Quantitative Reasoning [QUAN]
Individuals who develop strong quantitative reasoning skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create arguments supported by quantitative evidence and they can clearly communicate and explain those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
Quantitative Reasoning represents one of the three UCORE foundational competencies [QUAN, WRTG, COMM – 9 total credits] intended for completion in a student’s first year of study.
Student Learning Outcomes
Students, regardless of major, who successfully complete a [QUAN] course should be able to:
- Apply quantitative principles and computational methods to solve quantitative problems. (WSU Learning Goal: Quantitative Reasoning)
- Convert relevant information into various mathematical forms, such as equations, graphs, diagrams, and tables. (WSU Learning Goal: Quantitative Reasoning)
- Communicate mathematical information in writing (e.g. interpret data in a graph, table, or chart). (WSU Learning Goal: Written Communication)
- Identify when, and what type of, quantitative data are appropriate to support claims in given contexts. (WSU Learning Goal: Information Literacy)
- Interpret and/or apply with accuracy, as well as recognize the limitations of quantitative information in real-world and/or multidisciplinary contexts (e.g., political, economic, scientific, social). (WSU Learning Goal: Critical Thinking)
Revised outcomes approved Spring 2022.
For Faculty
Whether submitting a new course for approval for the first time or submitting an updated course as part of UCORE’s renewal process, faculty should submit a completed QUAN Learning Outcomes Grid along with the course syllabus and supporting assignment prompts/activity descriptions. This grid should clearly demonstrate the relationship among UCORE designator learning outcomes, course learning outcomes, and activities and assignments that support those outcomes.
Faculty are not required to insert this learning outcomes grid into the body of the syllabus. However, per WSU syllabus policy, all syllabi must communicate the course’s student learning outcomes to students. If the course holds a UCORE designation, then that communication should occur with in the context of the UCORE designation’s required learning outcomes (e.g. critical thinking, quantitative reasoning, understanding diversity, etc.).
All UCORE-designated courses are required to include in the syllabus a statement of how the course fulfills the specific UCORE requirement.
Please adapt this QUAN course description for use in your syllabus. If possible, integrate with course specific description.
XXXX XXX satisfies the QUAN requirement for WSU’s University Common Requirements (UCORE), which is designed to help you acquire broad understanding, develop intellectual and civic competencies, and apply knowledge and skills in real world settings. Upon completion of UCORE, you will have the tools needed to seek out information, interpret it, share it, and make reasoned and ethical judgements on a wide array of issues. With these broader goals in mind, XXXX XXX focuses on the fundamentals of quantitative reasoning, including how to interpret, evaluate, and critique the results of quantitative analysis, and how to identify strengths and weakness of quantitative methods.
Departments and schools should consider how UCORE student learning outcomes (skill development) map to course level (100, 200, 300, or 400) and design assignments and activities accordingly.
| Courses | Courses often taught at 100 & 200 level; some “shared” with other departments or UCORE, or community colleges (external context) | Courses generally at 300 and 400 level, often taught by the major department (or across depts, especially in interdisciplinary programs) | ||
| Introduce (I) | Practice (P) | Refine (R) | Competent (C) | |
| Levels of Program Learning Outcomes: Content, Skills, and Complexity | Introduce skills and knowledge Practice basics (methods, skills, content knowledge) Beginner, collegiate level. | Practice components to solidify foundational skills and knowledge, build comfort and proficiency (includes practice w/ feedback) | Additional development to refine skills & deepen knowledge; use in more complex, demanding contexts (includes practice w/ feedback) | Apply methods, skills, and knowledge in multiple contexts at an advanced, complex level; know when and where to apply; Graduating senior major level. |
Additional Resources
Provost Office’s Teach page
Explore this content area of the Office of the Provost and Executive Vice President’s website, which contains resources, tips, tools, and techniques to support excellence and innovation in teaching.
Assignment Design Resources
Read guidance from the Office of Assessment for Curricular Effectiveness on developing powerful, clear assignments to impact teaching, learning, and assessment.
Required Learning Outcomes
Depending on the designation, your UCORE course will carry additional learning outcomes requirements.
UCORE Policy
View departmental responsibilities for class size, graduate student instructors, shared syllabi, and more.
Library Instruction
Emphasize information literacy by scheduling with a librarian a session that is specifically tailored to your course.
Syllabus Website
Use this website to confirm required syllabus elements and recommended syllabus elements before teaching a course.