Ohio State University

1. What is the status of Quantitative Reasoning programming on your campus?

Quantitative reasoning is a focus in the General Education Curriculum, a learning outcome in multiple STEM major programs, and the focus in programs to prepare and retain STEM majors.

2. What are the key learning goals that shape your current programming or that you hope to achieve?

Biology Major Learning Outcome as an example of STEM major quatitative reasoing goal: Demonstrate problem solving, analytical, and communication skills that will provide the foundation for lifelong learning and career development. GEC Quantitative Reasoning Learning Goal: Courses in Quantitative and Logical Skills develop student's quantitative literacy and logical reasoning, including the ability to identify valid arguments, use mathematical models, and draw conclusions and critically evaluate results based on data.

3. Do you have QR assessment instruments in place? If so; please describe:

We have no specific QR assessments in place. Since we are a large, highly decentralized campus, assessment takes place on several levels of analysis. First, at the course level, we currently used embedded testing and statistical analysis of student performance in subsequent courses. Second,on the GEC category level, graduating senior students respond to items related to quantitative literacy on an exit survey. Third, on the institutional level, we use the Collegiate Learning Assessment (CLA).

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?

As is the case on most college campuses, faculty do not feel that they have time to investigate assessments or analyze assessment results. In addition, faculty frequently feel that assessment is being imposed on them and that poor results might reflect badly on them.

5. Considering your campus culture; what opportunities or assets will be available to support your QR initiatives?

Assessment is a priority at Ohio State University. Much work has already been done to help faculty and staff learn non-intrusive methods for assessment. We have an instructional consultant at the University Center for the Advancement of Teaching, who supports faculty assessment efforts. Our College of Arts and Sciences has an office of Curriculum and Assessment Services which works closely with the Committee on Curriculum and Instruction to support assessment and curricular improvements based on student learning data.We also have individuals within departments and centers who have assessment oversight responsibilities.We have many structures in place to support assessment and look forward to learning how to use quantitative reasoning assessment tools.