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Quantitative Reasoning (QA, QB, QR) Critiera

Mission Statement

The quantitative reasoning requirement will prepare students for an increasingly information-based society in which the ability to use and critically evaluate information, especially numerical information, is central to becoming an informed citizen. Students will acquire the skills necessary to make rational decisions based on real data. They will be exposed to general methods of inquiry that apply in a wide variety of settings. They will be able to critically assess arguments and make rational decisions. Finally, students will develop the ability to judge the strengths and limitations of quantitative approaches to knowledge production.

Student Requirements

Students must take either:

  • One QA (mathematics) course and one QB (statistics/logic) course, or 
  • One QR (QA and QB - mathematics and statistics/logic) course

to fulfill the requirement.

Oversight & Criteria

QA is the mathematics portion of the Quantitative Reasoning Requirement and this requirement and the courses are overseen by the Math Department.

QB is the statistics/logic portion of the Quantitative Reasoning Requirement and is overseen by the General Education Curriculum Committee.

Your major may require you to take a specific course to satisfy the quantitative reasoning requirement. Contact your major department and get their approval before taking the course.

Grading

A minimum grade of D- or CR in one of the approved courses is required to complete this requirement. Minimum grade does not apply to pre-requisites. Please check with the department first. If the course is a requirement for a major, it must be taken for a letter grade and CR/NC is not an option.

General Education Course Review Rubric

A. Content Criteria

Each course must address both questions:

  High (3) Medium (2) Low (1) None (0)
  1. Explain how this course helps students acquire the skills necessary to critically evaluate information, to assess the strengths and limitations of quantitative or logical approaches to knowledge, and to make rational decisions based on data.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Explain how this course introduces students to statistical methods of collecting, analyzing, and interpreting information OR explain how this course introduces students to the bases of deductive and inductive logic.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.

B. Process Criteria (Student Learning Experience Criteria)

Each course should address at least two of the following criteria:

  High (3) Medium (2) Low (1) None (0)
  1. Describe, using evidence from the course syllabus, including assignments or other course materials, how instruction will engage students in highly interactive approaches to learning throughout the duration of the course.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Describe, using evidence from the course syllabus, perhaps describing specific assignments or practices, how instruction in the course will lead students toward applying course concepts, principles, theories, etc.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Describe, using evidence from the course syllabus, how instruction in the course will give students the tools and experiences they need in order to engage in integrative or interdisciplinary thinking in the discipline.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.

C. Learning Outcomes

Each course must address both critiera:

  High (3) Medium (2) Low (1) None (0)
  1. How does instruction in the course provide opportunities for developing at least two but not more than three of the Intellectual and Practical Skills Learning Outcomes?
Two learning outcomes are selected and ample and concrete evidence is provided about how students will have the opportunity to achieve those outcomes. One or two learning outcomes are selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome but not both. One or two learning outcomes are selected and some evidence is provided about how students will have the opportunity to achieve them but the evidence is vague and unattached to specific elements of the course. Two learning outcomes are not selected and no evidence is provided about how students will have the opportunity to achieve each learning outcome.
  1. How does instruction in the course provide opportunities for engagement with at least one but not more than two of the Personal and Social Responsibility Learning Outcomes?
One learning outcome is selected and ample and concrete evidence is provided about how students will have the opportunity to achieve it. One learning outcome is selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome. One learning outcome is selected and some evidence is provided about how students will have the opportunity to achieve it but the evidence is vague and unattached to specific elements of the course. No learning outcomes are selected and no evidence is provided about how students will have the opportunity to achieve the learning outcome.

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Last Updated: 7/22/16