At Occidental, we are experimenting with the integration of quantitative reasoning into courses outside of STEM. Guided by this programmatic interest, this presentation zooms in on the design process for one inquiry-based course on non-normative gender identities and the politics of counting and classification. The course involves a class-wide research project that designs measures for non-binary gender identities and collaboratively analyzes the gender diversity of the campus. From this singular prototype, we derive some overall principles for the design of inquiry-based courses that aim to cultivate a critical approach to data collection and the quantification of human experience.
Jacob Alden Sargent, Associate Director, Center for Digital Liberal Arts, Occidental
Jessica Blickley, Instruction and Research Scientist Specialist, Occidental