HOW TO REDESIGN A COLLEGE-LEVEL OR DEVELOPMENTAL MATH COURSE USING THE EMPORIUM MODEL
Expanded Table of Contents
I. The Essential Elements of the Emporium Model
- Redesign the whole course and establish greater course consistency.
- Require active learning and ensure that students are "doing" math.
- Hold class in a computer lab or computer classroom using commercial instructional software.
- Build in ongoing assessment and prompt (automated) feedback.
- Provide students with one-on-one, on-demand assistance from highly trained personnel.
- Ensure sufficient time on task.
- Monitor student progress and intervene when necessary.
- Measure learning, completion, and cost.
II. Improving on the Essentials
- Institute Mastery Learning
- Modularize Course Materials and Course Structure
III. Getting Ready to Redesign
- Assess Your Institution’s Readiness to Redesign
- Campus Support
- Financial Support
- Prepare to Develop a Plan
- Establish a Course Redesign Team
- Take Advantage of NCAT Resources
- Background Reading
- Redesign Case Studies
- Campus Visits
- Redesign Scholars
- Readiness Checklist
IV. How to Set Up the Lab
- Choosing Software
- Determining How Many Computers Will Be Needed
- Identifying and Training Tutors
- Scheduling: Tracking Student Participation and Smoothing out Demand
V. How to Make Course Policy Decisions
- Assignment Settings for Homework and Quizzes
- Student Attempts on Quizzes, Tests and Exams
- Awarding Course Points
- Partial Credit
- Proctored Testing
VI. How to Reduce Instructional Costs
- How redesign leads to reduced instructional costs
- How to calculate the time instructors spend on the course: The Scope of Effort Worksheet
- Three ways to restructure the course to reduce instructional costs
- Have each instructor carry more students by
a. increasing section size or
b. increasing the number of sections each instructor carries for the same workload credit.
- Change the mix of personnel from more expensive to less expensive.
- Do both simultaneously.
VII. How to Assess Student Learning
- How and when to obtain the data
- Parallel Sections (Traditional and Redesign)
- Baseline Before (Traditional) and After (Redesign)
- Measures to use
- Comparisons of Common Final Exams
- Comparisons of Common Content Items Selected from Exams
- Comparisons of Pre- and Posttests
- Comparisons of Student Work Using Common Rubrics
VIII. How to Compare Completion Rates
- Why grades are not valid comparative measures of student learning
- Why look at both completion rates and measures of student learning
IX. How to Address Specific Faculty Concerns
- Faculty Role
- Faculty Workload
- Faculty Training
- Faculty Resistance
X. How to Ensure Student Participation
- Introducing the Emporium Model
- What to Do When Students Won't Do the Work
- What to Do If Students Don't Like the Redesign
XI. Planning and Implementing the Redesign: A Timeline and Checklist
- Four phases of implementing a course redesign
- Planning and Development
- Conducting a Pilot Term
- Making Revisions to the Redesign Based on the Pilot Experience
- Fully Implementing the Redesign in All Sections of the Course
- Planning and Implementation Checklist
- Building Consensus among All Stakeholders
XII. Developing a Written Redesign Plan: Why It's Important
- The Emporium Model and the Eight Essential Elements of Course Redesign
- Lab Operational Description
- Learning Materials/Software
- Assessment Method
- Course Completion Forms
- Cost Reduction Strategy and the Cost Planning Tool.
- Ongoing Consensus
- Project Budget
XIII. Building and Maintaining Consensus
- Initial and Ongoing Faculty Consensus about the Redesign
- Initial and Ongoing Consensus among Campus Offices
- Initial and Ongoing Consensus among Senior Administrators
- Ensuring Sustainability: The Fundamentals
- Executive Leadership
- Faculty Leadership
- Ongoing Data Collection
- Ongoing Communication
- Orientation of New Personnel
- Financial Plan
- Sustainability Checklist