Quantitative Reasoning

1
Quantitative Reasoning at Yale
2
Yale University
11 Graduate and Professional Schools
Yale College
5300 Undergraduates from all 50 states and gt70
countries Middle 50 SAT scores 690-790 40 of
students receiving need-based financial aid
3
Yale College Distribution Requirements (late
1970s through class of 2008) Three courses in
each of four distributional groups Group I
languages and literature Group II other
humanities Group III social sciences Group IV
math, science, engineering (at least two
courses must be in natural sciences)
4
Committee on
Yale College Education
Richard Brodhead, Chair
formed in Fall, 2001
report published
April, 2003
42 faculty, students and recent alumni
Recommendations included enhancement of
education in sciences and institution of new
distribution
requirements, including
a quantitative reasoning requirement.
5
New Distribution Requirements Class of 2009 and
beyond Skills Requirement 2 courses in
writing 2 courses in quantitative reasoning 1-3
courses in foreign language Area Requirement 2
courses in humanities 2 courses in social
sciences 2 courses in natural sciences
6
Faculty QR Council Paul Hudak, Computer Science,
Chair Joseph Chang, Statistics Michael Frame,
Mathematics Donald Green, Political Science Roger
Howe, Mathematics Roman Kuc, Electrical
Engineering Benjamin Polak, Economics William
Segraves, Yale College R. Shankar, Physics Steven
Stearns, Ecology and Evolutionary Biology Teresa
Treat, Psychology Kurt Zilm, Chemistry Steven
Zucker, Computer Science
7
Key Questions What is QR? What courses should
count as QR courses? Core vs. Applied QR
8
Key Questions What is QR? What courses should
count as QR courses? Math (and applications) Stats
(and applications) Comp Sci? Philosophy?
9
A course may be used to satisfy the quantitative
reasoning requirement if it meets the following
criteria   A primary aim of the course is to
develop quantitative reasoning or its
application. Quantitative reasoning includes
mathematics, statistics, algorithms, and formal
symbolic logic. Calculation, quantification,
and measurement can supplement but cannot
replace quantitative reasoning and problem
solving.      A substantial proportion
(generally a majority) of course exercises,
such as problem sets, should be designed to
develop and strengthen quantitative reasoning
skills through regular practice. Examinations
or assigned projects should similarly be
primarily quantitative in nature and should
require students to demonstrate their
quantitative reasoning skills.
10
QR Courses without Prerequisites (32) Various
courses for majors and non-majors in calculus,
statistics, comp sci, engineering and physical
sciences, and others including Applied Math
The Pleasures of Counting Architecture
Introduction to Structures Comp Sci -
Visualization Data, Pixels and Ideas
Great Ideas in Computer Science Economics -
Introductory Microeconomics (3 versions) Environme
ntal Studies/GG Atmosphere, Ocean and

Environmental Change Math - Fractal Geometry
(plus freshman seminar) Music Math, Music and
Mind Operations Research Introduction to
Management Science
Probabilistic Models Philosophy
First Order Logic Psychology Statistics
11
Council Review - Implications Political
Departmental Interests
Individual Faculty Concerns Logistical
Review of new and existing courses
Tracking of distributional designations
12

• Variations on QR Requirements
• Place-out permitted
• Students place out on the basis of test scores
  or
• take test to place out of
  requirement
• What to provide for students who
  dont place out
• All students required to take QR courses
• How to meet needs of diverse student population
• How to place students

13
Assessment of QR Preparation Placement
Questionnaire Length - needs to be
short Breadth- test full range of QR areas
Is it more valuable than SAT? Iatrogenic
effects
14
Placement and Advising Individual
Advising Web-based tools
15

• Outcomes Assessment
• Enrollment in QR Courses
• Evaluation of Individual Courses
• Skills assessment
• What skills should we expect to see change?
• Omnibus QR exit assessment?
• Attitudes assessment

16
Tutoring Support
STARS Program
Residential College Tutors (grad students,
walk-in) Science and QR Tutors (assigned, mostly
undergrad) Course-Based Peer Tutors
17
Support for Teaching Training for Teaching
Fellows and Faculty Assistance with Course
Development and Implementation of New Teaching
Methods
18
Challenges in QR Education Anxiety Negative
Experiences Stereotype Threat
19
Schmader, T., Johns, M. (2003). Converging
evidence that stereotype threat reduces
working memory capacity. Journal of Personality
and Social Psychology, 85, 440-452..
20
(No Transcript)
21
Communicate the message that you think everyone
has the potential to succeed in quantitative
courses Communicate that all individuals are
welcomed, supported, and valued whatever their
background and experiences Remind students of
malleability of quantitative skill Facilitate
specific, external, unstable attributions for
quantitative difficulties Minimize activation of
stereotypes and presence of stereotypic
expectations
22
Faculty Buy-In Support for career
Logistical support Pedagogical support
Valuing teaching