Many colleges and universities require prerequisites prior to enrollment in introductory composition courses; however, enforcement of prerequisites is not consistent across institutions. In this study, we examine the impact of an automated, mandatory prerequisite enforcement system on students and advisors at a public comprehensive university. Results indicate that prerequisite systems are positively associated with student outcomes including improved GPAs and retention rates; furthermore, while functioning similarly to prescriptive advising, prerequisite systems can also facilitate developmental advising relationships between students and academic advisors.
Author notes
Krista Soria is an analyst with the Office of Institutional Research and a doctoral student in educational policy and administration (higher education emphasis) at the University of Minnesota–Twin Cities. She is a graduate of the master's degree program in academic advising from Kansas State University. Her research interests include academic advising and career development, social class in higher education, and community engagement. She can be reached at [email protected].
Lori Mumpower is an assistant professor in the Department of English at Valdosta State University. Her research interests include writing technologies, faculty development, and online teaching and learning. Readers may contact Dr. Mumpower at [email protected].
The authors thank Dr. Michael Stebleton and the manuscript reviewers for their comments and recommendations on several drafts of this manuscript.