Module Development Rubric
The Math Your Earth Science Majors Need (TMYN-Majors)

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Rubric purpose and users

This TMYN-Majors Module Development Rubric is designed to guide:

  • TMYN-Majors module developers as they:
    • Create materials to support student application of math skills to Earth science topics
    • Review other modules to provide feedback to colleagues
  • Project editors and assessment consultants to ensure collection-wide consistency and accomplishment of project and resource goals

Background on TMYN-Majors modules

TMYN-Majors co-curricular modules should be usable by undergraduate majors in the Earth sciences across a range of different types of institutions.

The Guiding Principles that all modules must satisfy are:

  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

Each module has the same basic structure and components.*

  • Three student-oriented elements:
    1. Introduction to the quantitative concept page
    2. Solved practice problems page
    3. Quizzes - bank of questions that can be used for pre- and post-module quizzes
  • One instructor-oriented page with learning goals, teaching guidance, and other resources

Elements for students:

  1. The Introduction page includes a basic explanation of the math concept, related terminology, and a step-by-step walkthrough of solving one or two example problems in the Earth sciences. It also provides guidance on using appropriate technology (e.g., calculator or spreadsheet software), gives examples of how the math concept is used in different Earth science sub-disciplines, and provides links to other resource pages.
  2. The practice problems page includes several examples (at least three) from a variety of Earth science sub-disciplines. Show-hide is used so that students can attempt the problem before viewing the answer.
  3. The quiz banks should include a similar range of sub-disciplinary questions as the practice problems. Questions will be entered into WAMAP (IMathAS) software (which can also be used within other course management software) with ranges of potential values for the input parameters.

Element for instructors:

The instructor page should give adopting instructors insights into reasons students may be challenged by the math topic, how the scope of the module was defined, and connect them to some other relevant resources.

*In the event that several related modules are bundled together, each topic should still have the same primary elements. A short additional "overview" page would then be needed to show the relationship between the topics. (e.g., Graphing in TMYN-Intro).

Downloadable version

TMYN-Majors Module Development Rubric (Acrobat (PDF) 56kB Jun5 23)
TMYN-Majors Module Development Rubric - reviewing sheet only (Acrobat (PDF) 34kB Jun5 23)

Rubric

Guiding Principles

The Guiding Principles that all modules must satisfy are:

  • 1) Focus on quantitative concepts used in majors-level Earth science courses.
  • 2) Designed to support independent, self-paced, student learning (module is written for a student audience in a manner such that they can work through on their own).
  • 3) Promote transfer of mathematical concepts to a variety of Earth science sub-disciplines (by using example and sample problems from a range of topics in the Earth sciences).
  • 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 it is widely used in Earth science courses or by students for the specific math topic.

Resources and Materials

  • 6) Includes an introduction to the math concept that describes what it is, why it is important to the Earth sciences, and when it is used.
  • 7) Learning outcomes (on the instructor page) describe measurable goals and are appropriate for the intended topic of the module.
  • 8) Instructional materials are aligned with learning goals and are sufficient for students to achieve the outcomes.
  • 9) Contains at least one example problem that includes an algorithm (or "the steps") students can follow when addressing a similar problem in a variety of contexts.
  • 10) Contains several worked practice problems (at least three) from different Earth science sub-disciplines.
  • 11) A bank of ~15 quiz questions from a range of Earth science sub-disciplines is provided (from at least three sub-disciplines).
  • 12) All other instructional materials are included (as defined by the provided module template components).
  • 13) Realistic values with appropriate units are used in provided problems.
  • 14) Materials are appropriately cited. All learning materials must conform to copyright law and proper citation protocols unless there is a specific statement attached to the materials stating that they are in the public domain.

Execution

  • 15) Mathematical concepts are accurately explained, clear, and consistent.
  • 16) The content is well-written, concise, and clear enough for undergraduate Earth science students to follow the reasoning behind the math concept and how it is used.
  • 17) The presentation of the content is engaging/interesting, and the value of the application is explicit for undergraduate Earth science students.