{"id":1912,"date":"2015-08-27T11:50:37","date_gmt":"2015-08-27T18:50:37","guid":{"rendered":"http:\/\/www.wou.edu\/new-facultysenate\/?page_id=1912"},"modified":"2025-12-04T13:16:53","modified_gmt":"2025-12-04T21:16:53","slug":"quantitative-literacy-q-designation","status":"publish","type":"page","link":"https:\/\/wou.edu\/facultysenate\/committees\/general-education\/quantitative-literacy-q-designation\/","title":{"rendered":"Quantitative Literacy (Q) Designation"},"content":{"rendered":"\n[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;section&#8221; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;row&#8221; _builder_version=&#8221;4.16&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;|||&#8221; global_colors_info=&#8221;{}&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text admin_label=&#8221;Text&#8221; _builder_version=&#8221;4.27.4&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; hover_enabled=&#8221;0&#8243; global_colors_info=&#8221;{}&#8221; sticky_enabled=&#8221;0&#8243;]<h2 class=\"sub_head_1\"><span>Definition of Quantitative Literacy<\/span><\/h2>\n<p>Quantitative Literacy (QL) is a &#8216;habit of mind&#8217; competency, and comfort in working with<br \/>numerical data. Individuals with strong QL skills possess the ability to reason and solve<br \/>quantitative problems from a wide array of contexts. They understand and can create<br \/>sophisticated arguments supported by quantitative evidence and they can clearly<br \/>communicate those arguments in a variety of formats (using words, tables, graphs,<br \/>mathematical equations, algorithms, etc., as appropriate). (adapted from AACU)<\/p>\n<p><a href=\"https:\/\/drive.google.com\/file\/d\/0B6_KRAgTdLBzWmRsUXR5X3p2YUU\/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">Quantitative Literacy Value Rubric<\/a><\/p>\n<h2 class=\"sub_head_1\">BS Graduation Requirement<\/h2>\n<p>The WOU requirement for students seeking a bachelor of science degree is completion of<br \/>a combined total of 11-12 credit hours in mathematics, computer science, and\/or a<br \/>designated quantitative literacy course (Q) course. A minimum of one course in<br \/>mathematics at the level of MTH 111 or above and one course in computer science is<br \/>required. The remaining required credit hours may be from either discipline or designated<br \/>quantitative literacy courses in other disciplines. CS 101 may not be used to meet any<br \/>portion of this 11-12 credit requirement. Quantitative literacy courses used to complete<br \/>this requirement carry a special Q designation in the schedule of classes and on the<br \/>transcript.<\/p>\n<h2 class=\"sub_head_1\">Goal of Quantitative Literacy Requirement<\/h2>\n<p>The goal of Quantitative Literacy (Q) courses at WOU is to expose students to the wide<br \/>range of applications of quantitative literacy in various disciplines and to produce<br \/>students who are proficient in a core set of quantitative literacy competencies (e.g.<br \/>interpretation, representation, calculation, application\/analysis, assumptions and<br \/>communication).<\/p>\n<p>In a Q course, college level quantitative literacy concepts will be developed and used as an<br \/>integral part of the course. The course should provide ongoing opportunities for the<br \/>student to develop the quantitative literacy skills and investigate the role, application, and<br \/>limitations of the specific quantitative literacy concepts in the relevant discipline.<br \/>It is highly recommended that MTH111 is a prerequisite for a Q course.<\/p>\n<p>&nbsp;<\/p>\n<h2 class=\"sub_head_1\">Guidelines for Q Approval<strong><\/strong><\/h2>\n<p>To be approved for a \u201cQ\u201d designation, courses must:<\/p>\n<p><strong>1. Expressly include opportunities for students to demonstrate both statements<\/strong><br \/><strong>below* <\/strong>(Note these statements are adopted from the Calculation and<br \/>Application\/Analysis features of the<a href=\"https:\/\/drive.google.com\/file\/d\/0B6_KRAgTdLBzWmRsUXR5X3p2YUU\/view?usp=sharing\" target=\"_blank\" rel=\"noopener\"> Quantitative Literacy Value Rubric).