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Quantitative Reasoning

Quantitative Reasoning. A Focus Group. Quantitative reasoning.

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Quantitative Reasoning

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  1. Quantitative Reasoning A Focus Group

  2. Quantitative reasoning We live in an age where vast amounts of information can be accessed on the Internet. Much of this information is quantitative in nature and students (and adults) must be equipped to analyze the information as they sift through the data to make decisions in their everyday lives. And, as “big data” analyses move from pure research applications to business, education, health, and government settings where our graduates will be working, this imperative becomes more critical. - Susan Elrod, Quantitative Reasoning: The Next "Across the Curriculum" Movement, Peer Review, Summer 2014

  3. Quantitative reasoning • Quantitative literacy is one of the LEAP (Liberal Education for America’s Promise) Essential Learning Outcomes (ELOs) developed by the Association of American Colleges & Universities (AAC&U), one of a number of practical intellectual skills, including inquiry and analysis, critical and creative thinking, written and oral communication, information literacy and teamwork, and problem solving. • The Lumina Foundation’s Degree Qualifications Profile (DQP) calls this skill quantitative fluency and places it, like LEAP, among several important intellectual skills all students should attain, including analytic inquiry, information literacy, engaging diverse perspectives, and communication fluency. • The Western Association of Schools and Colleges (WASC) Senior College and University Commission has recently shifted its focus to five core competencies—writing, oral communication, quantitative reasoning, critical thinking, and information literacy—in its revised institutional review process.

  4. Other definitions and descriptions Quantitative reasoning is the application of basic mathematics skills, such as algebra, to the analysis and interpretation of real-world quantitative information in the context of a discipline or an interdisciplinary problem to draw conclusions that are relevant to students in their daily lives. The habit of mind to consider the power and limitations of quantitative evidence in the evaluation, construction, and communication of arguments in public, professional, and personal life. QR requires students to think critically and apply basic mathematics and statistics skills to interpret data, draw conclusions, and solve problems within a disciplinary or interdisciplinary context

  5. Quantitative Reasoning Across the Curriculum • In 2013 CUNY established the Quantitative Reasoning Fellows program. • Modeled after the WAC Fellows program that trains CUNY doctoral students to support efforts to improve writing across the curriculum at the campuses. • The QR Fellows program places doctoral students at select CUNY campuses to support efforts to improve quantitative reasoning across the curriculum. Quantitative reasoning skills are widely recognized as critical to academic success across the curriculum, as well as to broader goals related to personal and career development, and informed citizenry. - QRAC, CUNY

  6. Our purpose today • Is to teach me about QR at Hostos • I’m new to the job, but Hostos is in the fourth year of its QR program • I want to know your thoughts about QR, and about QR at Hostos • I want to know which of past fellows’ efforts have worked well • What things were not as useful • Discuss QR efforts at Hostos outside of the efforts of the fellows • Learn how I can support these • Learn what you would like to see out of the program going forward • Brainstorm ways to instill continuity in the program from year to year

  7. Quantitative Reasoning at Hostos • Activities of the fellows • Workshops • Participated in Hostos event days • SPA Day • Math Day • Earth Day • Consultations • Faculty partnership for curriculum development • Efforts independent of the fellows • NSF, NICE grant • Cohorts go through a program; summerand fall cohorts • Summer cohort has vowed to continue meeting and supporting one another

  8. Let’s talk • Activities of the fellows • Workshops • Participated in Hostos event days • Consultations • Faculty partnership for curriculum development • Efforts independent of the fellows • NSA, NICE grant • Cohorts go through a program, summer or fall • Summer cohort has vowed to continue meeting and supporting one another • What challenges does Hostos face in elevating the quantitative capacity of the students? • What challenges does your department face? • Among the activities of the fellows, • Which things have been the most fruitful? Why? • Which things were not as useful? Why? • What is your assessment of the efforts of past fellows? • Efforts independent of fellows • Summer NICE cohort • Thank you for letting me in on what you’ve been up to • I do not want to change anything you are doing • I do want to support your efforts • I am not actually an expert, but I am a dedicated resource,… • Fall NICE cohort • We should brainstorm how I can support you • And you keep you together in the Spring • Is anybody doing anything else I don’t know about?

  9. Let’s talk • Activities of the fellows • Workshops • Participated in Hostos event days • Consultations • Faculty partnership for curriculum development • Efforts independent of the fellows • NSA, NICE grant • Cohorts go through a program, summeror fall • Summer cohort has vowed to continue meeting and supporting one another

  10. Let’s talk • Activities of the fellows • Workshops • Participated in Hostos event days • Consultations • Faculty partnership for curriculum development • Efforts independent of the fellows • NSA, NICE grant • Cohorts go through a program, summer or fall • Summer cohort has vowed to continue meeting and supporting one another • What challenges does Hostos face in elevating the quantitative capacity of the students? • What challenges does your department face? • Among the activities of the fellows, • Which things have been the most fruitful? Why? • Which things were not as useful? Why? • What is your assessment of the efforts of past fellows? • Efforts independent of fellows • Summer NICE cohort • Thank you for including me your group • I do not want to change anything you are doing • I do want to support your efforts • I am not actually an expert, but I am a dedicated resource,… • Fall NICE cohort • We should brainstorm how I can support you • And you keep you together in the Spring • Is anybody doing anything else I don’t know about?

  11. The Future of QR at Hostos • I’ll be gone, but you’ll be here • How best to have continuity in the program? • I see working out a role for the fellow in support of the grant cohorts as having potential • Also considered seeking out QR Liaisons in each department, or possibly discipline, since the departments are broad • Could even ask the Provost for partial work relief, if combined with some other assignment. • What would you like to see out of the QR program at Hostos?

  12. Thank you! And that’s our focus group Please sign the attendance sheet And we have questionnaires! Drew Green QR Fellow Center for Teaching and Learning Room B-418 718.518.4125 Agreen@hostos.cuny.edu

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