2015 Conference Archive (Archived)
Session Format
Presentation Session (45 minutes)
Copyright
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Location
Room 2903
Abstract for the conference program
This presentation is intended for University STEM faculty interested in developing interdisciplinary collaborations to improve the ability of students to do math in their science courses. The development of a partnership between faculty in chemistry and mathematics will be discussed. The presenters’ partnership explored ways to improve rates of chemistry student success by identifying key mathematical stumbling blocks encountered by chemistry students. This collaboration resulted in the formation of a student learning community comprised of a General Chemistry course and Precalculus course. Modifications were made to both courses including the addition of material to the mathematics course and changes in pedagogy in the chemistry course. Attendees will be presented with the framework that was used to develop this partnership and will engage in interdisciplinary discussions with other participants. We hope to promote the development of interdisciplinary teams at other colleges and universities.
Proposal Track
Non-research Project
Start Date
3-6-2015 9:15 AM
End Date
3-6-2015 10:00 AM
Recommended Citation
Giles, Greta A. and Krone, Paula H., "Building an Interdisciplinary Partnership to Improve Math Skills in the Science Classroom" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 4.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/4
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Building an Interdisciplinary Partnership to Improve Math Skills in the Science Classroom
Room 2903
This presentation is intended for University STEM faculty interested in developing interdisciplinary collaborations to improve the ability of students to do math in their science courses. The development of a partnership between faculty in chemistry and mathematics will be discussed. The presenters’ partnership explored ways to improve rates of chemistry student success by identifying key mathematical stumbling blocks encountered by chemistry students. This collaboration resulted in the formation of a student learning community comprised of a General Chemistry course and Precalculus course. Modifications were made to both courses including the addition of material to the mathematics course and changes in pedagogy in the chemistry course. Attendees will be presented with the framework that was used to develop this partnership and will engage in interdisciplinary discussions with other participants. We hope to promote the development of interdisciplinary teams at other colleges and universities.
