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Organizing an Emporium The Nuts and Bolts John Squires, Chattanooga State Community College.

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Presentation on theme: "Organizing an Emporium The Nuts and Bolts John Squires, Chattanooga State Community College."— Presentation transcript:

1 Organizing an Emporium The Nuts and Bolts John Squires, Chattanooga State Community College

2 The Emporium Large computer lab open day and night Students go there to work and get assistance Must become the heart of the program Fixed vs. Flexible Different colleges use different combinations Mix depends on classes, curriculum and facilities Variations Pure Emporium Focus Group Computer Classrooms (Mini-Lab) Class/Lab Combo (Small Sites)

3 How many computers do I need? Number of Students Divided by 15 (or 20) Alternatively, Number of Students x 2.5 / Hours Open How big should my lab be? Minimal area per station = 2.5 x 6 = 15 square feet Ideal area per station = 3 x 6 = 18 square feet IT Options Desktops vs. All-in-one PCs Thin Client Netbooks Other Considerations Electrical Heating and Air

4 How many tutors do I need? Prime Time: Number of Computers / 15 (or 20) Other Times: Half as many as Prime Time Staffing What is the mix of tutors? Student tutors Professional tutors Faculty Mix depends on college staffing Qualifications Friendly personality Desire to help students learn Adequate math knowledge

5 Friendly Atmosphere Built to capacity, friendly atmosphere Most utilized resource on campus Nice Look/Feel Not cramped or noisy Clean and Comfortable Positive Examples Wall of Fame Avoid negative signage Meeting Student Needs Help Desk & Help Sessions

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8 2007F2012F % increase Cleveland State Chattanooga State Students Passing College Math

9 Tenn. Board of Regents (Schutz & Tingle) Strong positive impact on course success Strong positive impact on next course success Harvard University (Boatman) Among those enrolled in developmental math, however, students completed an average of 3.3 credits more of their attempted credits (or an average of one course) than their peers assigned to college-level math. At Cleveland State, the redesigned courses led to more college-level credits after two years.

10 Cleveland State Redesign TBR and UF studies found that gender and race were no longer factors in predicting course success – achievement gaps were closed Chattanooga State Redesign Low – income students tracked and compared to all students in terms of course success, accelerated learning, and fall to spring retention No gaps were found, low-income students performed as well as other students across the board in all areas

11 Getting students to Do the Math Helping Struggling Students Making Sure They Learn the Material – Mastery Learning I believe that mastery learning is the critical missing link in the education of low achievers. Patricia K. Cross, 1976 Accent on Learning

12 University of Alabama

13 Lawrence and Lakeisha Questions? John Squires


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