Smoothing the Surface (Processes): Addressing Uneven Quantitative Skills in a Core Majors Course

Session: Quantitative and Data Analysis Skills in Geoscience Education: Supporting Student, Course, and Program Outcomes, Part II

Presenting Author:

Author:

Abstract:

Students entering Hydrology and Surface Processes, a 300-level core majors course at a very large state university, present with a wide range of quantitative background and confidence. Over two semesters, we incorporated The Math Your Earth Science Majors Need modules into course labs on hydrology and geomorphology for supplemental practice and to provide just-in-time additional instruction for students with little statistics preparation. The online modules include a short explanation of concepts with sample problems from the Earth Sciences along with topical practice quizzes. Modules on basic descriptive statistics, histograms, and linear regression were assigned as outside work while course labs introduced these concepts. Both the modules and quizzes were integrated into the course management system (Canvas) to provide a seamless student experience. For example, the basic statistics module was first introduced as students were asked to analyze a 15-year record of monthly rainfall to explain water levels in a mountain lake. Students chose the extent of their engagement with the online statistics modules based on their needs which allowed more class and lab time to focus on geologic processes and data interpretation.

To assess the effectiveness of the co-curricular modules, students took pre and post tests for content knowledge in the three areas as well as for comfort with specific quantitative skills. Pretest to postest change shows a significant increase in student ability from a mean content score of 44% to 73% (n=18) in the first semester and of 65% to 72% (n=13) in the second. The largest gains were seen for students starting with the lowest initial scores. Both sections additionally show an increase in self-reported confidence for the topics addressed in class including use of spreadsheets.This was much larger than the baseline confidence increase in all quantitative skills over the semester.