Difference between revisions of "What is a Model Course"
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(Created page with '= Model MAA WebWork Courses = Should include: # A well-defined subject matter. #* That covers material which is commonly taught at the collegiate or advanced secondary level. #*…') |
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Should include: |
Should include: |
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| − | + | == A well-defined subject matter. == |
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#* That covers material which is commonly taught at the collegiate or advanced secondary level. |
#* That covers material which is commonly taught at the collegiate or advanced secondary level. |
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#* A reasonable breadth of material that could be adjusted to fit in semester or quarter formats. |
#* A reasonable breadth of material that could be adjusted to fit in semester or quarter formats. |
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#** should consider current pedagogical improvements. |
#** should consider current pedagogical improvements. |
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#** should attempt to address both computational and conceptual concerns |
#** should attempt to address both computational and conceptual concerns |
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| − | + | == A syllabus. == |
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#* Including specific topics covered by the problem sets. |
#* Including specific topics covered by the problem sets. |
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#* Attempts should be made to avoid references to specific texts. Special model courses can be assembled for specific texts by using appropriate units from these model course and perhaps with the addition of additional specialized units. |
#* Attempts should be made to avoid references to specific texts. Special model courses can be assembled for specific texts by using appropriate units from these model course and perhaps with the addition of additional specialized units. |
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#* Should be available on the WebWork wiki site |
#* Should be available on the WebWork wiki site |
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| − | + | == Problem sets. == |
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#* A model course should comprise 9 to 16 problem sets in general. |
#* A model course should comprise 9 to 16 problem sets in general. |
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#** Specific courses, such as courses aimed at the secondary level, may require more sections. |
#** Specific courses, such as courses aimed at the secondary level, may require more sections. |
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#* Each model course problem should include appropriate hints. |
#* Each model course problem should include appropriate hints. |
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#* Individual set headers should list the components of the course syllabus addressed by the problem set. Items not related to the particular problem set should not be noted in these set headers. This includes references to the larger model course so that the problem set could perhaps be utilized in more than one model course. |
#* Individual set headers should list the components of the course syllabus addressed by the problem set. Items not related to the particular problem set should not be noted in these set headers. This includes references to the larger model course so that the problem set could perhaps be utilized in more than one model course. |
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| − | # Packaging of Model Courses |
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| + | == Readings. == |
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| − | #* Problem set chapters should consist of problem set collections comprising a cohesive "chapter" of material. |
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| − | #* Problem set courses should consist of problem set chapters. |
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| − | # Readings. |
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#* Identified so that instructors can easily delete these from the problem set. |
#* Identified so that instructors can easily delete these from the problem set. |
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#* Likely from MAA journals but all at an appropriate level and corresponding to the other material in the problem set. For lower level courses, articles from popular journals and magazines should be appropriate. |
#* Likely from MAA journals but all at an appropriate level and corresponding to the other material in the problem set. For lower level courses, articles from popular journals and magazines should be appropriate. |
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#* Assigned so that their removal from the problem set does not leave material holes. |
#* Assigned so that their removal from the problem set does not leave material holes. |
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| − | + | == Interactive problems. == |
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#* Preferably using free resources and designed to test for concepts rather than calculations. |
#* Preferably using free resources and designed to test for concepts rather than calculations. |
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#* Identified so that instructors can easily delete these from the problem set. |
#* Identified so that instructors can easily delete these from the problem set. |
||
#* Assigned so that their removal from the problem set does not leave material holes. |
#* Assigned so that their removal from the problem set does not leave material holes. |
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| + | = Packaging of Model Courses = |
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| + | == Collections of Problem Sets. == |
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| + | #* "Chapters" should consist of problem set collections comprising a cohesive "chapter" of material. |
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| + | #* "Courses" should consist of problem set chapters. |
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Revision as of 10:10, 6 July 2011
Contents
Model MAA WebWork Courses
Should include:
A well-defined subject matter.
- That covers material which is commonly taught at the collegiate or advanced secondary level.
- A reasonable breadth of material that could be adjusted to fit in semester or quarter formats.
- The selection of topics and techniques which are commonly taught.
- should be made to avoid specialized methods or topics
- should consider current pedagogical improvements.
- should attempt to address both computational and conceptual concerns
A syllabus.
- Including specific topics covered by the problem sets.
- Attempts should be made to avoid references to specific texts. Special model courses can be assembled for specific texts by using appropriate units from these model course and perhaps with the addition of additional specialized units.
- Should be available on the WebWork wiki site
Problem sets.
- A model course should comprise 9 to 16 problem sets in general.
- Specific courses, such as courses aimed at the secondary level, may require more sections.
- Each set should attempt to comprise a cohesive unit of material.
- As appropriate, attempts should be made to include a problem or two which reinforce corresponding prerequisite material.
- Each problem set should be reasonably-sized with minimal repetition.
- Each model course problem should include a solution.
- Each model course problem should include appropriate hints.
- Individual set headers should list the components of the course syllabus addressed by the problem set. Items not related to the particular problem set should not be noted in these set headers. This includes references to the larger model course so that the problem set could perhaps be utilized in more than one model course.
- A model course should comprise 9 to 16 problem sets in general.
Readings.
- Identified so that instructors can easily delete these from the problem set.
- Likely from MAA journals but all at an appropriate level and corresponding to the other material in the problem set. For lower level courses, articles from popular journals and magazines should be appropriate.
- Assigned so that their removal from the problem set does not leave material holes.
Interactive problems.
- Preferably using free resources and designed to test for concepts rather than calculations.
- Identified so that instructors can easily delete these from the problem set.
- Assigned so that their removal from the problem set does not leave material holes.
Packaging of Model Courses
Collections of Problem Sets.
- "Chapters" should consist of problem set collections comprising a cohesive "chapter" of material.
- "Courses" should consist of problem set chapters.
