Quantitative Literacy Across the Curriculum: A Case Study

dc.creator	Benjamin Steele
dc.creator	Semra Kiliç-Bahi
dc.date	2008-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:35Z
dc.date.available	2015-07-20T22:08:35Z
dc.identifier	1936-4660
dc.identifier	https://doaj.org/article/eec40d02147b4ed8b09c946f16e65e58
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12143
dc.description	We describe a quantitative literacy (QL) program at Colby-Sawyer College, a small, residential, liberal arts college in New Hampshire. This program has grown rapidly from a traditional math curriculum to a college-wide understanding of quantitative literacy and voluntary participation by many faculty members in all departments. More than 80% of the faculty agreed that it would be useful for students to be able to use quantitative skills in their courses, but only 24 % thought students were capable of doing very well in mathematics. Twenty-three faculty members attended a summer workshop, funded by NSF, DUE # 0633133, in which they created QL modules for their courses. These participants represented five departments and 13 different disciplines. Modules were created in Biology, Business, Chemistry, Education, English, Environmental Studies, History, Political Science, Psychology, Sociology, and Writing. In addition to assessment of individual modules, a college-wide assessment tool will be administered to first-year students and seniors by participating faculty members. We believe that the rapid growth and success of our program is perhaps due to a combination of characteristics of our institution and our approach. These characteristics include: Involving as many people as possible from many different disciplines from the beginning; a culture of collaboration and innovation at Colby-Sawyer; a supportive administration; the support of NSF that allows concentrated and focused time for faculty with heavy teaching loads; and a faculty focus on the scholarship of teaching.
dc.language	English
dc.publisher	University of South Florida Libraries
dc.relation	http://dx.doi.org/10.5038/1936-4660.1.2.3
dc.relation	https://doaj.org/toc/1936-4660
dc.rights	CC BY-NC
dc.source	Numeracy, Vol 1, Iss 2, p 3 (2008)
dc.subject	quantitative literacy
dc.subject	curriculum
dc.subject	liberal arts
dc.subject	faculty development
dc.subject	assessment
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Quantitative Literacy Across the Curriculum: A Case Study
dc.type	article