<\/a><\/p>\n<ul>\n<li>Student attempts calculations that are essentially all successful and sufficiently<br \/>comprehensive to solve the problem.<\/li>\n<li>Student uses the quantitative analysis of data as the basis for competent<br \/>judgments, drawing reasonable and appropriately qualified conclusions from this<br \/>work.<\/li>\n<\/ul>\n<p>AND<\/p>\n<p><strong>Expressly include opportunities for students to demonstrate at least two of<\/strong><br \/><strong>the statements below*<\/strong> (Note these statements are adopted from the<br \/>Interpretation, Representation, Assumptions and Communication features of<br \/>the Quantitative Literacy Value Rubric).<\/p>\n<ul>\n<li>Student provides accurate explanations of information presented in<br \/>mathematical forms. (e.g., equations, graphs, diagrams, tables, words, algorithms)<\/li>\n<li>Student competently converts relevant information into an appropriate and<br \/>desired mathematical portrayal.<\/li>\n<li>Student explicitly describes assumptions and provides compelling rationale for<br \/>why assumptions are appropriate.<\/li>\n<li>Student (predominantly) effectively uses quantitative information in connection<br \/>with the argument or purpose of the work.<\/li>\n<\/ul>\n<p>*Faculty may wish to use more simplified language in their objective statements.<br \/>Objectives need not be presented verbatim as listed above, but must be<br \/>unmistakably aligned.<\/p>\n<p><strong>2. Incorporate activities that provide students the opportunity to engage with<\/strong><br \/><strong>\u201cQ\u201d concepts in regular, frequent, assessable, and meaningful (i.e. discipline-specific)<\/strong><br \/><strong>ways<\/strong>.<\/p>\n<p><strong>3. Assesses students\u2019 ability to achieve the \u201cQ\u201d objectives in such a way that:<\/strong><\/p>\n<ul>\n<li>In the aggregate, \u201cQ\u201d related assessments amount to at least 75% of the course<br \/>grade<\/li>\n<\/ul>\n<p>OR<\/p>\n<ul>\n<li>\u00a0Requires students to complete a significant project (worth at least 33% of the<br \/>course grade) that involves the application of quantitative literacy concepts.<\/li>\n<\/ul>\n<p>Note: Courses designated as Q can also be taught without that designation.<\/p>\n<p>&nbsp;<\/p>\n<h2 class=\"sub_head_1\">Process for obtaining Q designation for a course<\/h2>\n<p>The Faculty Senate\u2019s General Education Committee recommends to the Curriculum<br \/>Committee the Q designation for courses based on statements and syllabi submitted by<br \/>individuals or departments. A completed Q form should be attached to the e-form<br \/>curricular request. Include a syllabus and supporting documents to facilitate the process.<br \/>Useful supporting materials are anything that could help the committee determine the<br \/>level of quantitative literacy content and percent of course grade dependent on<br \/>quantitative literacy. Examples include copies of exams, the table of contents from a<br \/>course textbook, detailed project guidelines and scoring rubrics, etc.<\/p>\n<h2>Q Designation form<\/h2>\n<p><a target=\"_blank\" href=\"https:\/\/wou.edu\/facultysenate\/files\/2016\/09\/Quantitative-Literacy_e-form_questions.docx\" rel=\"noopener\">Quantitative literacy questions<\/a>\u00a0are included on <a target=\"_blank\" href=\"https:\/\/wou.edu\/facultysenate\/curriculum\/forms\" rel=\"noopener\">curricular e-form<\/a> (see <a href=\"https:\/\/wou.edu\/facultysenate\/committees\/curriculum\/\">facultysenate\/curriculum\/<\/a> for general guidelines). The copy provided here is for planning purposes.