer student, students who have not met TSI requirements will have a “hold” placed on their record.  From that point on, students are not allowed to register without meeting with a TSI advisor.  This “hold” system creates the opportunity for students and advisors to meet regarding students’ developmental education plan for the semester. Once students meet all TSI requirements, TSI advisors remove the hold on student records. The Dean of the University College as well as the Director of the Testing Center receive TSI scores for each test administration, deliver the electronic information for TSI score upload on the system, and, along with the other TSI advisors, update student “hold” records. Test scores are entered manually as they are received.  As an additional measure, student information system (BANNER) reports, which identify students who are not TSI compliant, are run at critical points during the registration periods and after the 12th class day. Follow-up advising occurs at this point.

The University College Office disseminates Placement Guidelines for Developmental Courses to the Office of Admissions, Office of the Registrar and other appropriate offices.

C.  Course-Based Developmental Courses and Placement Scores

The results of students’ scores on the TSI assessment are used to place students in appropriate courses in math, writing, or reading courses. As other four year higher education institutions, Texas A& M International is only funded for twelve hours of developmental courses each semester, which is equivalent to four courses: two in mathematics, one in reading, one in writing.   The following chart lists the courses and test cut scores used for placement.  The SAT and ACT cut scores for Texas A&M International are used to place students in developmental courses if the students  are not TSI required due to exemptions.

Texas A&M International Placement Guidelines for Developmental Courses Based on TSI

University College TSI/Course Placement Holds

D.  Repetition of Developmental Classes

Students required to take developmental courses must take and pass these prior to the completion of thirty college level semester credit hours.  Students who have not met this obligation after thirty hours will have future enrollments restricted to developmental courses only, until they have successfully completed all required developmental studies courses.  In no case may student enroll in a specific developmental course more than three times.

Successful remediation in any area is equivalent to earning an “C” or better in the course;  “D’s” are not considered successful remediation.  

 The only exception is in DMAT0300.  If students earn a “D” but re-test on the TSI Assessment and score above a 341 on the TSI Assessment, they may take DMAT 0301.

The grading rubric for developmental courses is more stringent than most college level classes due to the need for academic preparation for college level classes.  It is as follows:

A = 93-100

B =  84-92

C =  75-83

D =  70-74

F =   69 or below

E.  Non-Course Based Remediation (NCB)

Non-course based remediation is available to students only under the following conditions:

  • No developmental course was available that fit the student’s schedule due to work obligations.  In this instance, students taking NCB are preparing for a re-test, not fulfilling pre-requisites for a college level course.
  • Student had un-resolvable difficulties that made class attendance impossible and other arrangements were made by the Dean. 

 F.  Developmental Education Requirements for Continued Enrollment:

Students required to take developmental courses must take and pass these prior to the completion of thirty college level semester credit hours.  Students who have not met this obligation after thirty hours will have future enrollments restricted to developmental courses only, until they have successfully completed all required developmental studies courses.  In no case may student enroll in a specific developmental course more than three times.

G. Completing Developmental Studies Courses for Transfer/House Bill (HB1)/Early College High School (ECHS)


Transfer students requiring developmental studies courses must complete their remedial obligation by the end of the second semester in which they are enrolled. Students who have not met this obligation will have their enrollment restricted to developmental courses only until all required developmental courses have been successfully completed. In no case may a student enroll in the same developmental course more than three times.

H. Attendance Policy
Students who have five or more un-excused absences will receive a “W” in the course. If the student is more than ten minutes late for a class, the student will be marked tardy. Two tardies are equivalent to one un-excused absence.

I.  Transfer Students

Transfer students who have not met TSI standards and enroll at A&M International have a “hold” placed on their records and are sent to the University College office for TSI advising. Transfer students from Texas public institutions begin their developmental education plan at the University as would any other student. Only in circumstances where developmental courses are parallel to A&M International’s will a student’s previous developmental work count as fulfilled pre-requisites for entry into college level classes.

If the student presents an official transcript from a Texas public university or college that states she or he is college ready, A&M International will honor that evaluation.  

 If transfer students are from out of state or private institutions, they must meet with a TSI academic advisor to determine if transfer credit will satisfy TSI requirements.

J.  ESL Students

Students who have been identified as ESL learners by TSI advisors (either through initial visit and/or through formal assessment on the Michigan Placement Test) may take one of the three advanced ESL level classes (Level 4, 5, & 6) offered by the International Language Institute.   ESL students may take these courses in lieu of DENG 0370 or DRDG 0301.  Once students successfully complete the highest level (6), re-test and fail, a TSI advisor will determine if student should take

  • DENG 0370 and/or DRDG 0301 or
  •  Take a college level class

K.  Casual Students

Students who have been identified by a TSI Advisor as non-degree seeking because they are clearly taking a course/or courses for personal enrichment only will not be TSI required; however, these students will have an TSI “hold” placed on their record so that if they wish to continue taking courses, a TSI advisor can re-evaluate their academic intent.

