When Indiana University South Bend fielded its first team for the Mathematical Contest in Modeling (MCM)® and Interdisciplinary Contest in Modeling (ICM)®, it started the way a lot of things do in academic departments... one faculty member was looking for something more for their students.

Kyle Schwieterman, a math professor and advisor to the university’s math club, had been trying to find new ways to get students engaged outside the classroom. Not just another club activity or event, but something that would push them to think about math in a different way.

“I am always looking for new events and opportunities to bring the joy and creativity of mathematics to undergraduate students,” Schwieterman said.

The idea really came together after he attended a Tri-State MAA conference, where students from other schools were presenting the work they did as part of the COMAP math modeling contest. That’s when it clicked for Schwieterman. “It reminded both me and my department chair of this opportunity, and we decided to build a team this year,” he said.

More Than Expected

Going into the contest, expectations were likely what you would expect from a first-time effort. It was a small group, trying a new experience. It was a chance to see how it would go.

“What surprised me the most is how enthusiastic students were to be included,” said Schwieterman. That enthusiasm didn’t stop at participation. It carried forward into conversations, future plans, and even coursework.

After the contest, students were asking for more ways to engage with modeling. They started seeing how it connected to what they were learning in class, and the department was able to better align it with its modeling course. What began as a single event started to carry into other parts of the program.

Schwieterman described students as “chomping at the bit” to take the modeling course. That kind of momentum is hard to create on purpose. It tends to happen when students experience the purpose behind what they’re doing.

What the Experience Actually Feels Like

From the outside, MCM/ICM can look simply like a math competition. From the inside, students quickly realize it’s a lot more than just that.

Ryan Bezerra Assis, a student on the team, saw an opportunity to use what he had learned in a new way while working with a team on a complex problem. “I was motivated to experience the process of working within a team environment to solve a complex problem, and to practice applying the problem-solving methods I had learned throughout my academics in a competitive context,” explained Bezerra Assis.

But once the contest began, the challenge shifted. It became less about solving the problem and more about planning the work, managing time, and making decisions. “The most challenging part was pacing our work throughout the five days,” said Bezerra Assis. “Estimating the time that should be given to each stage [was] especially tricky.”

That tension between what you want to do and what you have time to do is at the core of modeling. And it’s something students don’t always have the opportunity to experience in traditional coursework.

Another realization came as the team got closer to their final submission. Bezerra Assis explains: “I think the importance of management and presentation was even more crucial than I had expected.”

That shift in thinking is subtle but so important. The mathematics matters, but it is only part of the work. How a model is communicated, justified, and structured becomes just as important as the solution itself.

Learning to Work as a Team

The roles within IU South Bend’s team didn’t get assigned ahead of time. They figured it out as they went.

Each student started digging into different parts of the problem, and over time, it became clear who was best suited for what. People naturally leaned into the areas where they felt most comfortable or had experience.

“We had naturally gravitated toward certain tasks due to our experiences outside of mathematics, which had made all the difference,” said Bezerra Assis.

Another team member, Roberto Chiquito-Galindo, said working with teammates from different backgrounds shifted how he thought about the problem. “I now see the importance of having a diverse set of ideas before tackling a modeling problem,” he said. “Every perspective can provide value.”

For students, that lesson goes well beyond the contest. It impacts how they think about collaboration, problem-solving, and even their future careers.

For Schools Considering Starting an MCM/ICM Team

Schwieterman has some advice: “DO IT! The inspiration and joy from my undergraduates has been the best part of this experience for me.” 

“This has been a fantastic learning experience for both myself and the students and has done a lot of good for the relationships between students and the discipline I love so much,” explained Schwieterman. Chiquito-Galindo agreed, saying, “It was a great experience, so there really is no reason not to participate. I would also encourage anyone considering this competition to find peers from diverse backgrounds, as I believe this was our strength.”

Experiences like MCM/ICM don’t just build skills. They strengthen the relationship between students and mathematics itself. And sometimes, all it takes to start that shift is one team.

For a look at what this kind of momentum can turn into over time, see how the University of Florida built a thriving math modeling program.