A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
A SENCERized Approach to
Quantitative Literacy
Through Group Projects on
Community Issues
By
Thomas M Zachariah
Suzanne Larson
Jacqueline M Dewar
SENCER Regional Conference
11/16/13
1
A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
You first, begin with the worksheet
SENCER Regional Conference
11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
What does it mean to SENCERize?
SENCER=Science Education for New Civic
Engagements and Responsibilities
SENCER can be a noun or an adjective. SENCER
courses seek to teach STEM content through real
world “capacious” problems. To revise or develop
a STEM course that adopts this approach is “to
SENCERize” the course.
SENCER Regional Conference
11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
In this session we will:
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Hear your ideas
Give our answers to each of the questions
Describe “lessons learned”
Discuss (your choice) one/two of the following:
Why we adopted a projects approach
How we selected/organized the projects
Methods for collecting evidence other than SALG
Knowledge Surveys
Focus Groups
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11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Tell us the level and
content area of the course
you might (or have)
SENCERize(d)
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11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
We SENCERized a
Quantitative Literacy (QL) course
A 3-semester-hour course (MATH 102)
designed to meet the math core requirement
for those students whose major does not
require a math course. No math prerequisite
beyond admission to LMU. Recommend
taking it in the freshman year, but students at
all levels take it.
SENCER Regional Conference
11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
How we SENCERized the QL course:


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We modified this course by incorporating
collaborative group projects addressing campus
and other community issues.
Students in groups of three or four worked on a
project.
The projects enabled students to connect and
apply their classroom learning to their own lives
and community.
more on this later…
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11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Can anyone share a different
way to approach to
SENCERizing?
SENCER Regional Conference
11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Our goals for the SENCERizing:
Our SENCER Project Goals
To develop an alternate version of an existing
QL course in which students learn and apply
mathematics to address local civic issues
 Each developer teaches at least one section
 Recruit other faculty to adopt this approach

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11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Our goals for the Students:
Intended Student Learning Outcomes
 Be aware of usefulness of math
 Have greater confidence in using math
 Be able to describe, analyze and make
recommendations about community issues
using mathematical tools
 Be engaged in a community issue and more
likely to do so in the future
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11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
More on “how” we SENCERized

Standard QL (MATH 102)




Provide students with
quantitative skills for their
future lives
20 sections per year
Up to 30 students
Excel computer lab

SENCER QL (MATH 102)




Same goal but with
increased emphasis on
active “citizenship”
5 sections in 05-06
Limit to 24 students
Same Excel lab
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Comparing Course Content

Number Sense



Mathematics of Finance


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Uses/abuses of percentages
Dealing with large and small numbers
Credit cards, savings/loans, taxes, investments
Elementary Statistics
Elementary Probability Theory
Social Choice/Theory of Voting
Model Project on Student Loan Debt
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Did we achieve our goals?
Student Learning Outcomes:
 Be aware of usefulness of math
 Have greater confidence in using math
 Be able to describe, analyze and make
recommendations about community issues using
mathematical tools
 Be engaged in a community issue and more likely
to do so in the future
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
How do we know?
Assessment Instruments used:
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Pre- and Post-Tests
Knowledge Survey (Spring 06)
Surveys
Focus Group
Student Assessment of Learning Gains (SALG)
http://www.salgsite.org/
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Before we show our results,
did anyone list
a different instrument
in their answer to Question 5?
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11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Pe r ce n t of St u de n t s W h o Cor r e ct ly
An sw e r e d Qu e st ion
SENCER Pre/Post Test Results
Pr e a n d Post Te st Re su lt s
Fa ll 2 0 0 5 , Spr in g 2 0 0 6 Pr oj e ct s- Ba se d Cou r se
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
pl
e
re
pr
e
se
rm
nt
a
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er
rd
ro
s
pl
an
gs
ns
sa
vi
n
lo
a
pe
r
ce
nt
pre
post
Que st ion
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Standard vs SENCER Pre/Post Test Results
90%
80%
70%
60%
pre - standard
post - standard
pre - projects-based
post - projects based
50%
40%
30%
20%
10%
is
tr
ib
nt
ut
at
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0%
pe
rc
Percent of St udent s W ho Correct ly
Answ ered Quest ion
Pr e a n d Post Te st Re su lt s Fa ll 2 0 0 5 , Spr in g 2 0 0 6
Qu e st ion
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
SENCER Pre/Post Knowledge Survey (S’06)
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Regular Students vs. SENCER Students
Usefulness of Math & Community Awareness
Lik e r t Sca le - 2 ( SD ) t o 2 ( SA)
1.4
1.2
1.0
0.8
0.6
Regular
0.4
SENCER
0.2
0.0
-0.2
Usefulness
Community
-0.4
-0.6
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Assessment
Survey of SENCER students (n=29)
 79% said projects enabled them to connect classroom
learning to campus or community issues
 79% said projects helped them practice and learn
mathematical or analytical skills
 59% said project experience taught them non-math
skills
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Assessment
Focus Group with 19 SENCER students
Question: Should we keep the projects?
Answer: YES 15
NO 3
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MAYBE 1
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Did we achieve our goals?
Our SENCER Project Goals:
To develop an alternate version of an existing QL
course in which students learn and apply
mathematics to address local civic issues
 Each team member teach at least one section
 Recruit other faculty

