Generalizing (X)HTML Forms: A Proposal

Instructions This cover sheet explains the basis on which the GEN ED Board will evaluate the attached application form. You'll find it helpful to read this page in conjunction with the samples of completed forms available at: While your course might be quite different in content from the ones sampled, the completed forms should give you a better sense of the sort of rationale required for approval of a QMR course. description of the Quantitative and Mathematical Reasoning requirement includes this passage: Courses will be evaluated by the GEN ED Board to determine if they satisfy the following criteria. Definition: The primary focus of the course should normally include at least three of the following goals for its students: (1) to be able to reason quantitatively (to be numerate) (2) to develop an appreciation for the elegance of mathematics and the beauty and utility of math as a language for expressing certain types of problems and their solutions (3) to be able to think logically, solve problems that require multiple steps, and understand and adapt non-trivial algorithms (4) to develop the ability to deal with symbolic and abstract representations. The attached form asks for: A. A course description and list of core topics that will be covered in all sections of the course. B. A list of three goals (from the above four) addressed by the course. C. A description of some sample problems (typically, 2 or 3) taken from the course. Accompany each problem with an analysis of how the solution requires the student to engage in the type of thinking described in one or more of the goals, followed by the solution itself. Together, your samples should address the goals claimed in Part B. Across the aggregate of the sample problems you may claim that all four goals are addressed, but a strong case for three is preferable to a weak case for all four. What is part C about? It is the view of the GEN ED Board that for a QMR course to meet any of the four goals above, it should require that students solve problems that necessitate the appropriate form of thinking. If a proposal is for an already existing course, then sample problems should be chosen from ones that have actually been assigned to students as homework, or that have appeared on tests or quizzes. If a proposal is for a new course, …