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

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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

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The Courses

• Physical Geology (with lab)
• introductory, general education course
• high rate of Ds, Fs, and withdrawals (typically
  around 25 to 30)
• Intermediate Algebra
• prerequisite for college level math
• math placement based on Accuplacer score
• non-transfer course

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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

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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.

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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

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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

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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.

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Learning Community Structures

• 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
  /

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Developing Math Rocks!

• Applied to colleges Learning Community
  Coordinators
• Added sections to schedule
• assistance of Deans
• advice of counselors
• Discussed new LC with counselors (key!)

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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)

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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

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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

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Enrollment

• n 15

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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

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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

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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

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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