Current practices in quantitative literacy / edited by Rick Gillman.

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""Cover ""; ""copyright page ""; ""Title page ""; ""Introduction""; ""Contents""; ""Part I: History and Context""; ""Some Historical Notes""; ""Introduction""; ""Early Movements by the MAA""; ""Connections with Influential Forces in School Mathematics""; ""Actions of the Early Eighties""; ""Calls for Change and Reform""; ""QL Terms Defined""; ""Content and Pedagogy""; ""Conclusion""; ""References""; ""Issues, Policies, and Activities in the Movement for Quantitative Literacy""; ""Introduction""; ""Defining QL and the Surrounding Issues""; ""The Academic and Political Realities of QL""

""Activities That Support QL""""References""; ""What Mathematics Should All College Students Know?""; ""Part II: Interdisciplinary and Interdepartmental Programs""; ""Quantitative Methods for Public Policy""; ""Introduction""; ""Program History""; ""Program Goals and Learning Objectives""; ""Student Placement into the Program""; ""Program Details""; ""The Workshops""; ""The Evening Class""; ""Program Assessment""; ""Cross-disciplinary Commitment and Participation""; ""Outreach and Dissemination""; ""The Quantitative Requirement at Juniata College""; ""Curriculum and Program History""

""""Quantitative Methods"" Course""""Examples of Other Courses Used to Satisfy Quantitative Requirements""; ""Chemistry-Biology Lab I and II (QS)""; ""Statistics for the Social Sciences (QS)""; ""Managerial Accounting (QM)""; ""Calculus I (QM)""; ""Assessment""; ""Concluding Remarks""; ""References""; ""Quantitative Literacy at Dominican University""; ""Introduction""; ""Background Information""; ""Curriculum Details""; ""College Algebra (MATH130)""; ""Mathematics for the Elementary School Teacher (MATH160)""; ""Finite Mathematics (MATH170)""; ""Contemporary Mathematics (MATH150)""

""Advising and Placement""""Program Assessment""; ""Outstanding Issues""; ""Advising""; ""Transfer Students""; ""Articulation""; ""Evening Classes""; ""Conclusions""; ""References""; ""The Quantitative Reasoning Program at Hollins University""; ""Introduction""; ""Hollins� General Education Program""; ""The QR Requirements""; ""The QR Basic Skills Requirement.""; ""The QR Applied Skills Requirement.""; ""Faculty Development""; ""Six Applied QR Projects""; ""American Social History: Census of Families in Bristol, Rhode Island, in 1689.""

""Ancient Art (Prof. Christina Salowey): Quantitative Analysis of Doric Temples.""""Calculus I (Professor Trish Hammer): The McDonald�s Coffee Lawsuit � AKA Newton�s Law of Cooling.""; ""Ecology: Demography Life Tables, Survivorship Curves, and Patterns of Fecundity.""; ""France Since the Revolution: A Quantitative Analysis of Napoleon�s March to Moscow.""; ""Lighting Design: Creating Even Washes of Light on a Theatrical Stage.""; ""Pedagogy""; ""Assessment""; ""Conclusions""; ""References""; ""A Decade of Quantitative Reasoning at Kalamazoo College""; ""Program History""

Current Practices in Quantitative Literacy present a wide sampling of efforts being made on campuses across the country to achieve our common goal of having a quantitatively literate citizenry. Colleges and universities have grappled with complicated issues in order to define quantitative literacy within their own communities and to implement appropriate curriculum. It is clear that any quantitative literacy program must be responsive to the local conditions of an institution including its mission, its student clientele, its history and its resources.

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