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Seefeldt promoted to associate professor of social work, associate professor of public policy

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Margaret Levenstein

Developing and Testing Empirical Reasoning Tools For Students From Diverse Backgrounds: A Planning Grant

Research Project Description
Margaret Levenstein, Lynette Hoelter

This planning project will bring together experts who are experimenting with novel approaches to developing the quantitative empirical reasoning (QER) skills of students through learning by doing. We will convene in June 2018 to: 1) share current practices and 2) to devise a strategy for developing and testing tools that can prepare students (in diverse higher education institutions) to navigate intelligently and meaningfully a world increasingly awash in quantitative data. By QER we mean ?competency and comfort in working with numerical data:? the ?ability to reason and solve quantitative problems from a wide array of authentic contexts ? to understand and create sophisticated arguments supported by quantitative evidence and ? [to] clearly communicate those arguments in a variety of formats? (AACU 2010). This training will provide students with the critical skills, essential in the ?new? labor market, as well as in their civic and personal lives.

Funding: Alfred P. Sloan Foundation (Grant Award# G-2017-10053)

Funding Period: 1/1/2018 to 12/31/2018