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