A panel organized by the SIGMAA QL …A panel organized by the SIGMAA QL …

THE ROLE OF QUANTITATIVE LITERACY THE ROLE OF QUANTITATIVE LITERACY CENTERS IN SUPPORTING STUDENTS AND CENTERS IN SUPPORTING STUDENTS AND

FACULTYFACULTY

July 31, 20089:00 a.m. – 10:20 a.m.

Panel Organized by:• Maura Mast, University of Massachusetts – Boston• Cinnamon Hillyard, University of Washington Bothell

Panelists:• Caren Diefenderfer, Hollins University• Nicole Hoover, University of Washington Bothell• Judith Moran, Trinity College• Corrine Taylor, Wellesley College

Quantitative ReasoningQuantitative Reasoningat Wellesley Collegeat Wellesley College

Corri TaylorCorri Taylor

MathFest QL PanelMathFest QL Panel

July 31, 2008July 31, 2008

Two-Part QR RequirementTwo-Part QR Requirement

1.1. The The “Basic Skills” “Basic Skills” RequirementRequirement is satisfied is satisfied either by:either by:

• Passing the Passing the QR QR AssessmentAssessment during during Orientation, orOrientation, or

• Passing Passing “Intro to QR”“Intro to QR” – – course that builds logic, course that builds logic, math, and statistics skills math, and statistics skills in real world contextsin real world contexts

2.2. The The “QR Overlay” “QR Overlay” RequirementRequirement is satisfied is satisfied by taking an approved by taking an approved course that deals course that deals extensively w/ the extensively w/ the analysis and analysis and interpretation of datainterpretation of data, , e.g.,e.g.,

• Statistics classesStatistics classes

• Science labsScience labs with data with data collection & analysiscollection & analysis

The QR AssessmentThe QR Assessment

Study packet sent in Study packet sent in summer summer Administered during Administered during OrientationOrientationTest is 90 minutes; 18 Test is 90 minutes; 18 questions; 9.5 to passquestions; 9.5 to passMost questions are Most questions are NOT multiple-guessNOT multiple-guessNo calculators No calculators allowedallowed

Sample Assessment QuestionSample Assessment Question

Summer sublets tend to Summer sublets tend to be expensive in the be expensive in the Cambridge area. This Cambridge area. This table from a local housing table from a local housing office advertises the office advertises the monthly rental costs for monthly rental costs for two-bedroom apartments. two-bedroom apartments. For example, the table For example, the table indicates that there are indicates that there are six apartments available six apartments available for $1200/month. Use the for $1200/month. Use the table to answer the table to answer the following questions.following questions.

2

8

6

3

1

0

2

4

6

8

10

$1,000 $1,100 $1,200 $1,300 $1,400

Rent per monthN

umbe

r of A

part

men

ts

Assessment Question ContinuedAssessment Question Continued

1.1. What percentage of What percentage of the apartments the apartments sublet for more than sublet for more than $1,200 per month? $1,200 per month?

2.2. What is the mean What is the mean (average) monthly (average) monthly rent for a two-rent for a two-bedroom apartment?bedroom apartment?

2

8

6

3

1

0

2

4

6

8

10

$1,000 $1,100 $1,200 $1,300 $1,400

Rent per month

Num

ber o

f Apa

rtmen

ts

Intro to QR CourseIntro to QR Course

Lectures and computer labs (using Excel)Lectures and computer labs (using Excel)Emphasis on practical uses of logic, math, statsEmphasis on practical uses of logic, math, statsoften QR skills taught “just-in-time”often QR skills taught “just-in-time”Topics include:Topics include:** Education dataEducation data** US demographicsUS demographics** Astronomically large to microscopically small – aAstronomically large to microscopically small – a physical sense of spacephysical sense of space** Personal financePersonal financeUsing & Understanding Mathematics: A Quantitative Using & Understanding Mathematics: A Quantitative Reasoning ApproachReasoning Approach, by Bennett & Briggs, by Bennett & Briggs

