How can a quantitative literacy assignment be an opportunity to promoteequity? This workshop, given at the Massachusetts Department of Higher Education’s AMCOA Annual Assessment Conference on October 30, 2020, looked at this question through three lenses and provided participants with an opportunity to re-make a problematic assignment prompt.
This interactive video and set of resources was developed to support a faculty workshop offered by the Massachusetts Department of Higher Education in 2019. Special thanks to Robert Awkward, DHE’s Director of Learning Outcomes Assessment, for organizing and providing financial and logistical support for these workshops; and to Mary-Ann Winkelmes, Director of Teaching and Learning at Brandeis University, for co-facilitating the workshops by engaging participants in designing transparent assignments. Continue reading “Grow Up, Branch Out: Quantitative Literacy for the 21st Century”
Earlier this month, I did a preliminary assessment of Andrew Torrez’s speculation on the Opening Arguments podcast that the Roberts Court has ushered in a new era of polarization on the U.S. Supreme Court. The answer, looking at 20 years of history, seemed to be no. A wider view of 75 years of history, meanwhile, suggests the answer is… still no. The Roberts Court is not significantly more polarized in its merit case votes than any other Court in this history.
But, the data suggest two interesting trends in Supreme Court unanimity over the past 75 years: a steady boom-and-bust cycle about every decade, and a significant Roberts Court uptick in the second derivative suggesting that year-over-year, the consensus about consensus may be disappearing.