Numeracy Infusion Course for Higher Education (NICHE): A Project of The City University of New York (CUNY) Quantitative Reasoning (QR) Alliance

高等教育数学灌输课程（NICHE）项目的目标是提高纽约城市大学（CUNY）系统中广泛学科的本科课程的定量推理（QR）教学和评估水平。该项目的主要工具是一门课程，教授教师：(a)在学科背景下应用定量素养/定量推理（QL/QR）；(b)阐明反映定量识字教学最佳做法的QR学习目标；(c)确定并实施QR教学的最佳实践，例如主动学习、学生合作学习、带有数字信息的写作等；(d)调整及推行将定量推理纳入课程教学的策略；及(e)评估资历名册措施的成效，并利用评估结果进一步改善教学。这个项目的智力价值有几个组成部分。首先，参加NICHE课程的教师使用真实世界的数据进行积极的协作学习，从而体验到在本科QR课程中被证明有效的渐进式教学方法。其次，使用评估参与教师QR作业和评估材料的标准来评估项目的有效性；然后这些教师对他们自己的学生使用批判性思维评估（CAT）测试。最后，该项目由来自纽约市立大学系统经验丰富的STEM教师组成的跨学科小组领导，他们是开发和应用渐进式QR教学和评估技术的领导者。该项目更广泛的影响主要在于它展示了一个在大型和多样化的大学校园系统中吸引教师的模式。通过确定和培养教师领导干部，然后由他们招募同事，由此产生的教师社区有望每年改善数千名纽约市立大学学生的教育经历。该项目还提供经过测试的二维码学习材料，并向其他同样致力于提高学生数量素养和推理能力的机构传播生态系统课程材料。

The goal of the Numeracy Infusion Course for Higher Education (NICHE) project is to increase the level of quantitative reasoning (QR) instruction and assessment in undergraduate courses across a broad range of disciplines throughout the City University of New York (CUNY) system. The primary tool of the project is a course that teaches faculty: (a) to apply Quantitative Literacy/Quantitative Reasoning (QL/QR) within a disciplinary context; (b) to articulate QR learning goals/objectives that reflect best practices for teaching quantitative literacy; (c) to identify and implement best practices for teaching QR, for example active learning, collaborative student learning, writing with numerical information, etc.; (d) to adapt and implement strategies for incorporating quantitative reasoning into course instruction; and (e) to assess the effectiveness of QR initiatives and use the assessment results to further improve instruction. The intellectual merit of the project has several components. First, faculty enrolled in the NICHE course engage in active and collaborative learning using real-world data, thus experiencing the same progressive teaching methods that have proven effective in undergraduate QR courses. Second, the effectiveness of the project is being evaluated using a rubric that assesses the participating faculty member's QR assignments and assessment materials; and then those faculty are using the Critical Thinking Assessment (CAT) test with their own students. Finally, the project is led by an interdisciplinary group of experienced STEM faculty from throughout the CUNY system who are leaders in the development and application of techniques for progressive QR instruction and assessment. The broader impacts of the project lie primarily in its demonstration of a model for engaging faculty throughout a large and diverse university system of campuses. By identifying and cultivating a cadre of faculty leaders, who then serve to recruit colleagues, the resulting community of faculty is expected to improve the educational experiences of several thousand CUNY students annually. The project is also providing tested QR learning materials and disseminating the NICHE course materials to other institutions who are similarly committed to improving the quantitative literacy and reasoning of their students.