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)
Clearly identify the quantitative methods covered in the course and explain how they build on prior quantitative reasoning skills to develop a deeper understanding of these methods.	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.
Explain how the course teaches students to apply these methods in solving practical problems or addressing real-world issues in the discipline of the course.	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.
Explain how the content of this course applies to students in the major or discipline.	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)
Describe, using evidence from the course syllabus, including assignments or other course materials, how instruction will engage students in highly interactive approaches to learning throughout the duration of the course.	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.
Describe, using evidence from the course syllabus, perhaps describing specific assignments or practices, how instruction in the course will lead students toward applying course concepts, principles, theories, etc.	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.
Describe, using evidence from the course syllabus, how instruction in the course will give students the tools and experiences they need in order to engage in integrative or interdisciplinary thinking in the discipline.	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)
How does instruction in the course provide opportunities for developing at least two but not more than three of the Intellectual and Practical Skills Learning Outcomes?	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.
How does instruction in the course provide opportunities for engagement with at least one but not more than two of the Personal and Social Responsibility Learning Outcomes?	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.

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