Members of the QWG began work on the first report in Spring 2004 and submitted a final report with suggestions to the Committee of Six in Spring 2005. The group recommended "intense sections" of introductory courses for the economics, mathematics and chemistry departments which were implemented this year. These intensive sections involve students who may benefit from additional help in quantitative courses meeting weekly with a faculty member to work on difficult problem sets outside of class.
In a letter addressed to the faculty and administration of the College on Nov. 15, the QWG reported that this year " … there have been fewer midterm warning grades and fewer freshman drops in these sections, and test scores [of students in intense sections] in Chemistry 11 and Economics 11 are better than expected when compared to the rest of the class." A full review of these sections is expected next semester.
Professor of Economics and member of the QWG Geoffrey Woglom said that the opportunity to work closely with a faculty member provided for a deeper understanding of class material. "Instead of saying, 'Did you get the right answer?' you engage the student and figure out why they're not understanding the problem," he said.
Professor of Mathematics Daniel Velleman added that because the intense sections involved problems that were more challenging than those assigned through homework, the issue of stigma was removed. "The course is not remotely remedial," he said. Many faculty members addressed the risk of stigmatizing students who might feel inferior for having to take an intense section.
Other professors, particularly Professor of Chemistry David Hansen, emphasized that the need to assist students is more critical than the fear of potentially offending them. One professor noted the difference between students who require help with writing and those who need help with quantitative skills. Although students who need help in writing continue to take courses that require papers, many who initially struggle in quantitative courses often quit altogether. A worrisome trend because it can involve sacrificing dreams of medical school or other professions requiring quantitative courses.
Another professor mentioned the possibility of examining solutions undertaken at other institutions instead of solely discussing the merit and necessity of intensive sections. He mentioned the example of retaking courses for improved grades while another member of the faculty asked about the students who do not take a quantitative course in the first place. "We seem to be talking about students who try and fail … We don't seem to be talking about students who never try," he said.
This question segued into discussion of the second report which discussed the issue of "quantitative literacy." Professor of Mathematics and member of the QWG David Cox introduced the discussion. Saying that the definition of quantitative literacy is still unclear, he offered a preliminary definition of the idea as "all things involved in the real-world in a quantitative context." He said that the definition and implementation of quantitative literacy needed to be discussed further, beginning with the initial discussion at the meeting.
When a professor noted that introductory courses usually do not cover the material that lend to a greater appreciation of quantitative subjects, Cox replied that one course in a quantitative subject would be inadequate, but that an increased number of requirements to encourage deeper exploration of a subject such as calculus would soon become burdensome. He said that the QWG was not ready to recommend a requirement and would need to research further whether students were naturally incorporating quantitative courses into their education or were avoiding them.
Professor of History and Women's and Gender Studies Margaret Hunt said that she noticed a tendency of upperclassmen to disregard quantitative courses " … that shouldn't be when they become more sophisticated in a discipline in the humanities."
Professors and members of the administration discussed the possibility of certain students avoiding either humanities or science courses through the open curriculum. Dean of Admissions Tom Parker acknowledged that the open curriculum destines the College to have a certain number of "math/science-phobes."
However, Professor of French and European Studies Ron Rosbottom said that it was also the faculty's responsibility to encourage students to fully explore the offerings of the College curriculum. "To blame students or admissions is unfair at best and unprofessional at worst," he said.
Faculty members also discussed the implementation of the Schupf Scholars Program before the QWG reports. Parker announced that alumnus H. Axel Schupf '57 had donated to the College $5 million for the establishment of research positions. Through the program, five to six incoming admitted first-year students will have the opportunity to research with a faculty member for all three summers they are enrolled at the College. Parker explained that these would be highly qualified students with already extensive research backgrounds.
Professors raised numerous questions concerning the program, mainly whether incoming freshmen would be prepared to make such a far-reaching decision upon admission. Others warned that potential Schupf scholars would be coming primarily from advantaged backgrounds. Because the program is the first of its kind, Parker and President Anthony Marx emphasized that the nature of the program had not yet been established.
During questions to the administration, Professor of English Barry O'Connell expressed concerns about Dean of Faculty Gregory Call's request for professors to post course syllabi online so that students can search for cheaper books through the Internet. O'Connell noted that textbook sales were essential to the survival of the three bookstores in the Amherst area and were important to the nature of the "intellectual life" of the town. Instead, O'Connell suggested that book stipends be increased to aid those who needed financial assistance.
Marx answered that the College had gotten a sense that money for books was a major concern for students and that the issue would be explored further. Another professor noted that she felt it would be best for the College to work with the three bookstores instead of reaching a decision on its own.
Near the start of the meeting, Professor of English William H. Pritchard delivered a memorial minute written by several members of the faculty for recently deceased Professor Emeritus of English Benjamin DeMott.