Department number (e.g., ABC425LEC)
Registration #12345
Math & Quantitative Literacy
Fall 2016
COURSE INFORMATION
Date(s)/Time(s)
Location/Hybrid/Online
4 credits (includes one hour of recitation per week)
Instructor(s) names and contact information (including office hour information when applicable)
Other relevant persons (e.g., TAs) (when applicable) and contact information (including office hour information when
applicable)
COURSE DESCRIPTION
Should conform to the official description for the course. (If a description needs revision, , then a new course description
may be submitted according to the procedures with undergraduate and graduate course approvals).
Course Prerequisites (if applicable): Clear description of prerequisite coursework or knowledge expected prior to the
start of the course.
STUDENT LEARNING OUTCOMES
Upon completion of Math and Quantitative Literacy, students will be able to:
Course Learning Outcome
1. Analyze data and apply
empirical or theoretical
methods to guide
decision-making.
2. Interpret mathematical
models, formulas,
graphs, and tables, and
draw inferences from
them.
3. Choose appropriate
models for a given
problem, using
information from
observed or deduced
data and knowledge of
the system being
studied.
4. Employ quantitative
Maps to the Following
Program Outcomes /
Competencies:
UBGE, SUNY Mathematics,
MSCHE Quantitative
Reasoning, MSCHE Critical
Analysis & Reasoning
UBGE, SUNY Mathematics,
MSCHE Quantitative
Reasoning, MSCHE Critical
Analysis & Reasoning
Delivered through the
Following Instructional
Method(s):
Student Achievement
Assessed with the Following
Method(s)/Assignments:
UBGE, SUNY Mathematics,
MSCHE Quantitative
Reasoning, MSCHE Critical
Analysis & Reasoning
UBGE, SUNY Mathematics,
Departments/programs may have additional requirements and/or may outline a particular format for the syllabus, so faculty should also check to
make sure there are not additional guidelines they must follow.
* Undergraduate Only
** Graduate Only
1
methods, mathematical
models and/or statistics
to develop wellreasoned arguments to
identify and solve real
world problems beyond
the level of basic
algebra, while also
being able to recognize
the limitations of
mathematics and
statistics.
5. Recognize common
mistakes in empirical
and deductive
reasoning, and
mathematical and
quantitative problem
solving.
6. Express inferences and
conclusions in writing.
MSCHE Quantitative
Reasoning, MSCHE Critical
Analysis & Reasoning
UBGE, SUNY Mathematics,
MSCHE Quantitative
Reasoning, MSCHE Critical
Analysis & Reasoning
UBGE, SUNY Basic
Communication, MSCHE
Written Communication
Note: UBGE = UB General Education; SUNY categories in the above table are those required by the SUNY General Education Program
(http://system.suny.edu/media/suny/content-assets/documents/academic-affairs/general-education/GenedCourseGuidelines_20120530.pdf), and MSCHE categories
represent the areas of general education required by the Middle States Commission on Higher Education.
COURSE REQUIREMENTS
 The number of papers, tests, and any other requirements, such as homework, attendance, class participation,
laboratory assignments, and clinical performance, that will count toward the final grade.
 Deadlines for assignments should also be specified.
 Assignments should be linked to each of the student learning outcomes being assessed. A single assignment
may be used to assess more than one learning outcome, and an outcome may be assessed by more than one
assignment.
 All requirements should relate to the course description and the student learning outcomes.
 It is strongly recommended that students be provided with clear guidelines as to how their work will be
evaluated, whether in the form of rubrics, checklists, exemplars, etc. (Any and all courses that fulfill General
Education requirements must assess the SUNY-specified student learning outcomes for that particular General
Education area.*)
GRADING POLICY
Students should be apprised of how various graded activities will be combined to form their single, final grade for the
course. How results from various requirements will be combined into a final grade: relative weightings, make-up policy
for tests, etc. Grading Policies should also include:
 Specification of the level of work must be completed in order to obtain specific letter grades (A-F) or a passing
grade if the course is graded on a Pass/Fail basis (Undergraduate - http://undergradcatalog.buffalo.edu/policies/grading/explanation.shtml; Graduate - http://grad.buffalo.edu/Academics/PoliciesProcedures/Grading-Procedures.html)
Departments/programs may have additional requirements and/or may outline a particular format for the syllabus, so faculty should also check to
make sure there are not additional guidelines they must follow.
* Undergraduate Only
** Graduate Only
2

Reference to the university Undergraduate* (http://undergradcatalog.buffalo.edu/policies/grading/explanation.shtml#incomplete) or Graduate**
(http://grad.buffalo.edu/Academics/Policies-Procedures/Grading-Procedures.html) Incomplete Policy
o Any additional instructor requirements and comments regarding the use of Incomplete grades.
Learning assessments will be graded based on rubric criteria and weighted according to the following break-down.