<\/p>\n<p>&nbsp;<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"<p>Definition of Quantitative Literacy Quantitative&#8230;<\/p>\n","protected":false},"author":174,"featured_media":0,"parent":1946,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"Western Oregon University - Quantitative Literacy","_seopress_titles_desc":"Western Oregon University: Quantitative Literacy Q Designation for General Education. Find committee info.","_seopress_robots_index":"","_lmt_disableupdate":"","_lmt_disable":"","_et_pb_use_builder":"on","_et_pb_old_content":"<h1 class=\"header_1\">Quantitative literacy (Q) designation<\/h1>\r\n<p class=\"sub_head_1\"><span>[section= Definition of Quantitative Literacy]<\/span><\/p>\r\nQuantitative Literacy (QL) is a 'habit of mind' competency, and comfort in working with\r\nnumerical data. Individuals with strong QL skills possess the ability to reason and solve\r\nquantitative problems from a wide array of contexts. They understand and can create\r\nsophisticated arguments supported by quantitative evidence and they can clearly\r\ncommunicate those arguments in a variety of formats (using words, tables, graphs,\r\nmathematical equations, algorithms, etc., as appropriate). (adapted from AACU)\r\n\r\n<a href=\"https:\/\/drive.google.com\/file\/d\/0B6_KRAgTdLBzWmRsUXR5X3p2YUU\/view?usp=sharing\" target=\"_blank\">Quantitative Literacy Value Rubric<\/a>\r\n\r\n<span>[endsection]<\/span>\r\n<p class=\"sub_head_1\">[section=BS Graduation Requirement]<\/p>\r\nThe WOU requirement for students seeking a bachelor of science degree is completion of\r\na combined total of 11-12 credit hours in mathematics, computer science, and\/or a\r\ndesignated quantitative literacy course (Q) course. A minimum of one course in\r\nmathematics at the level of MTH 111 or above and one course in computer science is\r\nrequired. The remaining required credit hours may be from either discipline or designated\r\nquantitative literacy courses in other disciplines. CS 101 may not be used to meet any\r\nportion of this 11-12 credit requirement. Quantitative literacy courses used to complete\r\nthis requirement carry a special Q designation in the schedule of classes and on the\r\ntranscript.\r\n\r\n[endsection]\r\n<p class=\"sub_head_1\">[section=Goal of Quantitative Literacy Requirement]<\/p>\r\nThe goal of Quantitative Literacy (Q) courses at WOU is to expose students to the wide\r\nrange of applications of quantitative literacy in various disciplines and to produce\r\nstudents who are proficient in a core set of quantitative literacy competencies (e.g.\r\ninterpretation, representation, calculation, application\/analysis, assumptions and\r\ncommunication).\r\n\r\nIn a Q course, college level quantitative literacy concepts will be developed and used as an\r\nintegral part of the course. The course should provide ongoing opportunities for the\r\nstudent to develop the quantitative literacy skills and investigate the role, application, and\r\nlimitations of the specific quantitative literacy concepts in the relevant discipline.\r\nIt is highly recommended that MTH111 is a prerequisite for a Q course.\r\n\r\n&nbsp;\r\n\r\n[endsection]\r\n<p class=\"sub_head_1\">[section=Guidelines for Q Approval]<\/p>\r\n<strong><\/strong>\r\n\r\nTo be approved for a \u201cQ\u201d designation, courses must:\r\n\r\n<strong>1. Expressly include opportunities for students to demonstrate both statements<\/strong>\r\n<strong>below* <\/strong>(Note these statements are adopted from the Calculation and\r\nApplication\/Analysis features of the<a href=\"https:\/\/drive.google.com\/file\/d\/0B6_KRAgTdLBzWmRsUXR5X3p2YUU\/view?usp=sharing\" target=\"_blank\"> Quantitative Literacy Value Rubric).<\/a>\r\n<ul>\r\n \t<li>Student attempts calculations that are essentially all successful and sufficiently\r\ncomprehensive to solve the problem.<\/li>\r\n \t<li>Student uses the quantitative analysis of data as the basis for competent\r\njudgments, drawing reasonable and appropriately qualified conclusions from this\r\nwork.