 

II.  QUALITY AND ACCOUNTABILITY OF DEVELOPMENTAL EDUCATION PLAN

 A.  University College  Organization

The Department of Developmental Studies is centralized under the University College Office.  The Dean of University College is the chair and is responsible for all academic matters related to the delivery of courses.  This organization occurred in Fall1998 in response to the National Association of Developmental Education’s (NADE) recommendation that academic support services for developmental students and developmental course based instruction be centralized to promote better communication and hence better delivery of student services.  The Testing Center, University Learning Center and the Writing Center are located on the second floor of Cowart Hall, also allowing for the physical centralization of services.

One of the strengths of the Developmental Education Department is that the Dean of University College reports to the Provost for Academic Affairs. This attests to the value A&M International places on academic support services and the critical role these services play in student retention, particularly for the at-risk student.  As a result of this organizational model, the Dean  sits on the Dean’s and  Provost’s Councils and benefits from being involved in academic discussions relating to the University at large.

B.  Tutoring Services

The University Learning Center and the Writing Center offer academic support in all areas related to TSI instruction as well as many college level classes.  All tutors complete the CRLA Tutor Certification Program (through Level 3) as recommended by NADE and conduct regular TSI workshops and study skill seminars open to students and the community.  Tutoring schedules meet most student needs, offering services during the day and evening and some weekend hours.

C.  Testing Center

The UC Testing Center, which administers the TSI Assessment as well as many other tests on campus, facilitates the timely dissemination of test information to all students needing to meet TSI standards. Students quickly learn that University College  is basically a “one stop shop” for all their academic support needs.

D.  University Commitment

The University has been generous in its support of developmental instruction.  Class size is small, averaging 10 to 25 students, so students benefit from close contact with their professor. Our commitment to evening students who work and can only attend at that time is evident either through non-course based options that are delivered either through one to one tutoring or computer assisted instructional programs geared to students’ individual needs. 

E.  Program Evaluation

The faculty must have a minimum of a Bachelor’s degree (Master’s preferred), be experienced and/or hold credentials that attest to their ability to teach effectively.  Every effort is made to hire faculty who hold a Master’s degree since this allows them to teach college level courses with other academic departments.  This cooperation between departments greatly enhances the communication and good will between the Developmental Studies department and the Colleges. Faculty evaluations are conducted at the end of each semester, and the
Dean of the University College meets with each professor to review student evaluation of their instruction. Any areas of weakness are addressed at this point.

The Dean prepares an annual report that summarizes student performance on TSI assessments or course completion.  This report is given to the Executive Committee and the Provost’s Council. It serves as an internal and external evaluation tool used by the Dean of the University College and the Provost to recognize progress, and more importantly, address areas of concern. 

The Developmental Studies faculty and the Dean of University College meet regularly during the semester. The Dean also meets with the chairs of English, history, and mathematics to update them on recent changes to developmental education policies and/or to discuss curriculum, placement, and assessment results.   

 

III.  DEVELOPMENTAL EDUCATION PROGRAM GUIDELINES AND REGULATIONS

 All students who have not met TSI passing scores are enrolled in developmental instruction. Please refer to the Placement Guidelines for developmental courses on page 2.  Students are placed in course based instruction or computer adaptive learning platforms, unless they meet one of the conditions (page 3) for non-course based instruction held regularly through University Learning Center or the Writing Center

The list below outlines the conditions for continued enrollment at A&M International if students have not met TSI standards.

 Students:

  • must remediate in at least one area
  • are encouraged to remediate in all areas in which they have not  successfully tested
  • must attend and participate in each of their developmental classes.  Failure to do so will result in a “W” for the course and students will be required to retake the course the following semester.

A.  Developmental Education Requirements for Continued Enrollment:

Students required to take developmental courses must take and pass these prior to the completion of thirty college level semester credit hours.   Transfer students to Texas A&M International University must complete any required developmental courses by the end of the second semester in which they are enrolled.  Students who have not met this obligation after thirty hours will have future enrollments restricted to developmental courses only, until they have successfully completed all required developmental studies courses.  In no case may student enroll in a specific developmental course more than three times.   This is effective Fall 2006.

B.  Successful Remediation

Students have successfully remediated when they have either passed one of the TSI approved tests  or completed the highest level developmental course:  DENG 0370, DRDG 0301, DMAT 0301.

C. Conditions for College Level  Enrollment

Students qualify for enrollment in college level courses when they meet one of the following conditions:

  • Meet TSI minimum required scores and TAMIU pre-requisite scores.
  • Successfully remediate (earn a “C” or higher) in highest developmental course/s designated for that area.
  • Transfer students will have met the TSI standards if their transcripts read “college ready” in all three areas: math, reading, writing.
  • Students who have not met the TSI standards have the option of re-testing on the TSI Assessment prior to registering for a college level class.

D.  Attendance and Participation

Texas A&M International expects that students are committed to their developmental instruction.  The Department of Developmental Studies’ attendance and participation rules state that a student may not accumulate more than 3 absences (excused or unexcused) or incomplete homework assignments or they will receive a “W” in the course.  All course syllabi include these requirements so that students are well aware of the consequences should they not be attending and participating.

University CollegeAdvising and Mentoring CenterUniversity Learning CenterWriting CenterTRiO Student Support ServicesTesting CenterFirst and Second Year Success

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