West Virginia University Researchers Revolutionize College Mathematics Education Through Innovative Interdisciplinary Model
In an era where scientific and technological advancements demand a highly skilled workforce, the traditional approach to teaching college mathematics is undergoing a significant transformation. West Virginia University (WVU) researchers are spearheading an ambitious project aimed at reshaping mathematics education by fostering interdisciplinary collaboration among college faculties nationwide. This initiative seeks to bridge the gap between mathematical theory and its practical applications across diverse fields such as business, biology, engineering, and social sciences.
At the core of this transformative effort lies the Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships (SUMMIT-P) model. Developed under the guidance of Dr. Susan Ganter, senior associate director of the WVU Center for Excellence in STEM Education, SUMMIT-P challenges the conventional siloed mathematics curriculum. Instead, it promotes a dynamic learning environment where mathematical concepts are immediately reinforced and contextualized within students’ other coursework, thereby creating a cohesive and unified educational experience.
The impetus for SUMMIT-P emerged from a profound concern shared by educators: students often fail to connect mathematics taught in isolation with real-world problem-solving scenarios encountered in non-mathematical courses. This disconnect hampers their ability to apply quantitative reasoning in fields such as engineering, economics, and chemistry. Dr. Ganter’s vision, cultivated over two decades, was to design a curriculum that not only meets the mathematical needs of students but also resonates with the unique demands of their chosen disciplines.
One of the revolutionary aspects of SUMMIT-P is its collaborative framework, which unites faculty from disparate departments to identify shared mathematical competencies essential across various fields. Workshops involving representatives from over twenty disciplines revealed surprising consensus on the core mathematical skills students require. This interdisciplinary dialogue laid the foundation for a curriculum that integrates mathematical principles seamlessly with partner courses, enhancing students’ comprehension and engagement.
Implementation of the SUMMIT-P approach at approximately fifteen universities over the past ten years has demonstrated promising outcomes. For instance, in a social work and nursing program, students employed algebraic and precalculus techniques to develop monthly budgets for shelters assisting victims of human trafficking. This practical application brought tangible relevance to abstract mathematical concepts, thereby increasing motivation and mastery.
Similarly, at another participating institution, differential calculus was integrated into chemistry classes to elucidate the physiological process of sugar absorption in diabetic patients. This application not only deepened students’ understanding of mathematical modeling but also provided critical insights into biomedical phenomena. Other examples include engineering students using polynomial equations to calculate solar energy capture for local Native American tribal projects and medical students modeling electrocardiogram (EKG) wave patterns, including their own heart rhythms.
These rich, context-driven modules serve as a growing repository accessible to any institution seeking to adopt the SUMMIT-P model. Collectively, more than 170 faculty members from over 40 colleges and universities have contributed to expanding and refining this interdisciplinary curriculum, ultimately impacting an estimated 90,000 undergraduate students nationwide.
Dr. Ganter emphasizes that SUMMIT-P does more than just enhance student learning; it fundamentally alters faculty attitudes toward mathematics education. By facilitating continuous dialogue between departments, the model encourages the development of instructional modules tailored to mutual needs and teaching goals. This cross-pollination of ideas empowers educators to break down disciplinary barriers and collaboratively enhance curricula.
Ongoing research within the SUMMIT-P project aims to identify which elements of the model yield the most significant impact on student learning and retention. Investigators are also exploring the challenges that some institutions face when implementing the program, striving to create a set of criteria that will enable sustainable adoption across a wide range of educational environments.
Integral to the program’s continued success is the involvement of WVU undergraduate students, who participate actively in both research and teaching components. This engagement provides valuable feedback and fosters a community of learners and educators dedicated to advancing STEM education reform.
Additionally, Dr. Gay Stewart, Eberly Professor of STEM Education and director of the WVU Center for Excellence in STEM Education, highlights the crucial link between student success in mathematics and overall academic achievement. “Mathematics often represents a significant hurdle for students, especially those pursuing careers with substantial earning potential,” she notes. SUMMIT-P’s design addresses this barrier directly by making mathematics relevant and accessible.
Faculty comments reveal a shift in perspective: the project has validated long-held beliefs about the importance of interdisciplinary mathematics education by offering a supportive platform for innovation and collaboration. This evolving community continues to inspire Dr. Ganter and her colleagues with renewed enthusiasm and commitment to educational transformation.
The SUMMIT-P initiative exemplifies how integrating interdisciplinary principles and collaborative teaching strategies can redefine undergraduate education. As institutions adopt and adapt this model, the next generation of graduates will be better equipped to meet the quantitative demands of their professions and contribute meaningfully to a rapidly advancing scientific and technological landscape.
Subject of Research: Interdisciplinary approaches to undergraduate mathematics education and curriculum development through collaborative faculty partnerships.
Article Title: West Virginia University Researchers Revolutionize College Mathematics Education Through Innovative Interdisciplinary Model
News Publication Date: Not specified
Web References:
– https://stemcenter.wvu.edu/
– https://physics.wvu.edu/
References: National Science Foundation funding supports SUMMIT-P initiatives since 2016.
Image Credits: WVU Photo/Greg Ellis
Keywords: Applied mathematics, Mathematical analysis, Mathematical logic, Mathematical principles, Pure mathematics, Educational institutions, Community colleges, Small colleges, Educational methods, Educational programs, Students, Learning, Education research
