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QUANTITATIVE REASONING IN PRACTICE (QRP) APPLICATION PROCESS
Overview: All students will be required to complete a QRP course (one course credit) designated by their
department of major. In addition, incoming students (freshman and transfer) who earn less than a Math ACT
of 22 will be required to enroll and complete QRAC110
(arithmetic) or QRAC120 (algebraic).
QRP Course Criteria: For consideration by the Curriculum Committee, QRP courses should satisfy the
following four components through exercises, assignments, and topics (below, see working definitions of these
four terms as used in QR literature):
QRP Application Process: Please fill out the QRP Course Application Form with as much detail as would be
necessary for the Curriculum Committee to determine whether or not your course fits the QRP criteria.
Committee members are more than happy to assist in this process and will give feedback that will allow for
success in submission approval. Please note that if this is a new course then a New Course Proposal Form will
need to be submitted to Curriculum Committee along with this QRP Course Application Form. The process for
the Curriculum Committee to approve an existing course as a QRP course will be an informational item for the
faculty. If it involves a new course, the process for a new course proposal will be used and the course will be
brought to the faculty for a vote. The Curriculum Committee will indicate its approval for QRP status.
(1) Quantitative Reasoning (QR) refers to the reasoning and critical thinking skills required to understand and
create effective arguments supported by quantitative data. While QR includes a person’s comfort and
competency in working with numerical data, it goes beyond solving quantitative problems. A person skilled in
QR can also interpret and communicate about quantitative issues within a particular discipline or in everyday
life.
(2) Critical Thinking in a QR context means the ability to make judgments and draw appropriate conclusions
based on the quantitative analysis of data, while recognizing the limits of this analysis. It can also include the
ability to make and evaluate important assumptions in arguments, estimation, modeling, and data analysis.
(3) Problem Solving teaches students how to apply appropriate quantitative reasoning as a resource for
proposing solutions to various real-world or disciplinarily specific problems. In addition to identifying and
analyzing the accurate context for the problem, students will learn to apply mathematical, logical, and/or
statistical tools appropriate to the class in specific assignments (including projects, papers, exams, presentations
and performances).
(4) Communication describes the ability of students to explain information in mathematical forms (e.g.,
equations, graphs, diagrams, charts, tables, etc.), as well as the capacity to express quantitative evidence in
support of the argument or purpose of the work. It might also include asking students to make accurate and
comprehensive conclusions about a new situation using information previously learned in another context.
Revised Spring 2018
