Abstract
This essay outlines how faculty interested in service learning could be helpful to an organization such as the National Numeracy Network by conducting institutional research. As a preliminary example, students in a statistics class used online research to determine the percent of colleges and universities with a quantitative reasoning center or with quantitative reasoning courses within mathematics departments. The students found that 46% of two-year colleges and 37% of four-year colleges offer a quantitative reasoning course through the mathematics department, usually for credit but not always in response to an institutional requirement. Only 19% of two-year colleges and 25% of four-year colleges have a center dedicated to quantitative literacy. The column concludes with suggestions for how to formalize service learning that assists the National Numeracy Network, or similar organizations, with basic research needs.
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