Preparing Interdisciplinary Problem Solvers: A Project-Based Course Series for the Mathematical/Interdisciplinary Contests in Modeling

Abstract

In this paper, we present an overview of a series of 1-credit applied problem solving courses. The goal of these courses was to help students develop their oral and written communication skills, ability to work as a team, and general problem solving skills through preparation and participation in the Mathematical Contest in Modeling (MCM) and Interdisciplinary Contest in Modeling (ICM). In the first part of the course series, teams of students worked on past contest problems to simulate the contest experience over a 15-week semester. We provided feedback and guidance at each step of the modeling process, but students were ultimately responsible for all modeling choices. Students were required to write a 20-page report detailing their solutions (as in the contest) and to present their work orally. In the follow-on course, students participated in the MCM/ICM and shared their work in an oral presentation at a local conference or on campus. Here, we provide course details and share student feedback, positive outcomes (including a winning team!), and plans for future iterations of the course. We suggest that this type of experience provides an opportunity for students to engage with open-ended problems similar to those they may face in their careers.

Keywords:

• Project-based learning
• mathematical modeling
• interdisciplinary
• MCM
• ICM

ACKNOWLEDGMENTS

The authors would like to thank our IdeaLab advisor Kimberley Frederick for her helpful discussions and enthusiasm while developing the course; our former department chair David Vella for his continued support of the course and student participation in the MCM/ICM; our department's Administrative Assistant Kim Newsom for enrolling the students in the contest; our amazing students for their hard work, creativity, and enthusiasm.

Notes

1 These learning goals are adapted from a Mathematical Modeling course at the United States Military Academy.

Additional information

Funding

Thanks to Arthur Vining Davis Foundations and Skidmore College's IdeaLab for awarding our funding grant to develop this course series.

Notes on contributors

Lucy S. Oremland

Lucy Oremland is an assistant professor at Skidmore College. She received her Ph.D. from the University of Pittsburgh and completed her post-doctoral fellowship at the Mathematical Biosciences Institute at the Ohio State University. Lucy's research focuses on mathematical models of biological systems. She is passionate about providing active learning experiences and incorporating life sciences in her classroom.

Csilla Szabo

Csilla Szabo is a teaching professor of mathematics at Skidmore College in Saratoga Springs, NY. She received her Ph.D. in mathematics from Rensselaer Polytechnic Institute in Troy, NY in 2010 and her bachelor's degree in mathematics from Western New England University in Springfield, MA in 2004. Csilla's research interests include mathematical biology and network science. Prior to coming to Skidmore, Csilla was a visiting assistant professor at the United States Military Academy (West Point) and Bard College. She has participated in the MCM/ICM as a student in the competition and more recently as a team advisor and final judge.