Service Learning Coursebook in Mathematics

 Math 3620:  Regression Analysis

 SEAMS Final Progress Report : Math 3620

In this course there were 6 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. The data was mainly economic and social service program data provided from the Department of Jobs and Training, the Department of Human Services, and the Department of Revenue. The community partner in this project was the City of Morris. The City of Morris is in the process of creating their 10 Year Comprehensive Plan and do not have the professional resources available to understand the economic vitality of the region. It was then determined that the most appropriate applications to course theory existed in the examination of industrial growth, wage analysis, employment and unemployment figures, social service programs (which includes Aid to Families with Dependent Children, Food Stamps, and Social Security payments in Stevens County). The students in this cour were able to use plots and simple statistical models to examine the behavior of Stevens County economic data over time. They were able to see seasonal employment fluctuations in certain industries, as well as evaluating trends in these variables. The final research reports will be distributed to various economic agencies in the region, which includes the City of Morris for integration in the Ten Year Comprehensive Plan. Dr. Jon Anderson was the only faculty member involved in this project. The students completed approximately 150 hours of service in relation to this project.

 Dr. Jon Anderson was the faculty member directly responsible for Math 3620 - Regression Analysis. The University of Minnesota, Morris received three SEAMS grants, and this was the first and only course in Winter quarter (with the others continuing in the Spring). Our main objectives of this course were to 1) make students aware of the benefits of service learning and 2) to begin building partnerships with community organizations from which future service learning can be addressed in a familiar setting. As stated earlier, the late notification of the grant acceptance caused a disruption in the original timeline, and with only ten weeks available in the course, it was difficult to build student awareness. However, the community partnerships which were initiated in this project was of major benefit to the two Service Learning integrated courses offered in Spring Quarter.

 Evaluation of the first objective was nearly impossible, and we had to rely on the Pre- and Post-Surveys which were provided to us from Minnesota Campus Compact. A copy of this is attached. The continued and familiar contact with the City of Morris in Spring Quarter was seen as a dramatic improvement by all involved, in comparison with the initial contact. Please refer to the SEAMS Final Progress Report for Combinatorial Mathematics for Community Collaboration for reviews of the sustained contact with the City of Morris.

 Our primary accomplishments are seen as the successful community partnerships which were initiated in this course. 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 importance. The course integration went well considering having only two weeks for students analysis.

 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. Therefore, having only two weeks to complete all phases of the integration was nearly impossible, and concentration was then centered on contacwith community organizations.

 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; 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.