Quantitative Reasoning

Teaching Quantitative Reasoning: What's Working at U-M?

In this post, guest blogger Joe Howard, a Ph.D. student in the School of Education’s higher education (CSHPE) program, discusses CRLT’s study of LSA’s Quantitative Reasoning (QR) requirement–-and the implications of that research for instructors at U-M. 

Whether mathematically inclined or not, today’s college graduates will be expected to “navigate a sea of numbers on a daily basis” in their careers and daily lives (Grawe, 2012, p. 30).  A majority of employers interviewed in a recent study noted that they want universities to enhance their quantitative reasoning (QR) skills, or students' ability to work with numbers and understand statistics (Hart Research Associates, 2009). These include: Read more »

Submitted by tbraun on Fri, 04/05/2013 - 10:54am
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LSA Quantitative Reasoning Assessment, Fall 2009

Summary Findings

Mary Wright, Assistant Director, Evaluation, & Assistant Research Scientist, CRLT
Jim Barber, Assistant for Programs & Research, CRLT

This report presents summary results of an evaluation of LSA’s Quantitative Reasoning requirement. According to The LSA Bulletin, “The goal of the Quantitative Reasoning requirement is to ensure that every graduate of the College achieves a certain level of proficiency in using and analyzing quantitative information.” Students may fulfill the requirement by passing one course designated for QR credit (QR1) or two courses designed for half credit (QR/2). Because a wide margin (82%) of students fulfill the requirement through the former option, this evaluation focuses specifically on the impact of QR1 courses.

 

Index:

A. Evaluation Methods
B. Key questions and findings: Read more »

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