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

Quantitative and data analysis skills are critical for geoscientists but often a barrier for students. This session includes strategies for skill development, from activities to geoscience-focused quantitative skills courses to departmental innovations supporting quantitative and analysis skills across degree programs.

Tuesday, 21 October 2025
1:30 PM - 5:30 PM
HBGCC, 301B

Whole-student support for positive changes in quantitative skills and attitudes about math

Paper number: 208-2
Program: Technical Sessions
Time: 1:50 PM – 2:10 PM

Authors

Abstract

Many students only discover their passion for geosciences when they take a course in college. But, because most high school seniors are not prepared for the quantitative skills needed to succeed in college, geoscience students face barriers to success in the form of developmental math courses that serve as “gate keepers” with high DFWI rates and few options for learning support. Furthermore, many geoscience students say they are “bad at” or “can’t do” math and, when faced with quantitative problems, freeze, feel anxious, or shut down. Research into the affective domain suggests that negative attitudes can depress interest, self-efficacy, and the ability to learn both math and STEM subjects. To mitigate these attitudes and provide support for skill development, implementation of online learning modules as a part of an introductory geoscience course builds quantitative skills and improves self-efficacy, interest, and motivation.

We present nearly two decades of efforts to produce a suite of student-focused online resources that support all aspects of learning and improve abilities and attitudes about quantitative geosciences. The Math You Need, When You Need It (TMYN) provides modular lessons focused on quantitative concepts placed in geologic context. Regardless of their initial skill level, students who engage with the modules increase their ability to successfully complete quantitative geoscience problems, thus leveling the playing field for all students. When implemented in conjunction with a geoscience course, TMYN is designed to support student success and increase confidence in addressing quantitative geoscience problems. Geoscience Success Lessons are modular lessons focused on the Affective Domain and teach students about ways to improve their attitudes about quantitative tasks in geoscience. Engaging with these lessons can improve geoscience self-efficacy and quantitative skills, particularly for students who identify as women. Recent work by others expands TMYN to encompass concepts appropriate for upper-level courses. We offer some classroom tested strategies for integrating online quantitative skills and attitude resources into your courses, results that demonstrate the success of these strategies, and how these resources can support the whole student to engage in authentic quantitative geoscience courses.

Geological Society of America Abstracts with Programs. Vol. 57, No. 6

doi: 10.1130/abs/2025AM-412665

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