**What is Quantitative Literacy?**

Quantitative Literacy is =E2=80=9Cnot so much about understanding abstra= ct concepts as about applying elementary tools in sophisticated settings=E2= =80=9D (Steen, 2001).

**What is a Q Course?**

=E2=80=A2 Instruction on applyin=
g mathematical concepts and techniques to solve problems

=E2=80=A2 Instr=
uctors may review the basic math that students are applying

=E2=80=A2 A =
minimum of one class period must be spent on quantitative instruction, but =
it need not all be in the same period.

=E2=80=A2 Assessment of learning =
must occur via at least 2 assignments

=E2=80=A2 These assignments must b=
e part of final grade

=E2=80=A2 Students must receive feedback on assign=
ments so they can assess their level of mastery

**Why is it Important?**

As a culture we have long viewe=
d mathematics as the domain of the talented few rather than as an essential=
life skill, every bit as important as the ability to write a clear essay o=
r give a persuasive presentation. This perspective makes incorporating Q sk=
ills into a class a challenge for both students and instructors.

The first chapter&n=
bsp;of *Math=
ematics and Democracy: The Case for Quantitative Literacy* a b=
ook published by The National Council on Education and the Disciplines make=
s a strong argument for why Quantitative Literacy is essential for our stud=
ents. Students are encouraged to read it.

**Resources**

=E2=80=A2 Sharon Tayl=
or -- Current 'Q' Faculty Associate (interim)

=E2=80=A2 ~~Q Course Designation Guidelines (PDF)~~

=E2=80=A2&=
nbsp;Adding 'Q' to a Course&=
nbsp;(PPT)

=E2=80=A2 Making Basic Gr=
aphs in Excel (video)

**Just For Fun**

=E2=80=A2 Using 'Q' Skills to Read Minds

=E2=80=A2 Reasoning Spatial=
ly