ql initiative in a small liberal arts college colby-sawyer college semra kilic-bahi cheryl coolidge...
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QL Initiative in a Small Liberal QL Initiative in a Small Liberal Arts CollegeArts College
Colby-Sawyer CollegeColby-Sawyer College
Semra Kilic-BahiSemra Kilic-BahiCheryl CoolidgeCheryl Coolidge
Ben SteeleBen Steele
Colby-Sawyer CollegeColby-Sawyer CollegeNew London, NHNew London, NH
Colby-Sawyer CollegeColby-Sawyer CollegeNew London, NHNew London, NH
Liberal Arts CollegeLiberal Arts College ~1000 students~1000 students No math major or No math major or
minorminor Math ProficiencyMath Proficiency (one (one
math course)math course) Liberal Art Liberal Art
MathematicsMathematics College AlgebraCollege Algebra
Precalculus Precalculus Calculus I Calculus I
and IIand II StatisticsStatistics
Colby-Sawyer College Colby-Sawyer College Liberal Arts Education ProgramLiberal Arts Education Program
Colby-Sawyer College Colby-Sawyer College Liberal Arts Education ProgramLiberal Arts Education Program
PATHWAYS- set of five PATHWAYS- set of five coursescourses
• First Year SeminarFirst Year Seminar• Stepping Stones Stepping Stones • Sophomore Sophomore
SeminarSeminar Exploration Courses-set Exploration Courses-set
of eight coursesof eight courses CapstoneCapstone Electronic PortfolioElectronic Portfolio
PATHWAYS- set of five PATHWAYS- set of five coursescourses
• First Year SeminarFirst Year Seminar• Stepping Stones Stepping Stones • Sophomore Sophomore
SeminarSeminar Exploration Courses-set Exploration Courses-set
of eight coursesof eight courses CapstoneCapstone Electronic PortfolioElectronic Portfolio
PROFICIENCIES PROFICIENCIES • Mathematics Mathematics • WritingWriting• ComputerComputer
PROFICIENCIES PROFICIENCIES • Mathematics Mathematics • WritingWriting• ComputerComputer
Why QL?Why QL?Why QL?Why QL?Spring 2004Spring 2004 Basic Mathematical SkillsBasic Mathematical Skills The Conceptual UnderstandingThe Conceptual Understanding The Retention of the Information/SkillsThe Retention of the Information/Skills The ability and the flexibility to use The ability and the flexibility to use
those skills in different contexts those skills in different contexts National Research Council “National Research Council “Adaptive Adaptive
ReasoningReasoning,” ,” CUPM Curriculum Guide 2004, MAACUPM Curriculum Guide 2004, MAA
Spring 2004Spring 2004 Basic Mathematical SkillsBasic Mathematical Skills The Conceptual UnderstandingThe Conceptual Understanding The Retention of the Information/SkillsThe Retention of the Information/Skills The ability and the flexibility to use The ability and the flexibility to use
those skills in different contexts those skills in different contexts National Research Council “National Research Council “Adaptive Adaptive
ReasoningReasoning,” ,” CUPM Curriculum Guide 2004, MAACUPM Curriculum Guide 2004, MAA
PREP WorkshopPREP WorkshopPREP WorkshopPREP Workshop
Summer 2004Summer 2004
““Quantitative Quantitative Literacy Across the Literacy Across the Curriculum: Curriculum: Everybody’s Everybody’s Project,” Project,” The Washington The Washington Center, Leavenworth, WACenter, Leavenworth, WA
PsychologyPsychology MathematicsMathematics
Summer 2004Summer 2004
““Quantitative Quantitative Literacy Across the Literacy Across the Curriculum: Curriculum: Everybody’s Everybody’s Project,” Project,” The Washington The Washington Center, Leavenworth, WACenter, Leavenworth, WA
PsychologyPsychology MathematicsMathematics
Sleeping Lady
After the WorkshopAfter the Workshop
Fall 2004Fall 2004 Natural Sciences Department Natural Sciences Department
ChairChair Director of Community and Director of Community and
Education Studies Education Studies Dean of FacultyDean of Faculty Liberal Education DirectorLiberal Education Director
Fall 2004 – Spring 2005Fall 2004 – Spring 2005
Grant Application (December 2004)Grant Application (December 2004) BiologyBiology Community and Environmental StudiesCommunity and Environmental Studies PsychologyPsychology MathematicsMathematics Social ScienceSocial Science
Mission StatementMission Statement AssessmentAssessment
PREP Workshop IIPREP Workshop IIMacalester CollegeMacalester College
Summer 2005Summer 2005
PREP Workshop IIPREP Workshop IIMacalester CollegeMacalester College
Summer 2005Summer 2005
Creating And Strengthening Creating And Strengthening Interdisciplinary Programs In Interdisciplinary Programs In Quantitative LiteracyQuantitative Literacy
Social SciencesSocial Sciences HumanitiesHumanities BiologyBiology MathematicsMathematics Business AdministrationBusiness Administration
Creating And Strengthening Creating And Strengthening Interdisciplinary Programs In Interdisciplinary Programs In Quantitative LiteracyQuantitative Literacy
Social SciencesSocial Sciences HumanitiesHumanities BiologyBiology MathematicsMathematics Business AdministrationBusiness Administration
QL Mission Statement (Draft)QL Mission Statement (Draft)Colby-Sawyer CollegeColby-Sawyer College
QL Mission Statement (Draft)QL Mission Statement (Draft)Colby-Sawyer CollegeColby-Sawyer College
Fall 2006 Fall 2006 Read, understand, interpret, use, Read, understand, interpret, use,
and communicate quantitative and communicate quantitative information given symbolically, information given symbolically, visually, numerically, or verbally. visually, numerically, or verbally.
