1. Laboratory Science and Quantitative Core Requirements

2. The Core The Core (approved by the faculty on December 6, 2000) The Common Intellectual Experience Seminars (CIE-100 and CIE-200 — the Common Intellectual Experience sequence) introduce students to the intellectual life of the college through a shared interdisciplinary inquiry during two integrated seminars, one taken in the first semester of the first year, and one completed in the second semester of either the freshman or sophomore year. To sharpen intellectual discipline and promote understanding across cultures, students take two semesters of a foreign language (modern or classical; IDS-120 may be substituted for students who are eligible.) One course in mathematics and one in a laboratory science help students enhance their deductive reasoning skills and promote scientific literacy, and foster awareness of the issues of science as they influence the individual and society. Because students need to be able to deal with quantitative materials, they must be sure that one of their courses is designated a “Q” course. The complex relationship of the individual and society is explored in a social science course, and a view of the human experience is promoted in a humanities course. Both are further promoted through two diversity courses — one focusing on diversity within the United States, and another examining the issues from a global perspective. A greater appreciation for making and regarding art is developed through an art course. Each of these one-course divisional requirements, as well as the diversity courses, help to reinforce and extend the intellectual inquiry begun in CIE-100 and CIE-200, helping students to see the complementary natures of disciplinary and interdisciplinary investigation.

3. Liberal arts throughout students’ education Core designations indicate that courses meet the learning goals Introductory and upper level courses are included Non-majors and majors are included

4. Laboratory Science requirement One course in mathematics and one in a laboratory science help students enhance their deductive reasoning skills and promote scientific literacy, and foster awareness of the issues of science as they influence the individual and society.

5. Scientific literacy Scientific literacy means that a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. A literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately. (National Science Education Standards, page 22) National Science Education Standards. Copyright 1996 by the National Academy of Sciences. http://www.literacynet.org/science/scientificliteracy.html http://www.literacynet.org/science/scientificliteracy.html

6. Scientific literacy learning goals Demonstrate scientific literacy (scientific reasoning). Demonstrate awareness of issues of science as they influence the individual and society.

7. Students should be able to… 4321 Criterion A: Explain scientific concepts Explains scientific concepts accurately and makes appropriate inferences Explains scientific concepts accurately Explains scientific concepts with some errors Explains scientific concepts, but makes significant errors Criterion B: Complete an experiment Elegantly designs and completes an experiment using scientific methodology Successfully designs and completes an experiment using scientific methodology Successfully completes an experiment using scientific methodology Completes an experiment using scientific methodology, but makes significant errors Criterion C: Examine data Fully analyzes and interprets data Sufficiently analyzes and interprets data Partially analyzes and interprets data Minimally analyzes and interprets data Criterion D: Draw conclusions from background information, data, and results Fully draws conclusions from background information, data, and results Sufficiently draws conclusions from background information, data, and results Partially draws conclusions from background information, data, and results Minimally draws conclusions from background information, data, and results Criterion E: Apply awareness of issues of science as they influence the individual and society Fully evaluate, explain, and describe the influence of scientific issues on individuals and society. Sufficiently evaluate, explain, and describe the influence of scientific issues on individuals and society. Partially explain and describe the influence of scientific issues on individuals and society. Minimally explain and describe the influence of scientific issues on individuals and society.

8. Quantitative requirement Because students need to be able to deal with quantitative materials, they must be sure that one of their courses is designated a “Q” course.

9. Quantitative reasoning Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL 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 sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate). AAC&U Quantitative literacy VALUE rubric https://www.aacu.org/value/rubrics/quantitative-literacy

10. Quantitative reasoning learning goal Demonstrate experience with quantitative data.

11. Students should be able to… 4321 Criterion A: Explain quantitative information presented in mathematical forms, including equations, graphs, diagrams, tables, or words. Explains information in mathematical forms accurately and makes appropriate inferences based on that information. Explains information in mathematical forms accurately. Explains information in mathematical forms, but makes minor errors. Explains information in mathematical forms, but draws incorrect conclusions. Criterion B: Convert information into mathematical forms, including equations, graphs, diagrams, tables, or words. Competently converts information and contributes to a further or deeper understanding. Competently converts information. Completes conversion of information, but the results are only partially appropriate or accurate. Completes conversion of information, but the results are inappropriate or inaccurate. Criterion C: Complete calculations. Calculations are completed successfully and are presented clearly and concisely. Calculations are completed successfully. Calculations are attempted, but only a portion are completed successfully. Calculations are attempted, but the results are unsuccessful Criterion D: Draw conclusions based on quantitative analysis of data. Thoughtful conclusions are drawn following quantitative analysis of data. Competent conclusions are drawn following quantitative analysis of data. Plausible conclusions are drawn following quantitative analysis of data. Uncertain conclusions are drawn following quantitative analysis of data.

12. Assignments that address a learning goal One assignment could incorporate all criteria so that it may be assessed holistically. More than one assignment can be used needed Recommend adaptation of at least one existing assignment when possible This semester, departments and programs should choose at least one course for assessment Submit assignments at end of fall semester.

13. Future assessment of the current core Multi-year schedule of goals for core assessment, suggested by faculty during Common Hour. Recommendation to forward to OAC Departments and programs assess courses indicated in learning goal schedule Introductory level and upper level courses could be meaningful to show progression of proficiency

14. Assignment design discussion Existing assignments Do you have one that could be used? How could it be adapted? New assignments Do you need to develop a new assignment? What type of assignment? What should it include?

15. Thank you! Core curriculum assessment website https://www.ursinus.edu/offices/academic-affairs/assessment/core- curriculum-assessment/