1. NEXT STEPS IN REDESIGNING DEVELOPMENTAL AND COLLEGE-LEVEL MATH How to Organize a Math Emporium To Modularize or Not To Modularize How to Engage Students

2. TO MODULARIZE OR NOT TO MODULARIZE John Squires Chattanooga State CC Betty Frost Jackson State CC Kirk Trigsted University of Idaho

3. WHY MODULARIZE? The Emporium Model enables us to individualize the student experience. Modularization does not equal modules (merely dividing the course content into modules or weekly topics.) Thats like having chapters in a textbook. How students progress through the modules is what matters.

4. MODULARALIZATION = INDIVIDUALIZATION Recognizes differences in student backgrounds and abilities Recognizes that student progress through course materials varies considerably – 1/3 may be in the middle of the material in any given class – 1/3 may have already accomplished the goals of todays class – 1/3 may be lagging behind Some students may be bored because other students questions result in repetition of material they have already mastered. Other students feel overwhelmed by the amount of material covered in one class.

5. MODULARIZATION ISSUES TO CONSIDER The "How Manys" Groups vs. individualization Administrative issues – Registration – Tracking – Financial aid – Tuition – Transcript and transfer

7. COURSE POINTS BREAKDOWN

8. GROUPS VS. INDIVIDUALIZATION How do you place students in the module sequence? How do you resolve the contradiction between letting students move at their own pace vs. an expected pace? What do you do if students fall behind the expected pace? What do you do in the weekly group meeting when students are at different places?

9. ADMINISTRATIVE ISSUES How do we register students? How do we track students? How do we meet financial aid requirements? How do we charge tuition when students move at different rates? How do we record modules on transcripts and handle transfer?