Note: this is my personal approach to course coordination and has not been approved by the department.

A coordinated course in the precalculus / calculus sequence has the following elements in common: topics covered, approximate schedule for covering them, homework, final exam. Often a piazza site is also used for all sections of the class and often office hours are open to all students taking any section or the course. The following elements are usually prepared individually rather than being common: midterms (tests), recitation assignments, lecture notes, test review materials, quizzes (if any), before class assignments (if any), clicker questions (if any), instructional videos (if any) although versions of these materials are made available on the math grad canvas / sakai site and by the coordinator. Sometimes Math 110 and Math 130 have additional common elements. For example, the current coordinated Math 130 has in common tests, clicker questions, before class assignments, instructional videos, and projects in addition to the final exam, homework, and topic schedule.

Here are the coordinator duties that I consider part of the job:

1. Set up the course for the semester:
   1. Confirm the common textbook and notify the bookstore
   2. Request Undergraduate Learning Assistants (ULAs) for all sections of the class if appropriate for the teaching style of the class and in consultation with the instructors of each section
   3. Prepare a list of required topics that references section numbers of the textbook and a schedule for covering these topics
   4. Prepare a syllabus for instructors to use or modify
   5. Assemble common homework assignments, normally within an online homework system like MyLabMath, WebAssign, or Edfinity. These are typically copied over from semester to semester with minor tweaks.
   6. Create / adapt a document of duties for recitation TAs that instructors can use as a model (for courses with recitations)
   7. Give the above materials to instructors at least a few weeks before classes start
   8. Establish whether the Piazza site will be shared among all sections (usually it is) and organize TA’s and instructors so that each day of the week is covered for answering questions, post the question-answering schedule as a pinned post on Piazza
   9. Establish whether office hours will be shared so that any student can go to any office hour and post a schedule of everyone’s office hours, usually as a pinned post on Piazza
   10. Make other materials available to instructors from previous semesters, including lecture notes, recitation problem sets, test review materials, old quizzes, old tests, before class assignments, instructional videos, and clicker questions (on PollEv or LearningCatalytics). Most of this can be done by pointing instructors to folders on the math grad canvas site and by adding instructors to a current or old Canvas site for the course.
   11. Hold an information meeting the week before the semester starts and invite all instructors. Include all recitation TAs for all or part of the meeting (for courses involving recitations). 
2. Set up and supervise any associated lab classes (Math 110L for Math 110, Math 231L for Math 231)
   1. Contact the TA who is teaching the support lab to explain its purpose: to help students master prerequisite skills for the regular course and support them in the regular course
   2. Provide a draft syllabus, updated so that topics covered in the support lab (e.g. 231L) are aligned week by week with topics in the primary class (e.g 231). Old syllabi are on the Math Grad Canvas site.
   3. Set up a supplementary self-study / homework system for students to practice in. Usually, ALEKS is used.
   4.  Give the TA sample worksheets to be used for in-class instruction and group work. See the Math Grad Canvas site
   5. Check in on the TA during the semester and manage any issues
   6. Advertise the L class to all instructors of the regular class and to students who need review of prerequisite topics
3. Manage the course during the semester:
   1. Optionally, meet a few times during the semester to discuss how the class is going
   2. When classes are canceled due to weather or active shooters, make decisions, in consultation with the other instructors, about whether any topic(s) need to be cut from the syllabus and which one(s)
   3. Answer questions from instructors throughout the semester and manage complaints from students that cannot be resolved by the instructor directly
4. Manage the final exam
   1. Write the final exam. This generally involves dividing up topics and asking instructors to write final exam problems for their assigned topics, putting together a problem list, meeting with all instructors to select problems, putting together a first draft of the final, and then making refinements in consultation with the other instructors
   2. Make sure the correct number of final exam copies are printed and distributed to instructors, with help from office staff
   3. Organize common grading of the final exam, usually on gradescope, involving all instructors and all recitation TAs. Provide solutions for grading and for posting to students 
   4. Write a make-up final, in consultation with the other instructors
   5. Proctor the make-up exam for all sections of the course or arrange for another instructor or TA to proctor it. Figure out the number of make-up tests needed and print them