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

NICE项目的目标是提高纽约市立大学(CUNY)系统各学科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教授教师：(A)在学科范围内应用量化识字/量化推理(QL/QR)的课程；(B)阐明反映量化识字教学最佳实践的QR学习目标；(C)确定和实施QR教学的最佳实践，例如主动学习、学生协作学习、用数字信息写作等；(D)调整和实施将量化推理纳入课程教学的策略；以及(E)评估QR举措的有效性，并利用评估结果进一步改进教学。该项目的智力价值有几个组成部分。首先，注册了利基课程的教师利用真实世界的数据进行积极和协作的学习，从而体验到在本科生QR课程中被证明有效的相同的渐进式教学方法。其次，该项目的有效性正在使用一个标准来评估，该标准评估参与教师的QR作业和评估材料；然后这些教师使用批判性思维评估(CAT)测试来测试他们自己的学生。最后，该项目由来自整个城市大学系统的经验丰富的STEM教员组成的跨学科小组领导，他们是进步的QR教学和评估技术开发和应用的领导者。该项目的更广泛影响主要在于它展示了一种在大型和多样化的大学校园系统中调动教师的模式。通过确定和培养一批教职员工领导，他们随后负责招聘同事，由此产生的教职员工群体预计每年将改善数千名纽约州立大学学生的教育体验。该项目还提供经过测试的QR学习材料，并向同样致力于提高其学生的数量素养和推理能力的其他机构传播利基课程材料。

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.