Engaging and Empowering Majors at All Levels in Quantitative Science Jenni Evans and Richelle Allen-King

Why Focus on Quantitative Courses? Critical material for majors – faculty Unrewarding and difficult – students How can this dichotomy be resolved?

Motivation Strategies Communicate your expectations early and consistently reinforce them Provide plenty of feedback –Regular graded quizzes help/motivate/force students to keep up –Regular homeworks provide an opportunity for longer, worked problems –Provide homework solutions promptly

Grading Strategies For larger classes, alternate 50% grading with your TA (if you have one), but do grade quizzes and/or homeworks yourself as they’re a great way to keep tabs on class progress When grading all material is infeasible, spot grade a “randomly” selected question

Engagement Strategies Constantly make the link between the math and the “real world” application –Problem-based framework –‘Field’ (or field-like) applications, hands-on examples or forecast sessions (lead with labs) –Translate math into physics and physics into math

Engagement Strategies Team problem challenges –Applied research projects: Riverine discharge example –Interactive group project: “Tornadoes and anthropogenic vorticity” example ‘4 ways’ –graph, tabulate, describe, apply or predict

Other Essentials Encourage controlled interaction Keep a “safe” classroom environment (being wrong is allowed, not trying is frowned upon) ‘Two minute essays’ to check in with students Have high standards for your students and yourself

Discussion Identify problems relevant to participants Group brainstorming session Example methods by leaders available Summary discussion

Example 1: Riverine N discharge Local problem provides context to –Develop overarching course concept – mass balances and –Learn/practice selected quantitative skills Problem: What is the dominant source of N leading to eutrophic conditions in our local River?

What students do (1) Create hypotheses about temporal N pattern for different potential N sources based on study of selected background preparation Design and execute sampling plan (constraints by instructor) to test hypotheses

What students do (2) Use data collected to complete CHALLENGING calculations that evaluate hypotheses –limited data set, pencil and paper analysis first, then to EXCEL (new tool) Use available web data to extend the assessment beyond their measurements –practice Excel, more extensive data available, broaden interpretation) Work quantitatively with data in MANY ways

Questions?

Example 2: “Tornadoes and Anthropogenic Vorticity” Premise is that cars cause an increase in the number of tornadoes in the USA: link is vorticity Vorticity is a measure of the local rotation in a fluid flow

Example 2: “Tornadoes and Anthropogenic Vorticity” Premise is that cars cause an increase in the number of tornadoes in the USA: link is vorticity Paper published in Nature Journal article generated many detailed responses Vorticity taught in class Use this as an applied problem

Example 2: “Tornadoes and Anthropogenic Vorticity” Each student provides a 1-2 page paper prior to the first class on this project Instructor assigned discussion groups based on talent and personality Groups discuss all aspects of their papers and the motivating publications and reach a “group consensus” These discussions are moderated

Example 2: “Tornadoes and Anthropogenic Vorticity” Each student completes another 1-2 page paper summarizing the group consensus and any arguments on which they differ The second discussion is class-wide Achieve >80% discussion participation typically This project receives rave reviews!

Questions?

Discussion Further discussion of leader suggestions Think of a concept you want to convey –How can you approach this in a novel way? –Brainstorm with group Any other thoughts? Summarize