Weighting Assessment / Assignment
xx%
xx%
xx%
100%
Final Grades:
Grade
A
AB+
B
BC+
C
CD+
D
F
Quality Points
4.0
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0
Percentage (EXAMPLE)
93.0% -100.00%
90.0% - 92.9%
87.0% - 89.9%
83.0% - 86.9%
80.0% - 82.9%
77.0% - 79.9%
73.0% - 76.9%
70.0% - 72.9%
67.0% - 69.9%
60.0% - 66.9%
59.9 or below
Incompletes (I/IU)*: A grade of incomplete (“I”) indicates that additional course work is required to fulfill the
requirements of a given course. Students may only be given an “I” grade if they have a passing average in coursework
that has been completed and have well-defined parameters to complete the course requirements that could result in a
grade better than the default grade. An “I” grade may not be assigned to a student who did not attend the course.
Incompletes (I/IU)**: Prior to the end of the semester, students must initiate the request for an “I” grade and receive
the instructor’s approval. Assignment of an “I” grade is at the discretion of the instructor.
For all graduate-level courses, an interim grade of Incomplete (I) may be assigned if the student has not completed all
requirements for the course. An interim grade of 'I' shall not be assigned to a student who did not attend the course. For
all graduate courses the default grade accompanying an interim grade of 'I' shall be 'U' and will be displayed on the UB
record as 'IU.' The default Unsatisfactory (U) grade shall become the permanent course grade of record if the 'IU' is not
changed through formal notice by the instructor upon the student's completion of the course.
Assignment of an interim 'IU' is at the discretion of the instructor. A grade of 'IU' can be assigned only if successful
completion of unfulfilled course requirements can result in a final grade better than the default 'U' grade. The student
should have a passing average in the requirements already completed. The instructor shall provide the student
specification, in writing, of the requirements to be fulfilled.
ACADEMIC INTEGRITY
Departments/programs may have additional requirements and/or may outline a particular format for the syllabus, so faculty should also check to
make sure there are not additional guidelines they must follow.
* Undergraduate Only
** Graduate Only
3
Academic integrity is a fundamental university value. Through the honest completion of academic work, students sustain
the integrity of the university while facilitating the university's imperative for the transmission of knowledge and culture
based upon the generation of new and innovative ideas.
 Reference to the university Undergraduate* (http://undergradcatalog.buffalo.edu/policies/course/integrity.shtml) or Graduate** (http://grad.buffalo.edu/Academics/PoliciesProcedures/Academic-Integrity.html) Academic Integrity policy and any additional instructor requirements and
comments regarding academic dishonesty.
ACCESSIBILITY RESOURCES
If you have any disability which requires reasonable accommodations to enable you to participate in this course, please
contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, and also the instructor of this course .. The office
will provide you with information and review appropriate arrangements for reasonable accommodations.
http://www.student-affairs.buffalo.edu/ods/
COURSE FEES
The dollar amount of any course-specific fees above and beyond UB tuition and fees, as well as the reason such fees are
being assessed.
Optional Components
COURSE ORGANIZATION / SCHEDULE (AS INDICATED IN THE FACULTY HANDBOOK, FINALS MAY NOT BE GIVEN DURING THE SEMESTER, BUT
RATHER DURING THE SCHEDULED EXAM PERIOD).
Week # and/or
Topic
Required Readings / Assignments(s)
Due Date
Date
COURSE MATERIALS
 Required and recommended materials, resources, textbooks, and resources citations.
 Availability of course materials or resources can be specified (e.g., items on reserve through the library; use of
UBLearns Blackboard site)
ATTENDANCE POLICY
May include reference to:
 Attendance issues related to religious observances
 University sanctioned events
 Athletic commitments
 Family/Work obligations/emergencies
Course Cancellation/ Emergency Planning
 Reference the university website for cancellations/delays due to weather or other unforeseen events
(http://emergency.buffalo.edu/campus-weather-alerts.html)
INSTRUCTOR AND COURSE SUPPORT STAFF INFORMATION
Departments/programs may have additional requirements and/or may outline a particular format for the syllabus, so faculty should also check to
make sure there are not additional guidelines they must follow.
* Undergraduate Only
** Graduate Only
4


Relevant professional information and/or teaching philosophy.
Roles and responsibilities of course support staff (i.e., TAs/Gas).
LAB SAFETY
Guidelines for lab safety, including policies and procedures.
CLASSROOM DECORUM
Discussion of classroom expectations, for example tardiness, and/or use of cell phones and laptops.
UNIVERSITY SUPPORT SERVICES
Students are often unaware of university support services. For example, the Center for Excellence in Writing provides
support for written work, and several tutoring centers on campus provide academic success support and resources.
Departments/programs may have additional requirements and/or may outline a particular format for the syllabus, so faculty should also check to
make sure there are not additional guidelines they must follow.
* Undergraduate Only
** Graduate Only
5