<\/li>\r\n<\/ul>\r\nAND\r\n\r\n<strong>Expressly include opportunities for students to demonstrate at least two of<\/strong>\r\n<strong>the statements below*<\/strong> (Note these statements are adopted from the\r\nInterpretation, Representation, Assumptions and Communication features of\r\nthe Quantitative Literacy Value Rubric).\r\n<ul>\r\n \t<li>Student provides accurate explanations of information presented in\r\nmathematical forms. (e.g., equations, graphs, diagrams, tables, words, algorithms)<\/li>\r\n \t<li>Student competently converts relevant information into an appropriate and\r\ndesired mathematical portrayal.<\/li>\r\n \t<li>Student explicitly describes assumptions and provides compelling rationale for\r\nwhy assumptions are appropriate.<\/li>\r\n \t<li>Student (predominantly) effectively uses quantitative information in connection\r\nwith the argument or purpose of the work.<\/li>\r\n<\/ul>\r\n*Faculty may wish to use more simplified language in their objective statements.\r\nObjectives need not be presented verbatim as listed above, but must be\r\nunmistakably aligned.\r\n\r\n<strong>2. Incorporate activities that provide students the opportunity to engage with<\/strong>\r\n<strong>\u201cQ\u201d concepts in regular, frequent, assessable, and meaningful (i.e. discipline-specific)<\/strong>\r\n<strong>ways<\/strong>.\r\n\r\n<strong>3. Assesses students\u2019 ability to achieve the \u201cQ\u201d objectives in such a way that:<\/strong>\r\n<ul>\r\n \t<li>In the aggregate, \u201cQ\u201d related assessments amount to at least 75% of the course\r\ngrade<\/li>\r\n<\/ul>\r\nOR\r\n<ul>\r\n \t<li>\u00a0Requires students to complete a significant project (worth at least 33% of the\r\ncourse grade) that involves the application of quantitative literacy concepts.<\/li>\r\n<\/ul>\r\nNote: Courses designated as Q can also be taught without that designation.\r\n\r\n[endsection]\r\n<p class=\"sub_head_1\">[section=Process for obtaining Q designation for a course]<\/p>\r\nThe Faculty Senate\u2019s General Education Committee recommends to the Curriculum\r\nCommittee the Q designation for courses based on statements and syllabi submitted by\r\nindividuals or departments. A completed Q form should be attached to the e-form\r\ncurricular request. Include a syllabus and supporting documents to facilitate the process.\r\nUseful supporting materials are anything that could help the committee determine the\r\nlevel of quantitative literacy content and percent of course grade dependent on\r\nquantitative literacy. Examples include copies of exams, the table of contents from a\r\ncourse textbook, detailed project guidelines and scoring rubrics, etc.\r\n\r\n[endsection]\r\n\r\n[section=Q Designation form]\r\n\r\n<a target=\"_blank\" href=\"https:\/\/wou.edu\/facultysenate\/files\/2016\/09\/Quantitative-Literacy_e-form_questions.docx\">Quantitative literacy questions<\/a>\u00a0are included on <a target=\"_blank\" href=\"https:\/\/wou.edu\/facultysenate\/curriculum\/forms\">curricular e-form<\/a> (see <a href=\"https:\/\/wou.edu\/facultysenate\/committees\/curriculum\/\">facultysenate\/curriculum\/<\/a> for general guidelines). The copy provided here is for planning purposes.\r\n\r\n[endsection]","_et_gb_content_width":"","footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-1912","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/pages\/1912","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/users\/174"}],"replies":[{"embeddable":true,"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/comments?post=1912"}],"version-history":[{"count":6,"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/pages\/1912\/revisions"}],"predecessor-version":[{"id":241949,"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/pages\/1912\/revisions\/241949"}],"up":[{"embeddable":true,"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/pages\/1946"}],"wp:attachment":[{"href":"https:\/\/wou.edu\/facultysenate\/wp-json\/wp\/v2\/media?parent=1912"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}