Mathematics and Statistics

OVERVIEW:

This document provides a description of the Mathematics and Statistics component of University Studies.  In so doing, it differentiates between common component-level student learning outcomes and discipline-specific course-level learning outcomes.  The goal is to encourage the development of challenging and varied University Studies courses that share common assessable student learning outcomes.

PART I: DESCRIPTION AND RATIONALE

The liberal arts are the arts of thinking. As we human beings think with symbols, primarily words and numbers, the liberal arts are consequently the arts of processing these symbols. Therefore for centuries the study of languages and mathematics has been at the center of the liberal arts. The major function of mathematics has been to provide scientific models for the description of reality. These classical models have tended to be deterministic where calculus remains a primary tool. More recently discrete and statistical models of reality are increasingly utilized. The Mathematics and Statistics component of the University Studies program introduces students to the college level study of at least one of these approaches or to additional mathematical knowledge that is prerequisite to this study.  Courses in this component will engage students in a meaningful and positive intellectual experience; increase quantitative and logical reasoning abilities needed for informed citizenship and in the workplace; strengthen quantitative and mathematical abilities that will be useful to students in other disciplines; improve every student’s ability to communicate quantitative ideas orally and in writing. 

PART II: COMMON STUDENT LEARNING OUTCOMES ALIGNED TO UNIVERSITY STUDIES GOALS

The following are the Common Student Learning Outcomes for Mathematics and Statistics. These are aligned with the UNCW Learning Goals. Each course in this category must address all of the Common Student Learning Outcomes for the category, and list these Common SLOs along with course-specific SLOs in the course syllabus. Proposals for inclusion in the category will describe the opportunities which will be provided for students to learn the outcome (readings, class discussion and/or activities, applied projects) and list the specific sources of evidence (exams, papers, projects, quizzes, etc.) that will be used to determine the level of student understanding.

The student will:

  • MS 1.  Employ multiple computational strategies in college-level mathematics or statistics.  [Foundational Knowledge, Inquiry, Critical Thinking]
  • MS 2.  Demonstrate critical thinking by using mathematical or statistical models to solve problems in the real world. [Foundational Knowledge, Inquiry, Information Literacy, Critical Thinking]
  • MS 3.  Effectively communicate mathematical or statistical solutions using oral, written and/or graphic forms.  [Critical Thinking, Thoughtful Expression]

PART III: STUDENT COMPLETION REQUIREMENTS

Students are required to take 3 hours from this component.

 


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