1. Begin with some basic definitions of QL.
As defined in the original QEP the quantitative part of QL includes "Discipline” QL which is “…students’ ability to solve realistic and authentic problems in their chosen fields of endeavor…” and “Life” QL which “…pertains to problems faced by people in their roles as citizens, parents and employees solving non-technical problems…”
The literacy part of QL is summarized in this slightly modfied passage from an article by Rose Asera of the Carnegie Foundation for the Advancement of Teaching:
“As we ‘decode’ [numbers or] a text, we bring to bear a vast reservoir of [quantitative,] linguistic and cultural knowledge, connecting new ideas with old ones, figuring out words [and mathematical expressions] we may not know, actively questioning what we read as we read it, trying out and refining ideas and conclusions as we read.”
2. Based on our knowledge and assumptions, construct a basic premise.
IF QL is
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not a single discipline,
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not covered in a single course,
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life QL tasks of daily living infrequently addressed directly in university curriculum,
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discipline QL addresses specific problems,
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and students are exposed to different disciplines,
THEN
to become quantitatively literate, students must learn a transferable, higher-order set of skills, i.e., problem-solving habits of mind.
4. Make QL visible by identifying QL Designated Courses which meet the following requirements:
· Course already has quantitative content
· Instructor can map one or more (not necessarily all) QL learning outcomes to course content
· Instructor agrees to place more emphasis on QL content
· Quantitative material presented in “real world” context
· Actively engage students in problem solving
· 20% of course grade determined by some combination of written exercises and exam items
· Assessment methods are “authentic”
· Use scenarios and ask questions in same context
· Instructor agrees to submit random sample of student work (including answers and learning outcomes addressed) for meta-assessment
· Faculty fill out an on-line application to have their course designated as QL.
Some of the courses that have been identified as meeting these requirements include UNIV 101 The University Experience, SPA 101 Intro Spanish I – Lecture, PSC 103 Intro to Int’l Relations, PSC 170 Women and World Politics, PSC 411 Intro to Res Methods, PSC 403 Seminar in Int’l Relations, and NMT 441 Radiation Biology. These courses served as pilots in the Fall Semester of 2006.
The mathematics and science courses that already include a core of quantitative material are also obvious choices to become QL Designated Courses. Two physics courses will be added in the Fall of 2007, for example since they reach a broad spectrum of students. The expectation is that, as the faculty review the QL Core Competencies and familiarize themselves with the detailed learning outcomes, they will focus more on cultivating the habits of mind that QL requires.
5. Design an assessment strategy.
This strategy includes convening and training a group of faculty to read random samples of students’ QL work and make judgments about whether students are mastering the QL learning outcomes identified across all the QL Designated Courses. Inform faculty of the results of these assessments so they can target areas where students need to learn more.
6. Make the campus aware of the QL Strategy and what individuals can do without having a QL Designated Course.
QL activities are being featured in the university's UAB Reporter. This first in a series of articles introduces the nature of QL. It begins by citing a question and answer that appeared in Parade magazine as an example of people encounter every day. It challenges the reader to answer several questions raised in that brief exchange between a reader and a columnist. (If you have tried to find the answers and want more than you ever wanted to know about it read this detailed description of how to pull it all apart.)
A follow up article will describe our early experiences with QL Designated Courses.
A QL Awareness Week is planned for the fall semester. The kickoff speaker on Monday, September 10, 2007 will be John Allen Paulos, a professor of mathematics a Temple University, a prolific author, and a frequent commentator for ABC News. Other activities will include workshops for faculty conducted by faculty who have participated in the pilot program.The week will conclude on Thursday, September 13, 2007 with a wrap up session.