Expansion of "The Math You Need , When You Need It" Through Widespread Implementation

CCLI第二阶段项目针对以学生为中心的资源的需求，将量化技能引入地球科学入门课程，以提高学生，特别是普通教育学生的量化素养(QL)。这个项目减少了教师由于学生对数学的不同准备和态度而面临的重大挑战。它建立在CCLI第一阶段项目“当你需要的时候，你需要的数学”的基础上。智力上的优点：TMYN是自定进度的、基于网络的学生模块，支持在地球科学入门课程中教和学定量主题。威斯康星大学奥什科什分校(UWO)和Highline社区学院(HCC)的试点项目结合了几种成熟的教学方法：以学生为中心的教学、在线模块资源和即时教学。TMYN正在扩大：1)开发各种实施模式；2)进一步促进地球科学中定量技能的教与学。正在通过培训教师多才多艺并与感兴趣的教师合作设计有效和创新的实施模式来探索TMYN模块的有效性。目前正在开发另外十个模块，以使TMYN收集工作达到16个量化概念。正在编制一个大型数据集和基于网络的资源，包括关于使用和实施TMYN的教程。扩大的TMYN计划正在建设与教学相关的资源，使该项目能够自我维持。广泛的影响：该项目有助于提高本科生的质量。越来越多的高校认识到，质量学习是毕业生的一项重要成果。TMYN的模块化设计允许为个别课程量身定做，并可以为每年学习地球科学入门课程的350,000多名学生提供更高的质量水平。该项目旨在支持那些想要在课程中整合地球科学的量化方面的教师，他们几乎不需要额外的努力，也最大限度地减少了对准备不足的学生的疏远。在课堂上使用QL方面具有经验和领导力的地球科学教员正在参加研讨会，并使用网页详细介绍许多不同机构使用TMYN模块的结果。SERC网络服务器的使用确保了广泛传播。

This CCLI Phase 2 project addresses the need for student-centered resources that introduce quantitative skills into introductory geoscience courses to increase the quantitative literacy (QL) of students, particularly general education students. This project reduces the significant challenges faced by faculty due to students' varied mathematical preparation and attitudes towards mathematics. It builds upon a CCLI Phase 1 project, "The Math You Need, When You Need It."Intellectual Merit: TMYN are self-paced, web-based student modules that support teaching and learning of quantitative topics in introductory geoscience courses. Pilot projects at the University of Wisconsin Oshkosh (UWO) and Highline Community College (HCC) combined several proven pedagogies: student centered instruction, online modular resources and Just-in-Time Teaching. TMYN is being expanded: 1) to develop a variety of implementation models; and 2) to further facilitate the teaching and learning of quantitative skills in the geosciences. The effectiveness of the TMYN modules is being explored by training faculty in their versatility and working with interested faculty to design effective and innovative implementation models. Ten additional modules are being developed to bring the collection of TMYN collection to 16 quantitative concepts. A large dataset and web-based resources, including a tutorial in the use and implementation of TMYN, are being produced. The expanded TMYN program is building resources related to teaching that could make this project self-sustaining.Broader impacts: This project contributes to increasing QL for undergraduates. Increasingly, colleges and universities are recognizing QL as an important outcome for their graduates. The modular design of TMYN allows for tailoring to individual courses and can support increased QL for the more than 350,000 students that take introductory geoscience every year. The project is designed to support geoscience faculty that want to integrate quantitative aspects of geoscience in their courses with little additional effort and minimal alienation from under-prepared students. Geoscience faculty with experience and leadership in the use of QL in the classroom are participating in workshops and using web pages that detail the results of the use of TMYN modules at many different institutions. The use of the SERC web server ensures widespread dissemination.