QR Overlay CoursesQR Overlay Courses

Types of coursesTypes of courses::• Statistics classes with computer labsStatistics classes with computer labs• Science classes with hands-on laboratories involving Science classes with hands-on laboratories involving

statistical analysisstatistical analysis• Others: PHIL 209: Scientific ReasoningOthers: PHIL 209: Scientific Reasoning

Topics coveredTopics covered::• Framework for data analysisFramework for data analysis• Methods of data collection & measurementMethods of data collection & measurement• Representing & summarizing dataRepresenting & summarizing data• Confidence intervals; hypothesis testingConfidence intervals; hypothesis testing• ANOVA; multiple regressionANOVA; multiple regression

QR Overlay Courses in….QR Overlay Courses in….

AstronomyAstronomy

BiologyBiology

ChemistryChemistry

Computer ScienceComputer Science

EconomicsEconomics

EducationEducation

Environmental Environmental StudiesStudies

GeologyGeology

MathematicsMathematics

PhilosophyPhilosophy

PhysicsPhysics

Political SciencePolitical Science

PsychologyPsychology

SociologySociology

We in the QR ProgramWe in the QR Program(Two Full-Time Faculty)(Two Full-Time Faculty)

Administer the QR AssessmentAdminister the QR AssessmentTeach the “Intro to QR” course and Teach the “Intro to QR” course and some QR overlay courses some QR overlay courses (in Math, Econ, Education, BioStats)(in Math, Econ, Education, BioStats)Coordinate with LTC for tutorial servicesCoordinate with LTC for tutorial servicesEnsure QR overlays meet guidelinesEnsure QR overlays meet guidelinesSupport instructors of present & future QR Support instructors of present & future QR overlay and other quantitative coursesoverlay and other quantitative coursesRun “Celebrating QR Connections” seriesRun “Celebrating QR Connections” series

Celebrating QR ConnectionsCelebrating QR Connections

QR & Art, QR & Art, Spring 2004Spring 2004

QR & Biology, QR & Biology, Fall 2005Fall 2005

QR & Forensic Evidence, QR & Forensic Evidence, Spring 2007 Spring 2007

QR, Polls & Predictions, QR, Polls & Predictions, Fall 2008Fall 2008

Support for our QR ProgramSupport for our QR Program

Faculty initiated from the beginningFaculty initiated from the beginning

QR requirements since 1997QR requirements since 1997

Students appreciative of programStudents appreciative of program

2003, gift of $160,000 for series, etc.2003, gift of $160,000 for series, etc.

2004, endowment of program, $3 million2004, endowment of program, $3 million

QR is important part of Wellesley cultureQR is important part of Wellesley culture

The Role of QR Centers in Supporting Students and Faculty

Caren Diefenderfer MathFest 2008 Hollins University SIGMAA QL

Roanoke, VA

QR Requirements at Hollins

“New” Gen Ed program (fall 2001)Education through Skills and

Perspectives (ESP)Two QR requirements (q) Basic Skills (fall 1998) (Q) Applied Skills

The Center for Learning Excellence

Houses the Writing Center and the QR Center

Student tutors are availablePeer mentors for classes that request oneTutor training classFaculty workshopsFuture “vision” for the Center?

More Information

Caren Diefenderfercdiefenderfer@hollins.edu

Phyllis Mellingerpmellinger@hollins.edu

www1.hollins.edu/depts/qr/index.html

The QL Requirement at Trinity College

Judy Moran

History of QL Requirement (the old days)

• Established by vote of faculty in 1986• QL proficiency determined by an in-

house exam given to all incoming students

• Non-proficient students required to take Math 101, a foundations course designed and taught by founding Director Tim Craine

• Study assistance provided by student tutors

Components of Trinity’s QL Requirement today

1. Faculty general education requirement instituted by faculty vote in 1986 (but the definition of QL has been debated and specified by the emerging QL community).

