University Studies Program
Quantitative Reasoning (QA, QB)
(May 21, 2002)
(updated January 9, 2003)
Definition:
Quantitative reasoning is the organization, analysis, and application of measurement,
including data representation, number sense, variables, spatial relationships and chance,
to both conceptual and applied problems.
Rationale:
All graduates of the University of Wyoming should have college-level experience in
quantitative reasoning. The elements of this experience may include numerical, logical,
geometric, and algorithmic thinking as well as the integration of these modes of analysis
with students’ verbal, creative, and critical-thinking skills.
Outcomes:
1. Students should demonstrate mathematical and logical skills needed to formulate,
analyze, and interpret quantitative arguments in a variety of settings. Students with QA
level competency should have the quantitative tools necessary for QB level courses, as
well as for other less quantitatively intense college coursework.
2. Students completing the QB requirement should demonstrate additional mathematical
competencies beyond the introductory QA level and be able to apply college-level
quantitative analysis and reasoning to associated disciplines.
Criteria for Approval of University Studies Courses:
The current courses that satisfy the QA requirement are MATH 1000, 1400, 1405, or
1450. Additional courses proposed for QA approval will be three or more credit hour
non-embedded courses. QA courses will require a minimum of either Level 2 on the
math placement exam, a minimum math ACT score of 21, or a minimum math SAT score
of 600 or above. All QA courses will provide a broad and sufficient foundation for
subsequent QB courses.
QB courses employ an algorithmic approach to solve mathematical and/or quantitative
problems. Course designations in this category normally carry a MATH, STAT, or COSC
prefix, although course offerings outside of these disciplines may be considered. All
proposed QB courses will be three or more credit hour courses with a minimum
prerequisite of MATH 1000 or the equivalent math placement. QB courses are
quantitative-intensive, consistent with a QA prerequisite. The primary focus of QB
courses is an expansion/elaboration of QA concepts.
New QB courses will offer content without significant overlap with existing MATH
and STAT QB offerings.
Fulfilling the Requirement:
Students may fulfill the QA requirement by successfully completing a QA approved
course. Alternatively, they may fulfill the QA requirement by achieving either a
minimum of Level 4 on the math placement exam, a minimum Math ACT score of 26, a
minimum math SAT score of 600, or through AP credit. Students will generally fulfill
the QB requirement by taking a QB-approved course.
Program Assessment:
Quantitative reasoning skills are readily assessed. Placement of students into MATH
1000, 1400, 1405, or 1450 and satisfactory completion of a minimum level of
mathematical competency is currently measured by the UW math placement testing
system and by math ACT or SAT performance. The QA USP requirement may be
evaluated against these standards.
Recommendations:
While the core responsibility for university-wide instruction in quantitative reasoning
resides in the departments of Mathematics and Statistics, quantitative reasoning
encompasses a range of disciplines that are not purely mathematical. A more general
designation of the Quantitative Reasoning requirements is proposed so that QA and QB
courses may be offered by departments and programs throughout the university.
Process:
Using the University Studies Program criteria and outcomes, a sub-committee of three
selected from the membership of the University Studies Committee will evaluate each
course submitted for credit within the Quantitative Reasoning (QA, QB) category and
will make recommendations to the full committee.
University Studies Program
Criteria Review Sheet
Quantitative Reasoning 1 (QA)
All graduates of the University of Wyoming should have college-level experience in
quantitative reasoning. The elements of this experience may include numerical, logical,
geometric, and algorithmic thinking as well as the integration of these modes of analysis
with students’ verbal, creative, and critical-thinking skills. Students with QA level
competency should have the quantitative tools necessary for QB level courses, as well as
other less quantitatively intense college curricula. Students should demonstrate
mathematical and logical skills needed to formulate, analyze, and interpret quantitative
arguments in a variety of settings.
Course Prefix & Number:
Credit Hours (3 credits minimum):
Course Title:
Please attach a detailed course syllabus that includes the objectives or outcomes for the
course and the means to assess the extent that students reach them.
List any prerequisites including math placement level:
1. What disciplines are included in this proposal?
2. Using information from the syllabus, please describe how this course meets the
learning goals (outcomes) and criteria for the QA category.
A. How will students demonstrate mathematical and logical skills needed to
formulate, analyze, and interpret quantitative arguments in a variety of
settings?
B. What quantitative tools in this course will prepare students for QB level
courses?
3. Explain how the assessment method(s) used for this course demonstrate student
achievement of the learning outcomes for the QA category. Explain how this
assessment might provide information that can be used to improve
accomplishment of desired learning outcomes.
4. What other factors should the committee consider?
University Studies Program
Criteria Review Sheet
Quantitative Reasoning 2 (QB)
All graduates of the University of Wyoming should have college-level experience in
quantitative reasoning. The elements of this experience may include numerical, logical,
geometric, and algorithmic thinking as well as the integration of these modes of analysis
with students’ verbal, creative, and critical-thinking skills. Students with QA level
competency should have the quantitative tools necessary for QB level courses, as well as
other less quantitatively intense college curricula. Students should demonstrate
mathematical and logical skills needed to formulate, analyze, and interpret quantitative
arguments in a variety of settings.
Course Prefix & Number:
Credit Hours (3 credits minimum):
Course Title:
Please attach a detailed course syllabus that includes the objectives or outcomes for the
course and the means to assess the extent that students reach them.
List any prerequisites, denoting whether or not the course(s) is/are approved for QA:
1.
What disciplines are included in this proposal?
2. Using information from the syllabus, please describe how this course meets the
learning goals (outcomes) and criteria for the QB category.
A. How will students demonstrate mathematical and logical skills needed to
formulate, analyze, and interpret quantitative arguments in a variety of
settings?
B. What algorithmic approaches to solving mathematical and/or quantitative
problems are employed in this course?
C. QB courses are quantitative-intensive, consistent with a QA prerequisite.
The primary focus of QB courses is an expansion/elaboration of QA
concepts. Describe how the proposed course meets these goals.
3. Is there significant overlap with the course subject matter in currently approved
QB courses?
4. Does this course include an embedded USP component?
A. If yes, which embeddable component is included, and how are the
outcomes of the embedded component appropriately addressed in the
course proposal?
5.
Explain how the assessment method(s) used for this course demonstrate student
achievement of the learning outcomes for the QB category. Explain how this
assessment might provide information that can be used to improve
accomplishment of desired learning outcomes.
6. What other factors should the committee consider?