quantitative reasoning at yale
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DESCRIPTIONQuantitative Reasoning at Yale. Yale University. 11 Graduate and Professional Schools. Yale College. 5300 Undergraduates from all 50 states and >70 countries Middle 50% SAT scores 690-790 40% of students receiving need-based financial aid. - PowerPoint PPT Presentation
Quantitative Reasoning at Yale
Yale CollegeYale University11 Graduate and Professional Schools5300 Undergraduates from all 50 states and >70 countriesMiddle 50% SAT scores 690-79040% of students receiving need-based financial aid
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 mustbe in natural sciences)
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.
New Distribution RequirementsClass of 2009 and beyond
Skills Requirement2 courses in writing2 courses in quantitative reasoning1-3 courses in foreign language
Area Requirement2 courses in humanities2 courses in social sciences2 courses in natural sciences
Faculty QR Council
Paul Hudak, Computer Science, ChairJoseph Chang, StatisticsMichael Frame, MathematicsDonald Green, Political ScienceRoger Howe, MathematicsRoman Kuc, Electrical EngineeringBenjamin Polak, EconomicsWilliam Segraves, Yale CollegeR. Shankar, PhysicsSteven Stearns, Ecology and Evolutionary BiologyTeresa Treat, PsychologyKurt Zilm, ChemistrySteven Zucker, Computer Science
What is QR?
What courses should count as QR courses?
Core vs. Applied QR
What is QR?
What courses should count as QR courses?Math (and applications)Stats (and applications)Comp Sci?Philosophy?
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.
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 CountingArchitecture Introduction to StructuresComp Sci - Visualization: Data, Pixels and Ideas Great Ideas in Computer ScienceEconomics - Introductory Microeconomics (3 versions)Environmental Studies/G&G Atmosphere, Ocean and Environmental ChangeMath - Fractal Geometry (plus freshman seminar)Music Math, Music and MindOperations Research Introduction to Management Science: Probabilistic Models Philosophy First Order Logic Psychology Statistics
Council Review - Implications
Political Departmental Interests Individual Faculty Concerns
Logistical Review of new and existing courses Tracking of distributional designations
Variations on QR Requirements
Place-out permittedStudents 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 coursesHow to meet needs of diverse student populationHow to place students
Assessment of QR Preparation
Placement QuestionnaireLength - needs to be shortBreadth- test full range of QR areas Is it more valuable than SAT?
Placement and Advising
Individual AdvisingWeb-based tools
Enrollment in QR Courses
Evaluation of Individual Courses
Skills assessment What skills should we expect to see change?Omnibus QR exit assessment?
Residential College Tutors (grad students, walk-in)
Science and QR Tutors (assigned, mostly undergrad)
Course-Based Peer Tutors
Support for Teaching
Training for Teaching Fellows and Faculty
Assistance with Course Developmentand Implementation of New Teaching Methods
Challenges in QR Education
*Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85, 440-452..
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
Faculty Buy-In Support for career Logistical support Pedagogical support Valuing teaching