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
Bridging the Gap: Outcomes of a Long-term Quantitative Skills Program in Introductory Physical Geology Classrooms at a Large Community College
Paper number: 208-4
Program: Technical Sessions
Time: 2:25 PM – 2:40 PM
Authors
Abstract
The quantitative literacy (QL) of students taking introductory geology courses at two-year colleges is often at a deficit, with few students arriving with adequate mathematical skills related to the geosciences such as calculating rates, gradients, isotopic ages, and reading graphs. This deficit, in addition to the high variability of foundational QL skills from student to student, can make it difficult to both assess and alleviate deficits for affected students.
Since 2013, geology faculty at Wake Technical Community College have been using The Math You Need, When You Need It (TMYN) modules via SERC for the topics of Calculating Rates, Reading Graphs, and Slope and Scale. A standard assessment for the Rates module has been tracked continuously since 2013 and shows an overall ~1% increase in student proficiency rates each year, with no clear patterns related to instructional modality. The implementation of these modules, assessment standards, and student outcomes of this program are presented.
Geological Society of America Abstracts with Programs. Vol. 57, No. 6
doi: 10.1130/abs/2025AM-413065
© Copyright 2025 The Geological Society of America (GSA), all rights reserved. Permission is hereby granted to the author(s) of this abstract to reproduce and distribute it freely, for noncommercial purposes. Permission is hereby granted to any individual scientist to download a single copy of this electronic file and reproduce up to 20 paper copies for noncommercial purposes advancing science and education, including classroom use, providing all reproductions include the complete content shown here, including the author information. All other forms of reproduction and/or transmittal are prohibited without written permission from GSA Copyright Permissions.