Quantitative analysis mandate passes first hurdle

An open meeting today will hear concerns and comments about the proposed requirement. The Committee for Undergraduate Education has approved a proposal for a quantitative analysis addition to the College of Arts and Science's general requirement. The University community is invited to a forum at 4 p.m. today in Van Pelt Library's Class of 1955 conference room to obtain copies of and discuss the proposal. But representatives from the Student Committee on Undergraduate Education said they could not support the plan because it was "jumping the gun." In its report, the Committee on Undergraduate Education said the College should require every student to complete one course that "uses mathematical or statistical analysis of quantitative data as an important approach for understanding another area of knowledge." But SCUE Chairperson and Wharton senior Ben Nelson said he thinks a specific requirement along those lines is unnecessary, since many students already fulfill it by choice in their own courseloads. He added that an added section of the general requirement could only serve to limit student choice in the classes they take to fill the existing categories. "I don't think they've thought too much about it," Nelson said. According to Academic Affairs Assistant Dean Kent Peterman, though, the new requirement would ensure that every College graduate develops an appreciation for and understanding of quantitative analysis. "It sends a message to the faculty, departments and world about the importance of cultivating stronger quantitative skills," he said. The Committee on Undergraduate Education's proposal asks College Dean Robert Rescorla and a special Quantitative Skills Committee to "identify and develop sources of assistance for faculty and teaching assistants who wish to incorporate analysis of quantitative data into their courses." Biology Undergraduate Chairperson Ingrid Waldron, who chairs the quantitative committee, said she hopes the new requirement will be similar to the already-established writing requirement. But Nelson said quantitative studies should not be equated with writing. "I'm not ready to say that it's more important to take a numeracy course instead of an elective or instead of another course in the general requirement," he added. Rescorla said the proposal isn't meant to be an extra burden on students, adding that courses students would take anyway could be expanded to include quantitative skills. The committee has already developed a list of approximately 40 courses that could be slightly modified to fit the requirement. Officials have been considering the quantitative requirement for almost two years. Rescorla appointed a committee in 1994 to perform what he called "initial analyses, including a fairly extensive evaluation of seniors and freshmen" and their ability to use quantitative skills. That analysis, which focused on a sample of 60 graduating seniors in the spring of 1995 and 120 entering freshmen in the fall of 1995, revealed that many seniors graduated without achieving essential quantitative skills. Nelson said it was "vital" for Penn students to have a solid understanding of numeracy and analysis but explained that the quantitative proposal may not be the answer. Psychology Professor Paul Rozin, who chaired an initial committee, noted that students at Harvard University are tested on quantitative skills at the beginning of their freshman year. "They are given a booklet of 100 pages on quantitative skills with graphs, statistics and functions," Rozin said, explaining that if Harvard students fail the exam, they must pass an extra, non-credit course. Rozin said Penn's current proposal is less severe than the Harvard system, but is still a "responsible way to improve the system." Peterman said he remains optimistic that the proposal will pass through the faculty and will be implemented in the fall of 1998, first affecting the Class of 2002.