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: 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