Quantitative Intensives

Overview: What Quantitative Intensive courses teach

Quantitative Intensive classes are based on the idea tha liberally educated people should be numerate and able to apply mathematics critically to the understanding of issues and the solving of problems.

Quantitative Intensive courses must devote more than half of their content to topics in which mathematics is applied. The mathematics in quantitative intensive courses must be broad in scope requiring students to demonstrate mastery of a wide variety of mathematical tools. Examples include: arithmetic (computations, percents, fractions, exponents), algebra (variables, equations, functions), geometry (visualization, formulas), measurement (units, conversions, metric system), descriptive statistics (understanding and presenting information in tables and graphs), magnitude (estimation, orders of magnitude, scientific notation), and mathematical reasoning (problem solving, logic).

The symbols, language, and skills acquired in these courses will enable students to understand real-world issues in more depth. Students will be empowered to successfully engage in reflection and problem-solving based on understanding available only to the numerate.

Quantitative Intensive courses may be in any discipline, so long as they fit the description above. Broadly-based mathematical understanding is the overall goal.

The list of courses currently listed as QI is available from the Intensives link. Faculty interested in having a course considered as a Quantitative Intensive should complete the QI Proposal Form and send it to the Chair of the Quantitative Intensive Subcommittee, J. Dean Brock, Department of Computer Science, or brock@unca.edu.

Here is a sample proposal for a Quantitative Intensive Course:

• ACCT 215

Student Learning Outcomes

1. Students develop skills in critical thinking, clear and thoughtful communication, creative expression, and honest open inquiry.
2. Students develop respect for the differences among people and ideas, and learn to clarify and articulate their own values.
3. Students demonstrate that they are responsible, engaged citizens.
4. Students are prepared to engage in lifelong learning.