Quantitative Reasoning at Yale

Quantitative Reasoning at Yale

Yale College

Yale University11 Graduate and Professional Schools

5300 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 must

be 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 writing

2 courses in quantitative reasoning1-3 courses in foreign language

Area Requirement2 courses in humanities

2 courses in social sciences2 courses in natural sciences

Faculty QR Council

Paul Hudak, Computer Science, ChairJoseph Chang, Statistics

Michael Frame, MathematicsDonald Green, Political Science

Roger Howe, MathematicsRoman Kuc, Electrical Engineering

Benjamin Polak, EconomicsWilliam Segraves, Yale College

R. Shankar, PhysicsSteven Stearns, Ecology and Evolutionary Biology

Teresa Treat, PsychologyKurt Zilm, Chemistry

Steven Zucker, Computer Science

Key Questions

What is QR?

What courses should count as QR courses?

Core vs. Applied QR

Key Questions

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 don’t 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?

Iatrogenic effects

Placement and Advising

Individual AdvisingWeb-based tools

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

Tutoring Support

STARS Program

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

Anxiety

Negative Experiences

Stereotype Threat

*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