Abstract
This article proposes that the methods and philosophies informing corequisite teaching could be generalized throughout English studies to support students at all levels who are undergoing and recovering from pandemic‐related traumas. Corequisite courses, which promote equity among first‐year students, are designed with attention to trauma‐informed approaches and a focus on process‐driven writing. Instructors address noncognitive skills with students, such as time management and note‐taking, and consider the cultural relevance of their reading and writing assignments. By describing specific activities and methods used at Hostos Community College, the article considers how strategies that are central to corequisite pedagogy might be widely adopted or adapted in this moment of reorientation for English studies. Additionally, the article suggests that mission‐driven practices of community colleges serve as a model for higher education more broadly.
