Quantitative Reasoning Across the Disciplines (QUAD)

 

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QUAD Program Outcomes

• Interpret mathematical models such as formulas, graphs, tables, and/or schematics, and draw inferences from them
• Communicate mathematical information symbolically, visually, numerically, and/or verbally.
• Use arithmetical, algebraic, and/or geometric methods to solve problems.
• Estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and identify optimal results.
• Judge the soundness and accuracy of conclusions derived from quantitative information, recognizing that mathematical and statistical methods have limits and discriminating between association and causation.

Quantitative Reasoning Designated Courses

Stockton offers two types of quantitative-reasoning-designated courses: Quantitative-Reasoning-Intensive (Q1) and Quantitative-Reasoning-Across-The-Disciplines (Q2) courses. These designations indicate the role and function of quantitative reasoning in the course, not the degree of difficulty. Q-designated courses appear throughout the curriculum, in Program and General Studies courses. These courses are identified within the schedules of courses each term.

Q1 and Q2 courses emphasize mathematical problem solving with special attention given to the development of problem-solving approaches. In addition, these courses stress the importance of the communication of mathematical ideas in both written and oral forms.

Q1 - Quantitative-Reasoning-Intensive Courses: Mathematical thinking is the primary focus of study. Q1 courses emphasize the mathematical structures underlying various phenomena. Although focused on mathematical reasoning, Q1 courses provide ample opportunities for investigating diverse applications of the concepts discussed. These courses draw rich connections among different areas of mathematics. In a Q1 course, the majority of class time is spent on mathematical concepts and procedures. Students work on mathematics during virtually every class session. The quality of their mathematical work is the major criterion for evaluating student performance in the course. Examples of Q1 courses are MATH 2215 Calculus I, FRST 2310 Algebraic Problem Solving, and CIST 1206 Statistics.

Q2 - Quantitative-Reasoning-Across-the-Disciplines: In a Q2 course, the focus is on disciplinary or interdisciplinary content outside of mathematics. Quantitative reasoning is used as a tool for understanding this content. Q2 courses feature applications that use real-world data and situations; applying a quantitative perspective to the concepts in the course results in a fuller understanding of both the disciplinary and the mathematical concepts. In a Q2 course, at least 20 percent of class time involves quantitative reasoning. Students are expected to demonstrate their ability to apply mathematical ideas to the course content. Both mastery of disciplinary content and quantitative proficiency are used to evaluate student performance. Examples of Q2 courses include ARTV 2121 PHOTOGRAPHY: FILM AND DARKROOM I, PSYC 3242 Experimental Psychology, GNM 2182 Atom, Man, Universe; and CHEM 2110 Chemistry I General Principles. Unless a course is designated "intrinsic", each individual instructor has the option to apply for Q2 designation through the QUAD central task force.

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QUAD Graduation Requirements

Before graduating, all matriculated 91ÊÓƵ must complete three quantitative-reasoning-designated courses, including at least one Q1 (quantitative-reasoning-intensive) course and at least one Q2 (quantitative-reasoning-across-the-disciplines) course. A Q1 course must be completed during the first year.

Transfer 91ÊÓƵ are also subject to the quantitative reasoning requirement. Up to two transfer courses in mathematics and statistics may be credited as Q1 courses and counted toward the requirement. ALL Q2 COURSES MUST BE COMPLETED AT STOCKTON.

Q-designated courses that carry fewer than 4 credits or transfer courses that carry fewer than 3 credits do not count toward meeting the quantitative reasoning requirement.

This requirement specifies the minimum number of quantitative-reasoning-designated courses needed for graduation. To facilitate their quantitative development, 91ÊÓƵ are encouraged to take as many of these courses as possible throughout their undergraduate curriculum.

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