International Journal for the Scholarship of Teaching and Learning
Volume 5, Number 1, January 2011
Return to current issues pageResearch Article
Excerpt
The Potential for Teaching Quantitative Reasoning across the Curriculum: Empirical Evidence
Student assignments have long been an integral part of many university level computer science courses to reinforce material covered in class with practical exercises. For years, researchers have studied ways to improve such student assignments by making them more interesting, applicable, and valuable to the student with a goal of improving learning outcomes by increasing student appeal. One often studied way to improve the learning outcome is by allowing students a choice in assignments. To...
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Full ArticleBio
Nathan D. GraweCarleton College
Northfield, Minnesota, USA
ngrawe@carleton.edu
I received my B.A. from St. Olaf College and my M.A. and Ph.D. in economics from the University of Chicago. Currently I serve as Associate Dean of the College and Associate Professor of Economics at Carleton College. Along with Greg Marfleet, I co-Direct Carleton's Quantitative Inquiry, Reasoning, and Knowledge (QuIRK) initiative. My teaching and research interests center on economic inequality, especially as it relates to family background factors such as parent income and family size. My SoTL research agenda seeks to understand better when and where students engage in more successful quantitative reasoning (QR) . Ultimately, we hope to identify effective strategies for the teaching of QR.
Website: http://www.people.carleton.edu/~ngrawe/