BS Quantitative Intensive (QI) Criteria
Mission Statement
The quantitative intensive requirement will build upon students’ prior quantitative foundations by further developing analytic reasoning skills and deepening knowledge of quantitative methods that are specific to a particular discipline. As a result, students will not only become better-informed interpreters and evaluators of quantitative data, they will also learn how to apply newly acquired quantitative skills and methods in ways that address practical issues, solve real-world problems, or model phenomena according to disciplinary standards and conventions.
Student Requirements
Students will select two upper-division courses that are designated as quantitatively intensive.
Your major may require that you take specific courses to satisfy this requirement. Contact your major department for more information.
Grading
A minimum grade of C- or CR in the approved courses is required to complete this requirement. Minimum grade does not apply to pre-requisites. Please check with the department first. If the course is a requirement for a major, it must be taken for a letter grade and CR/NC is not an option.
Bachelor Degree Course Review Rubric
A. Content Criteria
Each course must address all three questions:
High (3) | Medium (2) | Low (1) | None (0) | |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
B. Process Criteria (Student Learning Experience Criteria)
Each course should address at least two of the following criteria:
High (3) | Medium (2) | Low (1) | None (0) | |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
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Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. | Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. | Some evidence is provided but it is vague and unattached to specific elements of the course. | No evidence provided about how the course meets this criterion. |
C. Learning Outcomes
Each course must address both criteria:
High (3) | Medium (2) | Low (1) | None (0) | |
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Two learning outcomes are selected and ample and concrete evidence is provided about how students will have the opportunity to achieve those outcomes. | One or two learning outcomes are selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome but not both. | One or two learning outcomes are selected and some evidence is provided about how students will have the opportunity to achieve them but the evidence is vague and unattached to specific elements of the course. | Two learning outcomes are not selected and no evidence is provided about how students will have the opportunity to achieve each learning outcome. |
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One learning outcome is selected and ample and concrete evidence is provided about how students will have the opportunity to achieve it. | One learning outcome is selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome. | One learning outcome is selected and some evidence is provided about how students will have the opportunity to achieve it but the evidence is vague and unattached to specific elements of the course. | No learning outcomes are selected and no evidence is provided about how students will have the opportunity to achieve the learning outcome. |