Service Learning Coursebook in Mathematics

 Math 3370 : Combinatorial Mathematics

 SEAMS Final Progress Report : Math 3370

In this course there were 10 students involved in this course integration project. The students in this class examined data sets, and using their course theory, adapted their analysis to create research reports on this data. These projects included transportation and network flow within the City of Morris, within Stevens County, and within West Central Minnesota. Working with the City of Morris Public Works director, the students assisted in the creation of an optimal efficiency snow plowing route. These projects included the following analysis :

• Where (optimal locations) to construct "Welcome to Morris" signs
• Possible routes to by-pass the city using Highway 28
• General traffic flow diagrams In/Out of the city
• Zoning issues, as consequences of the aforementioned items
• Parking on main streets and around the city center
• Relation of by-pass to traffic flow within the city
• Reconstruction of main street (Atlantic Avenue) to alleviate congestion between the 5th and 7th street blocks.

Various community partners were found for these projects :

• Minnesota Department of Transportation (at local, county, regional and state levels)
• City of Morris
• City of Morris Public Works Agency
• Morris Police Department

Dr. Peh Ng was the only faculty member involved in this project. The students completed approximately 200 total hours of service in relation to this project.

Dr. Peh Ng was the faculty member directly responsible for Math 3370 - Combinatorial Mathematics. 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 10-20 page reports on their areas of analysis, which were varied and professional. The greatest student accomplishment would be of the creation of an efficient model by which the city can plow the city streets, alleys, and parking lots. Working with the Public Works director, the students understood the manpower and equipment necessary to clear the streets of snow, and the plans which were in place to do th. The mathematical concepts appropriate to this course were found to be Euler tours and circuits, network flows and design, maximal flow and minimal cut problems, and basic graph theory concepts. Assessments of students learning were done 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 importanc

 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.