Service Learning Coursebook in Mathematics

 Math 3690:  Design of Experiments

 SEAMS Final Progress Report : Math 3690

In this course there were 7 students, split almost evenly between Junior and Senior status students. The students in this class examined data sets, and using their course theory, adapted their analysis to create research reports on this data. Students involved in this course examined the following problems :

• Climate and Weather patterns in West Central Minnesota, and the City of Morris
• Pomme de Terre River characteristics related to river velocity, water levels, and soil erosion.
• Climate impact on the Pomme de Terre River.
• The impact of Muddy Creek (the largest tributary) on the Pomme de Terre River
• Non-game migratory bird inventory. This includes 10 classification of bird categories in 12 Wetland sites in 6 West Central Minnesota counties.

Various agencies were utilized not only for data sources, but for direct recipients of the results.

• West Central Minnesota Experiment Station
• U.S. Fish & Wildlife : Morris Wetland Management District Headquarters
• Stevens County Soil and Water Conservation District

Dr. Engin Sungur was the only faculty member involved in this project. The students completed approximately 190 hours of service in relation to this project.

 Dr. Engin Sungur was the faculty member directly responsible for Math 3690 - Design of Experiments. The University of Minnesota, Morris received three SEAMS grants, and this was the second phase of the integration process, involving two courses in Spring Quarter. The goals of Winter quarter were of student awareness and community partnerships. This followed in with the objectives of this course which were of sustainability and commitment to Service Learning. These have progressed extremely well with the numerous application that were found to the course theory in the community. The students created 20-50 page reports on their areas of analysis, which were varied and professional. Assessments of students learning were completed through standard Pre- and Post-Surveys provided by Minnesota Campus Compact.

 Our primary accomplishments are seen as the continued successful community partnerships which were initiated in Winter Quarter, and the commitment by the interested faculty in the Mathematics Discipline at the University of Minnesota, Morris to integrating Service Learning in to the curriculum. Identification of relevant course theory, and the applications to community needs is of utmost concern, and with the initial contacts now created, the community organizations feel comfortable coming to the faculty and requesting assistance. Due to the scientific nature of the analysis being provided, it was difficult to bridge the gap between the community needs and the course content. Having the community organizations understand which type of data is relevant, much less properly gathered, seemed of utmost concern. After meetings with community individuals the misunderstanding were rare. The community better understood what type of data we were able to analyze, and that proper methodology is of utmost importan. Another interesting aspect is the contact with both the Wetland Management District and the Soil and Water Conservation District. Normally, these organizations would be required to complete analysis within their organization, yet due to the rural nature of these organizations, statistical analysis is rarely being provided by the National departments. The are put on a "waiting list" and are told to gather data for future analysis. In these projects, the data will be analyzed within six months, and the University can then be utilized as a research facility through which questions regarding methodology can be answered, as well as proper data gathering techniques. These organizations have expressed deep gratitude, as these can assist in future planning projects.

 The primary challenge throughout all of these projects have been of communications with community organizations. Some of the analysis being provided is not easily understood by community agencies, and it was extremely beneficial that the project coordinator had intimate knowledge not only of the community organizations, but of the mathematical concepts which are been addressed in the individual courses. It is as this point, that projects can be assigned to individual courses which would be of greatest benefit to the community agency requiring assistance. Another challenge is that of time. The University of Minnesota, Morris is on the quarter system, with hopes that within two year the school will be semester based. The ten weeks in a quarter system is quite restrictive in terms of trying to learn the material and then to apply the concepts to the applications.

 The project coordinator, Benjamin S. Winchester created a "Service Learning Coursebook in Mathematics" during the progress of the three SEAMS grants which were involved during this period. This is used as both an internal and external document for the University of Minnesota, Morris and other interested University personnel. This describes evaluation of University and community resources; relevant areas of analysis; course descriptions for present and future integration's; the actual course integration and processes; data descriptions, sources and contacts; community based resources; availability and distribution of the student research reports; assessment tools; and individual course projects.

 Now that the integration process has began, and there exists a better understanding as to the implications involved specifically here at the University of Minnesota, Morris, and overview and findings related to this project will be presented to faculty next Fall at "Talking about Teaching". This is a monthly general faculty session held through the Faculty Center for Teaching and Learning on the University of Minnesota, Morris campus.

 The University of Minnesota, Morris does not offer scholarships to students for involvement in service work or activities.\

This page was created and maintained by Benjamin S. Winchester. If you have any questions or comments, feel free to contact me.