1. What is the status of Quantitative Reasoning programming on your campus?
Students must complete two courses in Quantitative Reasoning during the freshman and sophomore years: QR 100-Why Numbers Matter: Introduction to Quantitative Reasoning; and QR 200-Special Topics in Quantitative Reasoning for Explanation and Analysis. While all students will take both the QR 100 and QR 200, they can select different sections based upon a specific theme or topic. Topics of study for QR 100 include but are not limited to approaches to problem solving, numbers in the real world, managing finances, functions and linear modeling. Topics of study at the 200 include but are not limited to fundamentals of statistical reasoning and analysis, probability theory, and exponential and logarithmic modeling. Students must complete two additional upper division Quantitative Reasoning courses at the 300 and 400 levels. When possible, these courses are embedded within the major. For example, courses such as: Psychological Testing and Measurement; Criminal Justice Research Methods; and Business Statistics. These courses all incorporate the Quantitative Reasoning student learning outcomes at the 300/400 level.
2. What are the key learning goals that shape your current programming or that you hope to achieve?
Goals for the QR program:
1. Demonstrate the ability to use and apply quantitative data.
2. Demonstrate the ability to analyze problems and evaluate information using the mathematical theories and methods.
3. Demonstrate the ability to explain and evaluate real world issues, problems, and information with logic, reason and accuracy from a quantitative perspective.
Student Learning Outcomes
100 level courses:
a. Elementary Math & Algebra Content-Area: Students will demonstrate basic competency in fundamental arithmetic and algebra, emphasizing direct applications including, but not limited to, the social and natural sciences as well as business and personal finance;
b. Mathematical Logic and Problem Solving Content-Area: Students will derive critical thinking abilities through the study of mathematical logic and problem solving, emphasizing direct applications to political science as well as additional relevant disciplines;
c. Applied Number Theory Content-Area: Students will be able to use and apply numbers they will encounter in every-day life such as fractions, percentages, decimals, ratios, proportions, scientific notation, exponents, index numbers, as well as time value of money concepts in the context of managing personal finances;
d. Applied Mathematical Modeling Content-Area: Students will acquire mathematical modeling skills and abilities, emphasizing linear modeling in the context of natural and social sciences;
e. Students will demonstrate increased confidence and ability in utilizing quantitative reasoning to enhance their decision-making;
f. Students will demonstrate the ability to apply quantitative reasoning to new and unique problems and issues they will encounter in every-day life.
200 level courses
a. Understand and apply the concepts of probability and statistics to specific issues, topics, and/or real world problems;
b. Understand and apply the concepts of exponential modeling.
300/400 level courses
a. Use quantitative reasoning to analyze and formulate arguments in a specific discipline, field or area of study;
b. Evaluate information, draw conclusions and construct logical arguments based upon quantitative data.
c. Evaluate and critique research with quantitative information.
3. Do you have QR assessment instruments in place? If so; please describe:
Currently we are revising our college wide assessment plan. At this time each college and program continues to collect and utilize assessment measures to evaluate the effectiveness of their educational goals and outcomes. Assessment activities are designed and embedded in multiple learning experiences within the classroom and through experiential learning. We are interested in developing or exploring existing QR specific assessments to evaluate the new QR core curriculum.
4. Considering your campus culture; what challenges or barriers do you anticipate in implementing or extending practices to develop and assess QR programming on your campus?
Lynn University is dedicated to becoming one of the most innovative, international and individualized small universities in America. The initial challenge of creating a campus culture open to change is well under way. The QR Taskforce has reviewed and revised the mathematic core curriculum over the last 3 years. Our challenge now is to fully implement this curricula reform and apply recommended practices to bring about improved student success, performance and learning. We are focusing on assessment as a critical component to help establish a culture for continuous improvement.
5. Considering your campus culture; what opportunities or assets will be available to support your QR initiatives?
This process is fully supported by both the administration and the QR faculty.