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You may be interested in checking out the Developing Quantitative Reasoning module of Pedagogy in Action.

NSF Project Summary

INTELLECTUAL MERIT

"Many educated adults remain functionally innumerate" (NCED 2001). Several blue-ribbon reports have warned that the inability to reason with numbers weakens individuals in their working and personal lives and our society by limiting the public understanding of scientific issues like global warming. Ineffective QR instruction hampers our society's development of scientists, as the inability or unwillingness to perform high-level quantitative reasoning are obstacles to beginning and succeeding in virtually all scientific fields. With better QR education, future young scientists and citizens can do better.


The nature of QR-with its emphasis on context, communication, and habit of mind- presents challenges for traditional curricular reform and assessment strategies. As Steen (2001 p. 13-15) points out, the multi-disciplinary character of QR places it outside traditional models of curricular reform. Moreover, standardized tests are inherently ill-suited to QR assessment because "standardized conditions are decontextualized by design" (Wiggins 2001 p. 125). Steen concurs: "[QR] requires creativity in assessment, since neither course grades nor test scores provide a reliable surrogate" (2004 p. 16). Carleton College's Quantitative Inquiry, Reasoning, and Knowledge (QuIRK) initiative has developed a novel model of assessment and curricular reform based on the evaluation of student writing.

We propose a CCLI Phase 2 grant to use the writing-based assessment of student QR improvements to guide and evaluate curricular reform. Further, with advice from representatives from six other institutions and following the completion of feasibility studies at four partner colleges and universities, we will adapt our assessment/professional development model for dissemination to two- and four-year colleges and universities. The project design includes three components crafted to achieve these goals.

  • We will assess the efficacy of QR curricular reform through an evaluation of demonstrated proficiency in Carleton's student writing portfolio.
  • Assessment results will guide curricular reform through <strongfaculty workshops and course/assignment revision-innovations which will be evaluated through further assessment of QR in student writing and shared through a sophisticated program web site.
  • Throughout the grant, our model of assessment and curricular innovation will be adapted for future dissemination based on feedback from a six-member advisory board composed of representatives from a diverse set of partner institutions and four feasibility studies completed at other institutions.

BROADER IMPACTS

Our project is designed to have broader impacts in four dimensions. First, we are keenly interested in enhancing the STEM education of under-represented groups. In Wellesley and Morehouse Colleges, we have intentionally chosen institutional partners who educate large numbers of women and African-Americans. While Carleton continues to work very hard to expand opportunities across sex and race, we also celebrate some notable successes. Recent data provided by the NSF shows the college as one of the leading undergraduate institutions of origin for female Ph.D. recipients in the sciences. (See the May 5, 2006, issue of the Chronicle of Higher Education for an article documenting Carleton's strong production of women Ph.D.s in the natural sciences.)

Second, through cooperation with PKAL and the National Numeracy Network and the creation of a QR resource web site with Science Education Resource Center (SERC) we endeavor to help build a strong and vibrant STEM community. Third, by archiving program materials including new course assignments and activities on the SERC webpage we intend to create a permanent resource for all undergraduate teachers across the nation, contributing to our collective STEM education knowledge of how to enhance student QR proficiency. Finally, by adapting our student writing-based assessment/curriculum development model for use at a wide range of institutions, we hope to make a major contribution to the QR community infrastructure.