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A Guide to Preparation of Quantitative Reasoning Course Proposals for Faculty

This information was created in order to guide faculty in the preparation of successful proposals for courses offered in fulfillment of the UVM Quantitative Reasoning Requirement.

The Quantitative Reasoning Curriculum Review Committee (QRCRC), a standing committee of the UVM General Education Coordinating Committee, oversees the University’s Quantitative Reasoning Requirement.  Faculty members who are planning to submit a Quantitative Reasoning course proposal are encouraged to thoroughly review all the information on this site and to contact any member of the QRCRC with questions or concerns around proposal development.

Developing a Quantitative Reasoning Course Proposal

Each course proposed for approval must meet at least of four of the six proficiencies, outlined below, under “Quantitative Reasoning Proficiencies.”  Proposals must include a brief description of how the course meets the stated proficiencies outlined at the end of this guide.

Quantitative Reasoning Course proposals must include the following elements:

  • Course Action Form, entered in the University's CourseLeaf system
  • Course Syllabus, attached to the CourseLeaf submission

Only three-credit or four-credit courses will be approved as Quantitative Reasoning courses.

Courses being reviewed for Quantitative Reasoning approval can be offered either face-to-face, on-line, or as a hybrid course as the QCRC has no requirement related to specific pedagogical approach.

Course Action Form

The CourseLeaf automated system will allow you to enter your course change information online, attach documents, and track your electronic submission as it makes its way through the approval process. When you log into the system to make course changes, there are introductory instructions on the landing page.

Syllabus

It is expected that the Quantitative Reasoning proficiencies will be an integral part of a course approved for Quantitative Reasoning credit and that this focus will be reflected in the course syllabus, in the objectives as well as the content. 

General information on syllabus design can be found at the Center for Teaching and Learning.

The syllabus for a Quantitative Reasoning course – and indeed, for all courses – should present the general learning goals or objectives for the course. List three to five major objectives that you expect all students to strive for: what will students know or be able to do after completing this course? What skills or competencies do you want to develop in your students?  Use active verbs to describe the objectives.

Proposal Review

In reviewing a course proposed for Quantitative Reasoning credit, the QRCRC looks for evidence, reflected in the syllabus, that the course meets at least four of the six Quantitative Reasoning proficiencies:

  • Interpreting data represented in a variety of ways, such as graphs, tables, and charts
  • Solving problems, through the use of patterns, numbers, and symbols
  • Evaluating the value and validity of provided information
  • Determining if the solution to a problem makes logical sense in the real world
  • Formulating alternative solutions
  • Communicating effectively the thought process used to interpret and solve the problem

Once the course proposal has been completed and submitted electronically, it will follow the workflow established for the specific college or school, ultimately making its way to the QRCRC for approval. To submit a QRCRC proposal, visit Course Action Forms.

*Note: Proposals received after February 15, 2016 will not be listed in the course catalogue.

Faculty Development

Resources to support faculty development, including information about the annual Blackboard Jungle Symposium, are available through the Office of the Vice President for Human Resources, Diversity and Multicultural Affairs.