CONTRIBUTION OF SPREADSHEETS ACROSS THE CURRICULUM MODULES TO UNDERGRADUATE GEOLOGY COURSES AT THE UNIVERSITY OF SOUTH FLORIDA – HISTORY AND NEW DIRECTIONS

The ability of students to apply mathematical concepts to non-mathematical disciplines is a key issue discussed in the fields of science education and quantitative literacy (QL). Approximately ten years ago, the Department of Geology at the University of South Florida addressed the need to bridge the gap between mathematics and geology courses by adding Computational Geology to the core sequence required for a Bachelor's degree in Geology. Over time, this course evolved to consist of geological-mathematical problems supported by PowerPoint modules that prompt students to engage problems by carrying out calculations with Excel spreadsheets that the students create. These problem-focused educational materials became the foundation for the Spreadsheets Across the Curriculum Project (SSAC, NSF-DUE 0442629), which aims to infuse QL into a wide range of disciplines through annual national workshops that develop PowerPoint/Excel modules for dissemination via the Science Education Resource Center (http://serc.carleton.edu/sp/ssac). Because of the interdisciplinary nature of geosciences, many SSAC modules have fed back to Computational Geology, which thus has served as a major assessment site for SSAC modules, whether or not they were created with geology in mind. The contagiousness of module-based teaching of QL-Geology in the Department has led to SSAC-like modules in the Geology of National Parks service course as well as an elective, senior-level physical volcanology course. Recently, Department faculty initiated development of more SSAC-like modules to help students develop the QL habit of mind throughout the entire range of advanced courses.