Large-scale Course Redesign

In Improving Learning and Reducing Costs: Lessons Learned from Round I of the Pew Grant Program in Course Redesign By Carol A. Twigg (source) the Emporium model in developmental math is summarized.

This is a comment from 2003:

Decisions to engage in large-scale course redesign cannot be left to an individual faculty member. An institution’s best chance of long-term success involves not a single individual but rather a group of people who, working together, are committed to the objectives of the project. Indicators that the faculty in a particular unit are ready to collaborate include the following: they may have talked among themselves about the need for change; they may have decided to establish common learning objectives and processes for the course in question; and they may have instituted pieces of a common approach, such as a shared final examination.

See also (source) for more current discussion.

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