SENCER Regional Conference
11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
On Recruiting Other Faculty
What percent agreed?
As a result of attending this workshop
I have a better idea about:
 Rationale for teaching with projects
 Materials available for projects
 How to teach with projects
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
On Recruiting Other Faculty
100% agreed!
As a result of attending this workshop
I have a better idea about:
 Rationale for teaching with projects
 Materials are available for projects
 How to teach with projects
SENCER Regional Conference
11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
On Recruiting Other Faculty
Would you volunteer to teach with projects?
What percent said YES/NO/Not SURE?
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
On Recruiting Other Faculty
Would you volunteer to teach with projects?
55% YES
Comments:
It would be fun, rewarding. Sounds cool!
Engages students, valuable experience for them
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
On Recruiting Other Faculty
Would you volunteer to teach with projects?
0% NO
SENCER Regional Conference
11/16/13
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
On Recruiting Other Faculty
Would you volunteer to teach with projects?
45% Not Sure
Worried about the time commitment.
Could not do with other new preparations.
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Lessons Learned

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Helped that QL Course Coordinator was a Developer
Get Human Subjects OK if want to publish results
Expect some classroom implementation issues


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Facilitating Collaborative Group Work can be challenging
Open-Ended Projects cause some students discomfort
Expect lots of collaborative “opportunities” such as …
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Coordination & Collaborations
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Registrar’s Office for enrollment cap
Controller’s Office for budget/time-&-effort
documentation for the SENCER grant
Student Employment for hiring student RAs
Risk management for off-campus transportation
Fish and Game for access to Ballona Wetlands
Campus Student Health Center
Center for Study of LA
Heads-Up Alcohol Awareness Program
Student Loan Office
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Your Turn – Make a choice
1.
2.
3.
Details on selecting/organizing the projects*
Why a projects approach?*
Methods for gathering evidence
(Knowledge Survey or Focus Group)**
*See Dewar, Larson, & Zachariah (2012) in PRIMUS
** See Bibliography for references
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Selecting/organizing the projects
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
How We Chose the Project Ideas
We asked the students!
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Top 5 Survey Results
Topic/Interest Level
Tuition
Textbook cost
High
20
17
Financial Aid
Saving for retirement
LA homeless
15
13
10
Medium Low
5
3
6
3
7
7
11
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4
7
6
No
0
2
2
1
1
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Project Topics We Developed
Project 1 – Textbook Cost
Project 2 – Ballona Insect Survey
Project 3 – Student Health Center
Project 4 – Living Expense: On-campus vs. Off-campus
Project 5 – Homework Help Session
Model Project – Student Loan Debt
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Student “Design Your Own” Projects
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Project – Campus Parking
Purpose: To determine if there is “enough” parking and if
the lots are safe.
Project – Future Financial Planning
Purpose: To develop a financial plan from college
graduation to retirement.
Project – College Students’ Work-hours
Purpose: To determine how much college students work
and its impact on their studies.
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
How We Structured the Student Projects

Project Stages
Stage 1 Background Investigation
Stage 2 Planning and Preparation
Stage 3 Action, Analysis, Conclusion
Stage 4 Response/Dissemination

Model Project
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Why a Projects Approach (Going In)?

Considered a math modeling approach
Textbook level problems
 Background of target audience


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Projects approach seemed more flexible
Revised course similar to standard course
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Why a Projects Approach (Reflecting Back)?


7 Principles (Chickering & Gamson, 1987)
Our Underachieving Colleges (Bok, 2005)
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Seven Principles of Good Practice for
Undergraduate Education
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Encourages Student Faculty Contact
Encourages Cooperation Among Students
Encourages Active Learning
Gives Prompt Feedback
Emphasizes Time on Task
Communicates High Expectations
Respects Diverse Talents and Ways of Learning
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Derek Bok’s View of QL
Our Underachieving Colleges (2005)
Critical Thinking Qualities of Mind/Habits of Thought (p.68)
Define Problems Clearly
Gather Relevant Facts
Perceive Plausible Solutions
Exercise Good Judgment in Choosing
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Derek Bok’s View of QL
Our Underachieving Colleges (2005)
Critical Thinking Basic Quantitative Methods (p.69)
Grasp of Statistics & Probability
Practice Applying Everyday Math
Taxes, Budgets, Rigorous Thinking
Facility with Computers
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Methods for gathering evidence
How to use a Knowledge Survey
How to run a Focus Group
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Acknowledgements/Thanks




SENCER (National and Regional)
Loyola Marymount University
Steve Bachofer of St. Mary’s
Amy Shachter of Santa Clara
Questions?
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A SENCERized Approach to Quantitative Literacy
Thomas M Zachariah, Suzanne Larson & Jacqueline M Dewar
Additional Information

Course website
http://myweb.lmu.edu/tzachari/SENCER.html

Dewar, J., Larson, S. & Zachariah, T. (2011).
Group projects and civic engagement in a
Quantitative Literacy course. PRIMUS, 21(7),
606-637.
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