Math Module Implementation in Oceanography Course at Fitchburg State University

1. First-year TMYN Implementation Elizabeth Gordon Fitchburg state University

2. Why? Our students • Diverse student population (traditionally underrepresented) • first-generation • low-income • returning students • students with documented learning disabilities • ~ 50% incoming students require remedial math coursework • Introductory geoscience courses don’t have math prereq

3. Why?Our challenge • Students with wide range of math skills • (majors and non-majors) • Supplemental instruction that accommodates student schedules • >50% commuting students • students with off-campus employment

4. How? Course: Oceanography Contact hours: Three 75 minute meetings per week (two lecture, one lab) Enrollment: 22-25 students per section

5. Implementation in a nutshell Pre-test includes problems from selected modules Online, but completed during class Students complete five modules and assessments outside class time • Density (as introduction) • Best fit line • Unit conversions • Rates • Rearranging equations Post-test – repeat of pretest, completed during class Module assessment part of course grade; post-test as bonus

6. It worked!

7. Student testimonials • “I think the math modules work great. I have worked through all of them and they help with the math we do in class. It's a good reminder for math I haven't worked with in a long time. “ • “I have worked through all of the math modules and they really helped me a lot. Without them I most likely would have had trouble with the labs that corresponded with the modules.”

8. Essential elements Becomes the ‘culture’ of the class math is needed but not to be feared convenient tool available willingness to ask questions

9. Remaining hurdles