Quantitative (Q) Course Placement
As part of the University General Education Requirements, all students
must pass two Q-courses, which may also satisfy other requirements. One Q course
must be from Mathematics or Statistics. All students are expected to enter the
University with a competency in basic algebra and quantitative reasoning as
preparation for completing the Q-courses.
All entering students will be evaluated for quantitative proficiency based on
their Math SAT score and/or class rank. Using this information, advisors will
provide information to students in regard to their likelihood of being successful
in quantitative courses.
Students may be encouraged to complete
MATH 1010 (formerly MATH 101):
Basic Algebra With Applications
(a course which does not count as credit toward graduation) prior to enrolling in
their first Q-course. Advisors may recommend appropriate support services;
e.g., quantitative-skills tutorials, workshops, supplemental instruction, etc.,
for students whom they feel will benefit from such services. In some cases, advisors
may recommend postponing registration in a Q course until after the student has
completed a semester of course work at the University. In other cases, advisors
may recommend enrolling in extended-sequence versions of entry-level Q courses.
Students should discuss with their advisor how best to satisfy the Q course requirement
based on their background, prior course preparation and career aspirations.
Q-course placement using "advising contours"
A statistical analysis of historical data on student performance in Q-courses has revealed that
a student's SAT1 Math score and high school class rank are the most significant
predictors of student performance in entry-level quantitative (Q) courses.
Based on this analysis, a family of line plots showing
the "estimated probability of success, p" in a Q-course as a function of
SAT1 Math and High School Class Rank percentile information for p = 0.1 to 0.9
in steps of 0.1 were determined. These data are shown in "advising
contour" diagrams which may be used by students and advisors to determine the
likelihood of success (defined as a grade of C or better) in certain quantitative (Q) courses.
The "advising contour" diagrams should be used in the following way: Suppose that a student
is to be advised on whether to take a particular Q-course. Based on the student's SAT1 Math
score and high school class rank, the advisor can immediately determine from the diagram
specific to that course what the student's predicted probability of success in that course is.
If the value determined from the "advising contour" is acceptable, the student should
choose Q-courses compatible with his/her interests and intended area of study.
If the value is less than desirable, the advisor may counsel the student:
- To enroll in
MATH 1010 (formerly MATH 101)
in an attempt to gain better quantitative skills
- To postpone enrolling in the first Q-course until after at least one semester has elapsed.
- To enroll in extended-sequence versions of entry-level Q-courses;
e.g.,
CHEM 1124Q-1125Q-1126Q (formerly CHEM 124Q-125Q-126Q)
vs.
CHEM 1127Q-1128Q (formerly CHEM 127Q-128Q),
or
MATH 1120Q-1121Q-1122Q (formerly MATH 112Q-113Q-114Q)
vs.
MATH 1131Q-1132Q (formerly MATH 115Q-116Q).
More information on the Q-course "advising contours"
along with additional information to help students in determining placement in
first-year Q-courses may be found by clicking on the link below.
Go to
Q-course Advising Contours.
(Clicking on this link will open a new window.)
Special Note: Students with Advanced Placement or
UConn Early College Experience Course Credit
The College Entrance Examination Board (CEEB) Advanced Placement (AP) exam may be used
as a basis for determining the appropriate level of a student's mathematical or
quantitative ability.
Mathematics placement based on AP scores:
Any student who has earned a score of 4 or 5 on the CEEB AP Math AB examination or has
earned a score of 3 on the CEEB AP Math BC examination, will receive four credits for
MATH 1131Q (formerly MATH 115Q)
and therefore may enroll in
MATH 1132Q Calculus II (formerly MATH 116Q).
Students who have received
scores of 4 or 5 on the CEEB AP Math BC examination will receive eight credits for
MATH 1131Q and 1132Q (formerly MATH 115Q and 116Q)
and therefore may enroll in
MATH 2110Q Multivariable Calculus (formerly MATH 210Q)
if it is appropriate for their intended major.
Other quantitative (Q) course credit granted as a result of AP scores:
Students who earn a score of 4 or 5 on the CEEB AP Chemistry examination will receive
eight credits for
CHEM 1127Q and 1128Q (formerly CHEM 127Q and 128Q).
Students who earn a score of 5 on the CEEB AP
Physics B examination will receive eight credits for
PHYS 1201Q and 1202Q (formerly PHYS 121Q and 122Q).
Students who
earn a score of 5 on the CEEB AP Physics C Elec & Magnet examination will receive four
credits for
PHYS 1502Q (formerly PHYS 152Q).
Students who earn a score of 5 on the CEEB AP Physics C Mechanics
examination will receive four credits for
PHYS 1501Q (formerly PHYS 151Q).
Students with a score of 4 on any of
the CEEB AP Physics examinations may consult with the Physics department to determine if
credit will be allowed.
High School Early College Experience Course Credit:
Students who successfully complete Mathematics or Quantitative (Q) courses given under
the UConn High School Early College Experience Program will receive the same credit as that given by
the University for the course.
When you meet with an advisor during the orientation/registration sessions, placement
into your first-term courses will take into account any AP credits awarded (or pending)
and/or any UConn High School Early College Experience courses which you may have taken.
