What's in a Module?

Module Components

Each module has four components -- two pages to help students develop the skill, a quiz, and a page for instructors.

• Overview page shows how the skill is used in the geosciences and why it is important. It has a set of "steps" that students can follow. It also has additional resources for students.
• Practice problems page gives students multiple chances to apply the skill in different geoscience contexts.
• Quiz interface for formative or summative assessment.
• Instructor page with learning goals and teaching guidance particular to that skill. There are also links to examples of exercises that use the quantitative skill and additional teaching resources.

Overview pagePractice problemsStudent quizInstructor page

Building the Modules

Development Process

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Module authors collaborate during development of a module.

Provenance: Beth Pratt-Sitaula, EarthScope
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

Each module went through a rigorous development process that included:

• Development by a pair of Earth science faculty from different sub-disciplines
• Peer and editor review against a 17-element Project Rubric
• Testing over the following academic year
• Review by math or statistics education expert
• Final revision and full publication
  

Guiding Principles

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Figure 2: Two plots showing the histogram of wave heights for Bill Baggs State Park in FL compared to Coos Bay in OR from 1980-2022.

Provenance: Alejandra Ortiz, Colby College
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

1. Focus on quantitative concepts used in majors-level Earth science courses
2. Designed to support independent, self-paced, student learning
3. Promote transfer of mathematical concepts to a variety of Earth science sub-discipline examples
4. Provide multiple representations of mathematical concepts (e.g., algebraic, graphical, table, words)
5. Support appropriate use of technology (e.g., Excel/Sheets, calculator), if applicable to the topic
   

Learn more >> About the Project