## Quantitative Reasoning Across the Disciplines (QUAD)

The Quantitative-Reasoning-across-the-Disciplines (QUAD) program serves to encourage the infusion of quantitative reasoning throughout the curriculum and to assure that all students enhance their mathematical skills.

Quantitative and mathematical skills are important in virtually any career as well as in everyday life. While, many academic fields are becoming increasingly quantitative, students are entering universites underprepared in mathematics, and even students with strong mathematical training are often unable to apply their mathematical skills and understandings to other disciplines.

Like any Stockton degree program, a Liberal B.A. program should show coherence, breadth
of education and depth of study in a particular area. Like any Stockton Bachelor of
Arts program, it should also reflect the University’s commitment to the liberal arts
in the general education of students. Liberal Studies majors are not exempt from the
General Studies requirements. Although proposals resembling an existing degree program
may be approved, the LIBA major is not a means by which established programs can be
diluted. Students pursuing a specific career or graduate study are advised to solicit
and consider the advice of faculty in similar or related disciplines and programs.
The Liberal B.A. program is not intended to be a default option for students in other
majors.

Planning a Liberal B.A. takes time and commitment; considerable thought and discussion
are required, since the student proposing a Liberal B.A. is, in effect, proposing
that the University support an individually-tailored degree program. Planning a Liberal
B.A. also requires that the student assume a large portion of the responsibility for
his or her educational choices.

### Quantitative-Reasoning-Designated Courses

Stockton offers two types of quantitative-reasoning-designated courses: Quantitative-Reasoning-Intensive (Q1) and Quantitative-Reasoning-Across-The-Disciplines (Q2) courses. This designation indicates the role and function of quantitative reasoning in the course, not the degree of difficulty. Q-designated courses appear throughout the curriculum, in Program and General Studies courses. These courses are identified within the schedules of courses each term.

Q1 and Q2 courses emphasize mathematical problem solving with special attention given to the development of problem-solving approaches. In addition, these courses stress the importance of the communication of mathematical ideas in both written and oral forms.

**Q1 - Quantitative-Reasoning-Intensive Courses:** Mathematical thinking is the primary focus of study. Q1 courses emphasize the mathematical
structures underlying various phenomena. Although focused on mathematical reasoning,
Q1 courses provide ample opportunities for investigating diverse applications of the
concepts discussed. These courses draw rich connections among different areas of mathematics.
In a Q1 course, the majority of class time is spent on mathematical concepts and procedures.
Students work on mathematics during virtually every class session. The quality of
their mathematical work is the major criterion for evaluating student performance
in the course. Examples of Q1 courses are MATH 2215 Calculus I; FRST 2310 Algebraic
Problem Solving; and CSIS 1206 Statistics.

**Q2 - Quantitative-Reasoning-Across-the-Disciplines:** In a Q2 course, the focus is on disciplinary or interdisciplinary content outside
of mathematics. Quantitative reasoning is used as a tool for understanding this content.
Q2 courses feature applications that use real-world data and situations; applying
a quantitative perspective to the concepts in the course results in a fuller understanding
of both the disciplinary concepts and the mathematical concepts. In a Q2 course, at
least 20 percent of class time involves quantitative reasoning. Students are expected
to demonstrate their ability to apply mathematical ideas to the course content. Both
mastery of disciplinary content and quantitative proficiency are used to evaluate
student performance. Examples of Q2 courses include ARTV 2121 Black and White Photography,
PSYC 3242 Experimental Psychology, GNM 2182 Atom, Man, Universe; and CHEM 2110 Chemistry
I General Principals. Unless a course is designated "intrinsic", each individual instructor
has the option to apply for Q2 designation throughthe QUAD central task force.

### QUAD Graduation Requirements

Before graduating, all matriculated students must complete three quantitative-reasoning-designated courses, including at least one Q1 (quantitative-reasoning-intensive) course and at least one Q2 (quantitative-reasoning-across-the-disciplines) course. A Q1 course must be completed during the first year.

Transfer students are also subject to the quantitative reasoning requirement. Up to two transfer courses in mathematics and statistics may be credited as Q1 courses and counted toward the requirement. ALL Q2 COURSES MUST BE COMPLETED AT STOCKTON.

Q-designated courses that carry fewer than 4 credits or transfer courses that carry fewer than 3 credits do not count toward meeting the quantitative reasoning requirement.

This requirement specifies the minimum number of quantitative-reasoning-designated courses needed for graduation. To facilitate their quantitative development, students are encouraged to take as many of these courses as possible throughout their undergraduate curriculum.