Keywords
Service-learning, student research, quantitative reasoning, numeracy
Abstract
This essay outlines how faculty interested in service learning could be helpful to an organization such as the National Numeracy Network by conducting institutional research. As a preliminary example, students in a statistics class used online research to determine the percent of colleges and universities with a quantitative reasoning center or with quantitative reasoning courses within mathematics departments. The students found that 46% of two-year colleges and 37% of four-year colleges offer a quantitative reasoning course through the mathematics department, usually for credit but not always in response to an institutional requirement. Only 19% of two-year colleges and 25% of four-year colleges have a center dedicated to quantitative literacy. The column concludes with suggestions for how to formalize service learning that assists the National Numeracy Network, or similar organizations, with basic research needs.
DOI
https://doi.org/10.5038/1936-4660.11.2.15
Recommended Citation
Wallace, Dorothy. "Parts of the Whole: Institutional Research, Service-Learning, and NNN." Numeracy 11, Iss. 2 (2018): Article 15. DOI: https://doi.org/10.5038/1936-4660.11.2.15
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
