Author(s):
Need:Quantitative skills are fundamental in Earth science and students need sustained and distributed practice to strengthen their skills. The application of quantitative approaches to Earth science questions enhances students’ comprehension of Earth processes and prepares them for the Earth science workforce. However, many faculty members face challenges incorporating even basic math within Earth science courses due to various factors, including students’ lack of preparation and discomfort with math, as well as limited in-class time for strengthening math skills.Despite requiring advanced math courses like calculus, many Earth science departments provide limited opportunities for students to apply basic math knowledge within a geoscience context. This perpetuates the misconception that quantitative skills are tangential or irrelevant to the Earth sciences.Guiding Questions:To address this issue, this project has two primary educational research questions: 1) What are the characteristics of successful implementation strategies for co-curricular quantitative skills modules? And 2) What are typical Earth science majors’ experience, attitudes, and self-efficacy related to math and avenues to improving skills and self-efficacy? Outcomes:The Math Your Earth Science Majors Need project is developing co-curricular math modules to support the development of quantitative skills specifically for Earth science majors. Thus far, we have developed eight modules on topics such as vectors, histograms, linear regression, and exponential equations. Each module applies the math skill to real-world Earth science problems with examples from various sub-disciplines. Emphasizing the importance of these skills and helping students see how they connect across different Earth science courses may promote skill transfer, student self-efficacy, and recognition of the importance of quantitative skills.Broader Impacts:The co-curricular math modules are specifically designed to level the playing field for all students and may reduce a barrier to broadening access for Earth science majors. Providing additional asynchronous, self-paced support to students who have varying levels of mathematical background may help students confidently apply these skills in their Earth science studies and future careers. In addition, the collaborative efforts of the module authors and implementers will create a community of practice focused on developing effective methods for teaching quantitative skills in undergraduate geoscience courses.
Coauthors
Beth Pratt-Sitaula, Earthscope Consortium; Eric Baer, Highline College, Washington; Michael Coe, Cedar Lake Research Group