Gather and analyze information, Gather and analyze information, construct and test hypotheses, construct and test hypotheses, draw inferences, and make well-draw inferences, and make well-reasoned decisions. reasoned decisions.
Effective Use of TechnologyEffective Use of Technology
Fall 2006 Fall 2006 Read, understand, interpret, use, Read, understand, interpret, use,
and communicate quantitative and communicate quantitative information given symbolically, information given symbolically, visually, numerically, or verbally. visually, numerically, or verbally.
Gather and analyze information, Gather and analyze information, construct and test hypotheses, construct and test hypotheses, draw inferences, and make well-draw inferences, and make well-reasoned decisions. reasoned decisions.
Effective Use of TechnologyEffective Use of Technology
National Numeracy NetworkNational Numeracy NetworkNational Numeracy NetworkNational Numeracy Network
““The world of the twenty-first century is a world The world of the twenty-first century is a world awash in numbers” Lynn Steenawash in numbers” Lynn Steen,,20012001
““The world of the twenty-first century is a world The world of the twenty-first century is a world awash in numbers” Lynn Steenawash in numbers” Lynn Steen,,20012001
Beth Fratesi & H. L. Vacher
Why Spreadsheets? Why Spreadsheets? Why Spreadsheets? Why Spreadsheets? An effective technological tool An effective technological tool Available, both on and off campusAvailable, both on and off campus Encourages active learningEncourages active learning Has the potential to shift the Has the potential to shift the
emphasis from computational to emphasis from computational to conceptual learningconceptual learning
Marketable skill for our studentsMarketable skill for our students Links QL with computer literacy and Links QL with computer literacy and
technologytechnology
An effective technological tool An effective technological tool Available, both on and off campusAvailable, both on and off campus Encourages active learningEncourages active learning Has the potential to shift the Has the potential to shift the
emphasis from computational to emphasis from computational to conceptual learningconceptual learning
Marketable skill for our studentsMarketable skill for our students Links QL with computer literacy and Links QL with computer literacy and
technologytechnology
Spreadsheets Across the Spreadsheets Across the CurriculumCurriculumSummer 2005Summer 2005
Spreadsheets Across the Spreadsheets Across the CurriculumCurriculumSummer 2005Summer 2005
NSF Funded Project - 0442629NSF Funded Project - 0442629PI: Len Vacher, University of PI: Len Vacher, University of
South FloridaSouth FloridaPD: Emily Lardner, The PD: Emily Lardner, The
Washington CenterWashington Center
NSF Funded Project - 0442629NSF Funded Project - 0442629PI: Len Vacher, University of PI: Len Vacher, University of
South FloridaSouth FloridaPD: Emily Lardner, The PD: Emily Lardner, The
Washington CenterWashington Center
The ModuleThe Module
Pretest (optional)Pretest (optional) Introduction of the problemIntroduction of the problem BackgroundBackground Students build the spreadsheet(s)Students build the spreadsheet(s) End of module assignmentsEnd of module assignments
GoalsGoals
QL conceptsQL concepts Number senseNumber sense Proportions and conversionsProportions and conversions Linear equations, correlation and Linear equations, correlation and
regressionregression ModelingModeling
Content conceptsContent concepts Discipline specificDiscipline specific
Is It Hot in Here?
In the lab, all measurements are done using the metric system (SI System).
This module will familiarize you with the SI units of mass, volume, and
temperature.
Prepared for SSAC byCheryl Coolidge - Colby-Sawyer College
© The Washington Center for Improving the Quality of Undergraduate Education. All rights reserved. 2006
Supporting Quantitative concepts and skills• Number sense: Scientific notation; ratios; order of magnitude• Algebra: Rearranging equations• Graphs: XY (scatter); trend line• Function: Linear
SSAC2006:Q199.CC1.2
Core Quantitative concept and skillNumber sense: Unit conversions
Spreadsheeting Conversions in the English and the Metric System
Problem
The metric system is used to record measurements in most
industrial countries of the world and in science laboratories in all countries. This module will allow you to become more familiar with metric units and to learn how to
perform conversions.
1. Suppose your dorm room is 55 degrees Celsius. Should you get facilities to help you?
2. Suppose your next door neighbor offers you 25 milliliters of Sam Adams for $5.00. Will you have a good party?
3. Suppose you are instructed to weigh out 60 grams of sodium chloride (table salt). Will that make your French fries salty?
17
Temperature conversions
Your dorm room is 55 degrees Celsius. Should you get
facilities to help you?