2. Math Center Advisory Committee of nine faculty from across campus, including one member of the Math Department, and Associate Dean of Faculty

3. Assessment of all incoming students in four areas:

Numerical Relationships proportions, percents, estimation

Statistical Relationships data analysis, elementary probability

Algebraic Relationships modeling, functions, algebra

Logical Relationships fallacies, arguments, counterexamples

4. Foundation Course and Quantitative Support Math 101: Contemporary Applications: Math for the 21st

Century

Tutoring in Trinity College’s Math Center

5. Other QL courses that satisfy the requirement:

Fallacies for Fun and Profit (First-year Seminar) Mathematics of Equity (Math Distribution & QL Credit)Skepticism and Belief (Science Distribution & QL Credit)Visually Displaying Data: Graphical Literacy

(Math Distribution & QL Credit)Geometry in Art and Architecture (Math Dist.& QL Credit)

Problem:

Trinity’s QL requirement is still the province of the Math (soon to be Quantitative) Center.

Although many faculty use more quantitative tools in their courses, there is no institutional incentive for them to do so.

QL-enriched courses QL Across the Curriculum course development supported by grants from the Dean of Faculty’s office and the NNN:

Introduction to Earth ScienceAdjustment and Transition: The Political Economy of Sub-

Saharan AfricaIntroduction to Environmental ScienceMath, Disease, Race and Colonialism in the Americas (history) Introduction to Health and Human RightsIntroduction to American Public PolicyFoundations of Modern Science (First Year Seminar)Math as Music, Music as Math (Tutorial College)World Population (Sociology)

University of University of Washington Bothell’s Washington Bothell’s

Quantitative Skills Quantitative Skills CenterCenter

Nicole Hoover, DirectorNicole Hoover, Director

University of Washington University of Washington BothellBothell

Quantitative Skills Center (QSC)Quantitative Skills Center (QSC)HistoryHistory

►1998 – Faculty Instruction & Research 1998 – Faculty Instruction & Research Committee saw need for QL supportCommittee saw need for QL support

►Wanted something different from other Wanted something different from other math centersmath centers

►Some faculty were concerned it would Some faculty were concerned it would be a “crutch”be a “crutch”

Beginnings of QSCBeginnings of QSC

► In 2000 – Doors opened with In 2000 – Doors opened with Cinnamon and 1 student tutorCinnamon and 1 student tutor

►Open Open ≈ 12 hours/week≈ 12 hours/week►Located in small study room Located in small study room

in campus libraryin campus library

The QSC TodayThe QSC Today

►2 staff positions2 staff positions►13 student tutors (2-4 working at one 13 student tutors (2-4 working at one

time)time)►Open 50 hours/weekOpen 50 hours/week►Located in its own suiteLocated in its own suite►7 computers 7 computers ►Seats Seats ≈ 25 students≈ 25 students

QSC StatisticsQSC Statistics

► Almost 10,600 visits since opening in Almost 10,600 visits since opening in 20002000

► This year we averaged This year we averaged ≈ 60 visits each ≈ 60 visits each weekweek

Projected

Supporting Students & Supporting Students & FacultyFaculty

►Peer tutoringPeer tutoring►Classroom supportClassroom support

Faculty consultationFaculty consultation Classroom activitiesClassroom activities

►WorkshopsWorkshops ExcelExcel SPSSSPSS Algebra Refresher…Algebra Refresher…

Some Areas We SupportSome Areas We Support

►Precalculus, Calculus, StatisticsPrecalculus, Calculus, Statistics►Logic behind programmingLogic behind programming►FinanceFinance►EconomicsEconomics►Some sciencesSome sciences►Quantitative research design and analysisQuantitative research design and analysis►Quantitative software such as Excel, SPSS, Quantitative software such as Excel, SPSS,

Maple, etc.Maple, etc.

ChallengesChallenges

►Training tutorsTraining tutors►Keeping up with who’s doing what!Keeping up with who’s doing what!►Getting faculty to incorporate QL into Getting faculty to incorporate QL into

their courses their courses

OpportunitiesOpportunities

►Students have better understanding of Students have better understanding of the mathematics they are usingthe mathematics they are using

►Students able to see connectionsStudents able to see connections►Students stop asking “When will we Students stop asking “When will we

ever use this?”ever use this?”►Great learning opportunity Great learning opportunity

for tutorsfor tutors