DIRECTIONS FOR COMPLETING
THE QUANTITATIVE LITERACY COURSE APPROVAL FORM
In order for a course offering to be approved as a Quantitative Literacy course, it must first be submitted to the
General Education Committee (GEC) and then to the University Curriculum Committee (UCC) for approval.
Once approved, all sections of the course may be offered in subsequent semesters as fulfilling that particular
provision of General Education. The decision to offer the course as fulfilling the Quantitative Literacy
Competency is made by the department chair in consultation with the dean and provost.
To submit an existing course for approval as a Quantitative Literacy course, first obtain department approval, then
complete the attached form and submit it along with a cover sheet, syllabus, and supporting documentation to the
GEC, which will in turn submit approved courses to the University Curriculum Committee (UCC) for final
approval. Note: a new course must first be approved through the regular curriculum routing process before it can
be submitted for the Quantitative Literacy designation.
Rationale
A Quantitative Literacy course places emphasis on students reasoning quantitatively, rather than simply being
exposed to numerical and computational course content. A Quantitative Literacy course may have many means
for imparting to students an understanding of how quantitative reasoning can be applied in the world. Quantitative
Literacy is the ability to think about the world based on numerical data. This does not refer simply to the ability to
perform computations or to cite someone else’s data. Individuals with strong Quantitative Literacy skills possess
the ability to reason and solve quantitative problems from a wide array of contexts and everyday life situations.
They understand and can create arguments supported by quantitative evidence, and they can communicate those
arguments in a variety of formats using mathematical reasoning through words, tables, graphs, mathematical
equations, and other expressions of quantitative data.
Guidelines
1. Quantitative Literacy assignments will be an integral part of the course. Examples of Quantitative Literacy
assignments include, but are not limited to the following:
 Interpretation of mathematical models such as formulas, graphs, tables, and schematics;
 Representation of mathematical information graphically, symbolically, visually, numerically, and
verbally;
 Using mathematical and/or statistical methods to solve problems;
 Determining mathematical and/or statistical solutions to problems, with care taken to check and
evaluate the results in order to determine reasonableness; identifying alternatives; and selecting
optimal results;
 Recognizing that mathematical and statistical methods have limits;
 Employing other quantitative analyses and mathematical modeling, including data analysis, related to
and/or applied to the particular discipline, such as the calculation of light, color, or sound ratios, and
the calculation and analysis of demographic patterns, grade statistics, and accounting statistics;
 Understanding the relevance of numerical information to real-world problems; and
 Using numerical information to inform and communicate effectively and accurately.
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2. There will be at least two Quantitative Literacy assignments, and these assignments will be distributed
throughout the course.
3. Quantitative Literacy assignments will constitute a significant portion of the course grade and content. At
least 30% of the course grade and content should be based on such assignments.
4. There will be instruction in and evaluation of Quantitative Literacy assignments as they relate to the
discipline in which the course is taught.
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QUANTITATIVE LITERACY COURSE APPROVAL FORM
Course Prefix & Number
Course Title
Contact Person
Phone and/or e-mail
According to the guidelines, Quantitative Literacy Courses will have the following characteristics:
1. Quantitative Literacy will be an integral part of the course.
Will students practice forms of Quantitative Literacy typical of the discipline? YES
NO
2. There will be at least two Quantitative Literacy assignments, and these assignments will be
distributed throughout the course.
In the list below, fill in the number of Quantitative Literacy assignments.
NUMBER OF ASSIGNMENTS
Interpretation of mathematical models ............................................................
Representation of mathematical information. .................................................
Using mathematical or statistical methods to solve problems .........................
Determining mathematical or statistical solutions to problems ........................
Recognizing that mathematical and statistical methods have limits ................
Employing other quantitative analyses and mathematical modeling ...............
Understanding the relevance of numerical information ...................................
Using numerical information to inform and communicate ...............................
Other (please describe below*) .....................................................................
TOTAL ..........................................................................................................
*Description of Other Quantitative Literacy assignments:
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3. Quantitative Literacy assignments will constitute a significant portion of the course grade
and content.
What percent of the final grade will be based on Quantitative Literacy assignments?
4. There will be instruction in and evaluation of Quantitative Literacy assignments as they
relate to the discipline in which the course is taught.
In the list below, check those types of instruction and/or assignments/handouts that will be used in
the course.
Assignment instruction
Evaluation instruction
Other (describe below*)
*Description of Other forms of instruction and evaluation:
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