Organizing an EmporiumThe Nuts and Bolts

John Squires, Chattanooga State Community College

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)

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

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

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

2007F 2012F % increase

Cleveland State 334 633 71

Chattanooga State 1143 1810 58

Students Passing College Math

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.”

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

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

University of Alabama

Lawrence and Lakeisha

Questions?John Squires

John.Squires@ChattanoogaState.edu