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Math Rocks! Linking Physical Geology with a Mathematics Course to Improve Student Learning

Math Rocks! Linking Physical Geology with a Mathematics Course to Improve Student Learning. Mike Phillips, Geology Instructor Cheryl Hobneck, Math Instructor Illinois Valley Community College This presentation may be accessed at: http://www.ivcc.edu/phillips. The Courses.

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Math Rocks! Linking Physical Geology with a Mathematics Course to Improve Student Learning

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  1. Math Rocks!Linking Physical Geology with a Mathematics Course to Improve Student Learning Mike Phillips, Geology Instructor Cheryl Hobneck, Math Instructor Illinois Valley Community College This presentation may be accessed at: http://www.ivcc.edu/phillips

  2. The Courses • Physical Geology (with lab) • introductory, general education course • high rate of D’s, F’s, and withdrawals (typically around 25 to 30%) • Intermediate Algebra • prerequisite for college level math • math placement based on Accuplacer score • non-transfer course

  3. Identify Barriersto Student Success • Physical Geology • Methods: classroom assessment, discussions with counselors • Student background (Spring 2003) • 4/5 of the students had not taken a college-level lab science course • 3/4 of the students had not had a geology course (HS or college) • 3/4 of the students had not successfully completed a college-level math course

  4. The Link Between Math and Geology • Basic geologic concepts are often described using graphs and equations. • Understanding and completing lab exercises requires students to use math. • High math anxiety is a barrier to student success in geology & math.

  5. Math at IVCC • IVCC has mandatory placement testing • fall 2003: 72% tested below “college-level” (national average is around 80%) • Frustration for students and parents • students are “back tracking” • Developmental Math courses • build students’ skills to the college level • lab or lecture/lab combo • provides review of math concepts to be used in other courses

  6. Identifying Solutions • How can student needs be addressed? • Explored options through discussions with counselors, deans, other instructors • Two solutions were implemented for Physical Geology: • web-based assistance for all students • learning community for students

  7. Learning Communities • http://learningcommons.evergreen.edu/ • “…classes that are linked or clustered during an academic term, often around an interdisciplinary theme, and enroll a common cohort of students.”

  8. Small cohort of students enrolled in large enrollment sections of linked courses and in cohort-only seminar. Cohort of students are sole enrollees in designated sections of linked courses All students are enrolled in team-taught program images after: http://learningcommons.evergreen.edu/ Learning Community Structures

  9. Developing “Math Rocks!” • Applied to college’s Learning Community Coordinators • Added sections to schedule • assistance of Deans • advice of counselors • Discussed new LC with counselors (key!)

  10. Math Rocks! • Large Geology lecture (1/3 –1/4 LC) • Intermediate Algebra (mostly LC) • Geology lab section (LC only) • Seminar with the geology and math instructors (LC only)

  11. Sample Topics (LC Seminar) • Scale conversions • Graphing and rate calculation for ash clouds and plate motion • Drainage basin analysis • Cookie mining (economic geology) • Radiometric dating • Groundwater flow calculation

  12. Student Response • Student success • DFW rate 18% (28% for rest of class) • Note: cohort is presumed to be a higher risk for DFW • Student comments on Math Rocks! indicate that students • feel it improves their understanding of both subjects • enjoy working with and getting to know other students • like the extra attention

  13. Enrollment n = 15

  14. Instructor Response • Gain insight into what our students are learning and expected to know • Able to observe the techniques of another instructor • Get to know the students better • Able to address student needs more effectively

  15. Keys to Success • Identification of beneficial links • instructors • division deans • counselors • Coordination & communication between instructors • Identification and registration of students by counselors • Support from administration

  16. Future Goals • Continue to revise seminar and course activities • Continue to examine scheduling with deans and counselors • Continue to work with counselors • Identify new LC opportunities

  17. Thanks • Math Rocks is supported in part by a Title III grant from the U.S. Department of Education • Math Rocks has received indispensable support from our counselors, Deans, and Vice President for Academic Affairs

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