Quantitative Reasoning

6. Go to the Grade Book to see your quiz score.
7. Go to your Study Plan and work on your weak areas by doing more practice exercises. Perhaps, review any pertinent videos again.
8. the Module quiz for the second time.
9. Repeat the steps 6 and 7, if necessary, one more time.

You may take the Module quiz up to three times. The quiz will be scored for you automatically each time. Your best score will be used for grading purposes.

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Excel Project Navigational Guidelines

Each Excel project has three main structural components

• An Instructions document to read the instructions as to how to do the project
• An Answer Form document to enter answers, tables and charts
• Excel spreadsheet(s) to start the project

Student Interaction with an Excel Project

• Go to the Course website
• Click on "Course Materials" in the left-hand side of the screen
• Click on the relevant Module # to access the Excel Project materials
• Select "Excel Projects 1 to 6
• Open the Answer Form document and put your full name and DePaul Student identification number in the spaces provided.
• the Answer Form with the name indicated in the learning activity instructions for each Module.
• Print and Read the Instructions document until a request to perform an action is met
• Open any required spreadsheet(s)
• the requested action(s)
• Type or paste the result of the action into the Answer Form
• Continue with the above until all requests are satisfied
• Save the Completed Answer Form
• Submit the Answer Form in the Assignments area of the course website.

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Assessment

Percentage distribution of Assessments

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Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline.  In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

SCPS Grading Policy for Lifelong Learning Courses

In certain SCPS courses in the Lifelong Learning Area of the BA curriculum, instructors regularly use the pass/fail grading system. However, SCPS also offers students the opportunity in several of these courses to select a “Grading" option where grades A through C- represent passing performance. The faculty member and the individual student together decide which system will best promote the student's learning in that particular course. With no exceptions, a student must obtain permission from the instructor to use the grade option by the beginning of the third week of the quarter. After the third week of the quarter the assessment style agreed upon, whether pass/fail or grading, cannot be changed. The instructor is required to provide the student the specific assessment criteria by which a grade will be determined prior to the student officially selecting this option. Grading criteria shall appear in the syllabus along with pass/fail assessment criteria.

Lifelong learning courses that already employ a grading system such as Quantitative Reasoning and Collaborative Learning will continue to use this system. The Lifelong learning courses Learning Assessment Seminar , Foundations , and Summit Seminar will continue to employ the pass/fail system exclusively. This policy applies to the other lifelong learning competencies and courses including, Academic Writing for Adults, Critical Thinking, Research Seminar, and Externship. The pass/fail policy and procedure of the university found in the student handbook should be followed where a student wishes to seek this option for a graded course.

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Assessment Criteria for the L6 Competence

Criteria for Assessment:

1. Understands how variables are expressed and transformed through symbolic representations.
2. Interprets complex relationships of variables expressed verbally or symbolically.
3. Employs a mathematical process to explain or solve a problem.

The demonstration of this competence should reflect the logic required to frame and solve problems using some form of mathematical symbols. This is open to algebra, probability, statistics, etc. The level must be beyond computational (arithmetic) skills. We encourage applications of such thinking processes to work and other situations.

You will be assessed on the following four required components:

• Discussion Board Participation
• Excel Projects
• Module Quizzes
• Course Wrap-Up

Let us first understand the structure of the discussion board and forums that we will use in this course.

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Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Each Module introduces a discussion forum topic. The topic is usually discussed over a series of two discussion forums.

Be aware that your instructor may make changes to this structure so that, in certain Modules, you may only do one discussion forum or none. Please read the Checklist and watch the "Course Q&A" forum for changes.

Discussion Forum:

• The topic is first introduced to the class via a "Survey" discussion forum. In this forum, you will be asked to post your personal responses to a series of questions pertaining to the topic.
• This forum is intended for the class to share their observations.
• There are no wrong answers to the questions. However, it is expected that everyone will contribute well-thought out responses.
• who does not participate or participates inadequately will have their grade for this forum reduced accordingly.
• Each Module of the Study Guide describes the details for participation in the discussion forum.

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Team(or Group) Discussion Forums:

• The topic introduced in the discussion forum is now further explored through the use of small team (group) discussion forums.
• Each team member is first asked to search the Internet or the DePaul Library’s Databases for an article related to the topic.
• Each team member will post an article summary, the URL and their individually formulated responses to the questions.
• Each team will have no constraints on selecting one or more articles from those proposed by team members, as long as the articles selected have a URL and can be used to answer the series of questions posed for the topic.
• Each team) will post their work to a group discussion forum that is accessible only to the team members and the instructor.
• The team secretary will collate the responses from the team and compose the first draft of the team response.
• Team members will edit and critique the draft until the team is satisfied, so that the secretary may post the final product to a course discussion forum.
• Each team member should contribute to the article selection process and actively participate in the formulation of the team’s responses.
• Anyone who does not participate or participates inadequately will have their grade for this team Forum reduced accordingly.
• Each Module of the Study Guide presents the details for the Team forums.

