DRAFT: This module has unpublished changes.

Essential Learning Outcome:

Quantitative Literacy (QL)


Definition: Competency and comfort in working with numerical data.




Students must demonstrate knowledge of and/or skill in four out of the six criteria:

  1. Explaining information presented in mathematical forms (e.g. equations, graphs, diagrams, tables, words).
  2. Representation: Ability to convert relevant information into various mathematical forms (e.g. equations, graphs, diagrams, tables, words).
  3. Calculation: Ability to solve problems using effective calculations.
  4. Application/Analysis: Ability to make judgments and draw appropriate conclusions based on quantitative analysis of data, while recognizing the limits of this data and analysis.
  5. Assumptions: Ability to identify and make important assumptions that underlie quantitative analysis.
  6. Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized).



Sample Assignments

  • Problem sets and tests can be used to assess students’ ability to:
    • § Accurately explain data provided in charts, tables graphs.
    • § Accurately construct equations from written material
    • § Solve mathematical problems  

[Criteria 1, 2, 3]


  • In Economics I, students are asked to make an oral presentation utilizing graphs, diagrams, tables, etc. to discuss trends in the real-estate market in a particular city over the last ten years. [Criteria 1, 2, 4, 6]


  • A science student might be asked to characterize or interpret the relationship between surface area and volume and explain the implications for enzyme action. [Criteria 4 and 6]


DRAFT: This module has unpublished changes.