The equations that allow you to convert between
Fahrenheit and Celsius temperatures are:
F = [(9/5)× C]+32 andC = (5/9×(F-32))
You can answer this question by building a spreadsheet containing a formula converting Fahrenheit to Celsius.
= cell with a number in it
= cell with a formula in it
Start this spreadsheet by creating the series of Fahrenheit numbers in Column B. Remember, Excel will recognize this pattern for you so you just have to copy the first three cells in Column B through
Row 36. Create the formula needed for the conversion to Celsius in Cell C4 and copy the formula through Row 36.
Recreate this spreadsheet.
What is the approximate Fahrenheit equivalent of 55 degrees Celsius? Should you call facilities? Record your answer.
B C23 Fahrenheit Celsius4 -10 -23.3335 -5 -20.5566 0 -17.7787 5 -158 10 -12.2229 15 -9.444410 20 -6.666711 25 -3.888912 30 -1.111113 35 1.666714 40 4.444415 45 7.222216 50 1017 55 12.77818 60 15.55619 65 18.33320 70 21.11121 75 23.88922 80 26.66723 85 29.44424 90 32.22225 95 3526 100 37.77827 105 40.55628 110 43.33329 115 46.11130 120 48.88931 125 51.66732 130 54.44433 135 57.22234 140 6035 145 62.77836 150 65.556
Our contributionsOur contributions
FacultyFaculty 2 biologists2 biologists 1 chemist1 chemist 1 mathematician1 mathematician 1 computer applications faculty member1 computer applications faculty member 1 nursing faculty1 nursing faculty 1 business faculty member1 business faculty member
10 modules - several reviewed and posted 10 modules - several reviewed and posted at at http://serc.carleton.edu/sp/ssac/index.htmlhttp://serc.carleton.edu/sp/ssac/index.html
Assessment (unit conversion Assessment (unit conversion module)module)
Pretest scores (4 questions) n = 24Pretest scores (4 questions) n = 24
28.6% +/-17.9 28.6% +/-17.9 End of module assignment (first 3 End of module assignment (first 3
questions, similar to pretest questions, similar to pretest questions) n = 24questions) n = 24
88.2 +/- 12.788.2 +/- 12.7
Assessment (equilibrium module)Assessment (equilibrium module)
Assessment of equilibrium module (3/07)
0
2
4
6
8
10
12
0 50 100
Percent correct on concept question, 2 questions
#
ExperienceExperience
Start simple! Expect first year Start simple! Expect first year students to struggle.students to struggle.
Define goals first, then create the Define goals first, then create the spreadsheetspreadsheet
Build the module around the Build the module around the spreadsheet(s)spreadsheet(s)
The Future of QL at Colby-SawyerThe Future of QL at Colby-Sawyer
NSF Funded Project - 0633133NSF Funded Project - 0633133 PI: Semra Kilic-BahiPI: Semra Kilic-Bahi Co-PIs: John CallewaertCo-PIs: John Callewaert Randy HansonRandy Hanson Lynn GarriochLynn Garrioch Ben SteeleBen Steele
GoalsGoals
For facultyFor faculty For students For students For curriculumFor curriculum For greater communityFor greater community
Faculty GoalsFaculty Goals
Increase confidence, attitudes, and Increase confidence, attitudes, and willingnesswillingness
Number who regularly use QL: 35% Number who regularly use QL: 35% to 50%to 50%
Faculty DevelopmentFaculty Development
Summer workshops (2)Summer workshops (2) Materials posted on BlackBoard siteMaterials posted on BlackBoard site Faculty development seminarsFaculty development seminars Encourage inclusion of QL in Pathway Encourage inclusion of QL in Pathway
seminarsseminars Attendance at conferences, Attendance at conferences,
workshopsworkshops
Curriculum GoalsCurriculum Goals
QL content in curriculum: increase by QL content in curriculum: increase by 10%10%
Formal committeeFormal committee Maybe additional QL requirementMaybe additional QL requirement
CurriculumCurriculum
Redesign statisticsRedesign statistics New modeling courseNew modeling course Math proficiency to QL proficiency Math proficiency to QL proficiency
(done)(done) The purpose of the quantitative literacy The purpose of the quantitative literacy
program at Colby-Sawyer College is to program at Colby-Sawyer College is to teach students the skills and tools needed teach students the skills and tools needed to use quantitative information effectively to use quantitative information effectively in their personal, public, and professional in their personal, public, and professional lives. lives.
QL element in electronic portfolioQL element in electronic portfolio
Students GoalsStudents Goals
Improved attitudes Improved attitudes NSSENSSE
Improved abilities Improved abilities assessment tools: first year and senior assessment tools: first year and senior
Four tutors trained per yearFour tutors trained per year
Student InvolvementStudent Involvement
Training of tutorsTraining of tutors Programs in residence hallsPrograms in residence halls
Greater CommunityGreater CommunityDisseminationDissemination
Participants from other institutions at Participants from other institutions at workshopsworkshops
Materials available outsideMaterials available outside Three papers at Conferences Three papers at Conferences Submit written articleSubmit written article
OverallOverall
Exciting time of changeExciting time of change Intellectually invigoratingIntellectually invigorating