The Quantitative Reasoning Program at Hollins University

Abstract

In the fall of 1998, Hollins University undertook a major overhaul of its general education program. The new requirements, approved in 2001, allow for foundational work in selected skills areas (writing, oral communication, quantitative reasoning, and information technology) as needed, and then encourage the melding of skills acquisition within courses designed to introduce students to various perspectives (for example, ancient/modern, creative, global, diversity). This new general education program includes two quantitative reasoning (QR) requirements: a basic skills requirement and an applied skills requirement. The QR basic skills requirement is designed to help students gain an understanding of the fundamental mathematical skills required for success in quantitative reasoning. This requirement can be satisfied by achieving a satisfactory score on the Reasoning Assessment (given to new students each fall) or by successful completion of 100: An Introduction to Quantitative Reasoning. student who has satisfied the QR basic skills requirement will demonstrate a baseline understanding of such topics as algebra, graphing, geometry, data analysis, and linearity. The goals of the QR basic skills requirement are * to ensure that students understand mathematical and statistical reasoning; * to ensure that they know how to use appropriate mathematical and/or statistical tools in summarizing data, making predictions, and establishing cause-and-effect relationships. In addition to covering what may be considered to he traditional topics in the mathematics curriculum, our introductory QR course has a weekly computer lab. Students learn how to use Excel in a variety of ways-to graph and analyze data, to explore and model growth, and to learn about loans and financial planning. The QR applied skills requirement is designed to provide students with the opportunity to apply quantitative skills as they solve problems in fields of study in which they have an interest. This requirement can be satisfied by passing a course designated as a QR applied course. The goals of the QH applied skills requirement are * to give students the opportunity to apply mathematical and statistical reasoning in a chosen discipline; * to involve students in the application of quantitative skills to problems that arise naturally in the discipline in a way that advances the goals of the course and is not merely a rote application of a procedure. Each QR applied course must include at least two QR projects. For example, a project might include data collection, discussion of the data, collaborative work on finding appropriate uses of the data, and use of appropriate technology in presentation and writing. The end result of each QR project should be a written assignment that includes a statement of the problem, an explanation of the methods used, and a summary of the results. When appropriate, the written assignment should discuss any limitations encountered and possible improvements to the procedure and/or results. Faculty Development The quantitative reasoning program got a major boost from an NSF grant for A Faculty Development Program for Quantitative Reasoning Across the Curriculum, which brought four visiting scholars to campus during 2000-2001. Each scholar gave an evening lecture to the university community and led a faculty workshop to explain how they approached quantitative methods in a variety of disciplines at their institutions. Hollins Professors Diefenderfer and Hammer led two series of four-day workshops where faculty members discussed the recently published Mathematics and Democracy, investigated topics in Hollins's basic QR course (An Introduction to Quantitative Reasoning), shared and critiqued one another's QR project ideas, and presented their QR work in progress. Thus, instructors had the opportunity to test their assignments on a willing audience and to receive feedback on their proposed projects. …