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Integrating Data Analysis (IDA): Working with Sociology Departments to Address the Quantitative Literacy Gap

Carla B. Howery and Havidan Rodriguez
Teaching Sociology
Vol. 34, No. 1, Cultivating Quantitative Literacy (Jan., 2006), pp. 23-38
Stable URL: http://www.jstor.org/stable/20058452
Page Count: 16
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Integrating Data Analysis (IDA): Working with Sociology Departments to Address the Quantitative Literacy Gap
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Abstract

The NSF-funded Integrating Data Analysis (IDA) Project undertaken by the American Sociological Association (ASA) and the Social Science Data Analysis Network sought to close the quantitative literacy gap for sociology majors. Working with twelve departments, the project built on lessons learned from ASA's Minority Opportunities through School Transformation (MOST) Program, where curricular change was a departmental (not individual faculty) agenda. A critical mass of faculty in each IDA department developed and used quantitative modules in lower division courses. This article reports on the steps to develop departmental curricular change and the important results for student learning and future professional success.

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