Quantitative and formal reasoning (QFR) – defined as competencies and habits of mind that allow one to solve problems, make decisions, evaluate evidence in academic and professional work, as well as in everyday life – is a critical skill for students in the 21st century.

 

Expanding and strengthening teaching and learning of quantitative and formal thinking offers significant benefits but can pose special challenges. This workshop aims to:

• Provide strategies, materials, resources and facilitation for the design of teaching assignments for the development of QFR skills, as well as assessments of QFR approaches; and

• Explore modeling and simulation for teaching and reinforcing of QFR skills across the curriculum, and provide instruction in the use of the Nova Desktop modeling software (http://www.novamodeler.com).

 

The workshop will convene practitioners of quantitative reasoning instruction, including teaching faculty and heads of science, math and QFR skills learning centers, together with experts in modeling and users of Nova. Participants will have the opportunity to present their needs, challenges and successes in quantitative skill pedagogy as well as learn the process of model building with assistance from the Nova team.

 

Workshop leaders will include:

• Eric Gaze: Director of the Quantitative Reasoning Program and Lecturer in Mathematics, Bowdoin College, ME, and current President, National Numeracy Network;

• Nancy Darling: Professor of Psychology, Oberlin College, OH;

• Wayne M. Getz: A. Starker Leopold Professor of Wildlife Ecology, University of California, Berkeley, CA;

• Richard M. Salter: Professor of Computer Science, Oberlin College, OH;

• Nick Sippl­-Swezey: Research Associate, University of California, San Francisco, CA; and

• Anthony M. Starfield: Professor Emeritus of Ecology, Evolution and Behavior, University of Minnesota, MN.

 

The workshop will consist of two parts:

 

Part 1 (June 15 and 16, with sessions beginning at 1:30 pm on June 15): Topics in quantitative and formal reasoning pedagogy, introduction to computational modeling

 

Part 2 (June 16 through 19, with sessions beginning at 9:00 am on June 17): Beginning and advanced topics in computational modeling with the Nova software

 

The first part of the workshop will create space for participants to share challenges faced in teaching QFR skills in the classroom, learn about effective design and assessment of QFR assignments, cover topics such as behavioral and motivational aspects of learning that can hinder or enhance development of QFR skills, and highlight the role visualization and simulation can play in QFR education.

 

In part two, sessions led by the workshop leaders will focus on modeling as a discipline, how it is applied in various disciplines, and the pros and cons of using common computer tools across the natural and social sciences. Through guided, hands­-on instruction, participants will build simple models of systems from their disciplines and gain experience with creating reusable model elements. Two parallel streams will be in place to allow for productive learning by novice and advanced learners of Nova alike.

 

More details can be found on the conference website, http://oberlinclear.wix.com/oberlinqfrnova.

 

Three registration options are available for the workshop:

• Part 1 only (Monday, June 15 and Tuesday, June 16; workshop fee: $150 for housing, meals, and materials);

• Part 2 only (Wednesday, June 17 through Friday, June 19; no fee required); or

• both Parts 1 and 2 (Monday, June 15 through Friday, June 19; workshop fee: $150 for Part 1 housing, meals, and materials).

 

Part 2 of the workshop is supported by a grant from the National Science Foundation. Limited travel assistance is available for participation in Part 2 of the workshop or the entire week of the workshop.   

 

The deadline for application has been extended to May 15. Applicants will be notified of acceptance within a week after the due date. Click here to apply. For further information, contact clear@oberlin.edu.

 

This workshop is supported by grants to Oberlin College from the National Science Foundation (grant #0939153) and the Howard Hughes Medical Institute’s 2012 Undergraduate Science Education initiative.