The Discussion Forums allow you to provide your personal responses to questions and comments posed by your instructor and allows your classmates an opportunity to comment on your responses. Each person is required to respond to the questions posed by the instructor in a meaningful and thoughtful way and respond to the posting of at least one classmate. Any individual who does not participate or participates inadequately will have their grade reduced accordingly for that Discussion Forum.

For the team (or group) discussion forums: students will be assigned to teams of 3 to 6 by the instructor. Each team will be assigned to a private team (or group) discussion forum. These private discussion forums will be used by your teams to discuss the discussion topic, and submit a team response for the questions posed. Any member of a team who does not participate or participates inadequately in the discussion that leads to the team’s response will have their grade for the Team Forum reduced accordingly.

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Online Participation Guidelines

The following guidelines are offered to encourage you to be active and critical in your participation. Only by working together, will we make this course a significant and pleasant learning experience:

• Active participation is essential, so please connect to the course every day or at least every second day. "Active participation" means that you read and contribute to the online discussions as described in the Online Discussion Forums section of each module.
• Discuss critically, give support to your peers, provide your own ideas and experiences, challenge the ideas of others, or just make a comment that you read the posting.
• The role of the instructor is to make it easier for you to interact, to promote significant discussion, to give feed back on your postings and to offer help where needed.
• discussions will be organized around particular topics you are studying.
• Each discussion is meant to encourage interested and active participation.
• These discussions are a place for you to exchange your reflections with others in the class about what you are learning.
• It is expected that you follow accepted standards of English spelling, grammar and usage.

Assessment Criteria for Online Discussion Participation

Here is an example of criteria that an instructor may use to grade the discussion forums. Each instructor is free to choose the assessment criteria as long as it is made known to the class.

A team can receive up to 10 points for each discussion forum using the following scale:

9-10 points: Presented an excellent summary of the selected article. Every question was answered with clear and well-written responses. Good examples were provided when requested and real life applications were discussed in depth.

6-8 points: Presented an above average summary of the selected article. Most of the questions were answered with clear and well-written responses. Average examples were provided when requested and real life applications were considered.

3-5 points: Presented an average summary of the selected article. Answered some of the questions presented. Written responses were not college level writing. Some examples were provided but their relevance was questionable. Real life applications were hardly considered.

0-2 points: Presented a below average summary of the selected article. Answered few of the questions presented. The writing was very unorganized with many grammatical errors. Few examples were provided and their relevance was questionable. Real life applications were not considered in any relevant way.

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Excel Project Assessment Criteria

The Excel projects are of varying length and complexity. In general, they will involve using various Excel capabilities to make calculations, to insert formulas into cells, to create tables, and to use the chart wizard and map function to create charts and maps. All work in Excel must be copied from the original Excel spreadsheet and pasted into the provided answer sheet. There are also a variety of pertinent questions that must be answered, by simply typing your responses onto the same answer sheet.

Each project’s answer sheet will be assessed as follows.

• All sections of the project are complete.
• Charts, graphs and tables are accurate and meet the assignment requirements.
• All observations are pertinent and all specific questions are answered.
• All answers use college level writing.
• Each project must be completed according to specifications described in each project’s instructions section.
• Each project must be completed by the deadline provided in the course map.

Module Quiz Assessment Criteria

There is a required on-line multiple-choice quiz for each module. It will usually run between 10-20 questions. You will be allowed to take each quiz up to three times and your best score will be your final grade for that quiz. It is up to the instructor to decide how many days will be allocated for taking a module quiz. See your instructor’s detailed Course Map for the details. Two possible time allocations are: a) All quiz attempts must be made during the time that the instructor has allocated for the module. And b) One quiz attempt must be made during the time that the instructor has allocated for the module, and the remaining two quiz attempts may be made at anytime up to some specified future date set by the instructor. Not taking a quiz during the allotted time, as specified by the instructor, will result in a score of zero.

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Wrap-Up Assignment Criteria

The Wrap-Up Course Evaluation asks you to evaluate various components of the course by providing a series of rankings of the various activities accomplished during the course. You will also be asked to provide brief, well-considered responses to a series of questions. There are not right or wrong answers to the questions. Please be very candid and thoughtful as your input will assist the course designers to improve the course for future students.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

College and University Policies

This course includes and adheres to the college and university policies described in the links below:

Academic Integrity Policy (UGRAD)

Academic Integrity Policy (GRAD)

Incomplete Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

APA citation format (GRAD)

Additional Course Resources

University Center for Writing-based Learning

SNL Writing Guide

Dean of Students Office

Changes to Syllabus

This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.

Credits

This course was designed and produced by faculty and staff at SCPS of the School for Continuing and Professional Studies of DePaul University.

© 2018 School for Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS.