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QRAC Committee
March 19, 2008 Minutes
Present: Bob Anderson, Ed Conjura, Orlando Hernandez, Dave Reimer, John Ruscio, Sharon Sherman, Ursula Wolz
Ed Conjura recorded the minutes.
- The meeting was called to order by Ed Conjura at 3:15 p.m.
- Agenda Item 1: Ursula Wolz moved and Dave Reimer seconded that the following procedures QR Procedures/Overview document be approved and forwarded on to LLPC for further consideration and approval. The motion was approved unanimously.
QR Course Submission Procedure
One of the components of the Liberal Learning Guidelines for Human Inquiry is Quantitative Reasoning (QR). The goal of QR, as currently defined at TCNJ, is that “students should understand quantitative reasoning so they can respond effectively to claims deriving from quantitative arguments.” Complete details are available at:
http://www.tcnj.edu/~liberal/outcomes.html
The Quantitative Reasoning Advisory Committee (QRAC) was established in 2006. The Committee is charged with a variety of tasks related to quantitative reasoning at TCNJ, one of which is evaluating courses and other academic experiences to determine whether they should be deemed approved vehicles for fulfilling the QR liberal learning component. Toward that end, the Committee has developed a procedure to facilitate its work. QRAC recommendations are forwarded to the Liberal Learning Program Council (LLPC); it is the latter group that ultimately decides on liberal learning issues, including QR course designation.
The QR Course Application Form is designed to enable QRAC to reach an informed decision regarding the QR merits of the course under review. The information provided will also permit QRAC to give structured feedback to the person or group submitting the course for QR designation. The form includes a matrix in which the submitter shows how specific elements of the course relate to the objectives for QR at TCNJ. At present, QR is a course-based component of liberal learning; i.e., the QR requirement is met by passing a single course.
In Fall 2007 QRAC developed the following interpretation of Quantitative Reasoning at TCNJ as it applies to courses intended to meet the QR requirement: The aim of courses in Quantitative Reasoning is to further students’ knowledge and understanding of mathematical and quantitative modes of thought. Some courses emphasize theoretical aspects of mathematics or statistical reasoning. Other courses in this area explore the application of quantitative methods to questions in disciplines across the curriculum. Consequently, the QRAC interprets the campus-wide goal for QR at TCNJ to be “Students will understand Quantitative Reasoning so they can respond effectively to claims deriving from quantitative arguments.” There are three measurable outcomes:
· Students will understand how real-world problems and social issues can be analyzed using the power and rigor of quantitative methods while also learning to recognize and articulate the limitations of these methods.
· Students will be able to do all of the following: evaluate, interpret, and draw inferences from mathematical models such as algorithms, formulas, graphs, and tables.
· Students will be able to use quantitative methods (such as algebra, geometry, statistics, and computation) to solve problems.
In addition to evidence that the proposed course meets established QR objectives, QRAC invites submitters to suggest other course outcomes that the course designer believes are legitimate aspects of quantitative reasoning that may not be fully covered by the established objectives. These added objectives and outcomes are to be included in the matrix as well. The submitter must specify explicitly in the matrix what section or sections of the course syllabus pertain to each objective, both the established ones and those added by the submitter.
The QR Course Application Form also requires the submitter to provide the following information:
· A statement identifying the intended audience of the course.
· Representative assignments and tests.
· A plan for ongoing course evaluation and assessment that details how the course will be investigated to determine how well it is meeting its stated goals and objectives.
Currently the main activity of QRAC with respect to QR courses is to review submitted proposals to determine whether they meet the objectives of the quantitative reasoning requirement. However, curricula and requirements are always evolving and changing. Eventually TCNJ students might acquire QR competency through a composite of activities and experiences spread over several courses, experiential learning activities, or other academic pursuits. Accordingly, QRAC invites and encourages submitters to describe anything students may be doing in addition to the proposed course that contributes to knowledge and ability with respect to quantitative reasoning.
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- Agenda Item 2: Sharon Sherman moved and Orlando Hernandez seconded that the following procedures QR Submission Form document be approved and forwarded on to LLPC for further consideration and approval. The motion was approved unanimously.
QR Course Application Form
Course Number Course Title
Primary Contact Person
Phone Email
Intended Course Audience:
Course Description (as it appears or will appear in The Bulletin):
Matrix
The following page contains the quantitative reasoning goal matrix. For each course activity described in the syllabus, please indicate, as well as you can, the extent to which the QR outcome(s) will be addressed. There are three stated outcomes in the committee will use. These are:
QR1: Students will understand how real-world problems and social issues can be analyzed using the power and rigor of quantitative methods while also learning to recognize and articulate the limitations of these methods.
QR2: Students will be able to do all of the following: evaluate, interpret, and draw inferences from mathematical models such as algorithms, formulas, graphs, and tables.
QR3: Students will be able to use quantitative methods (such as algebra, geometry, statistics, and computation) to solve problems.
In addition to these goals, there is room in the matrix for alternative goals, labeled AQR, that do not fit well into the categories listed above. If you include alternative goals, please describe them here in the format used above beginning with AQR4.
Comments
When describing an activity you may find inadequate space in the matrix. Use the comments section to elaborate on each activity, if necessary. Please remember that the matrix will be reviewed by people outside of your field.
In the remaining columns please put an L, M or I which stand for Light, Moderate, and Intense, respectively. These terms are defined as follows:
Light This goal is addressed tangentially in the given activity.
Moderate This goal is central to the activity.
Intense This goal is the primary focus of the activity.
Matrix
For each course activity described in the syllabus, please indicate, as well as you can, the extent to which each outcome will be addressed: Light, Moderate or Intense. (Leave blank if an outcome is not addressed by an activity.) Please include a reference to where this activity is described in the syllabus (e.g. “Syllabus section I.A.1.” or “3rd meeting, 2nd activity”). Add additional rows as needed.
Course Activity |
Syllabus ID |
QR1 |
QR2 |
QR3 |
AQR4 |
AQR5 |
AQR6 |
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Comments
Assessment Plan
· Include here a plan for ongoing course evaluation and assessment, referring to the matrix above. It should address methods and a cycle for gathering assessment data and how results will be used to improve the course, e.g. impact the choice of activities.
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- The meeting adjourned at 4:15 p.m.
