Student outcomes: Overall, we hope to change students' attitudes about mathematics in several ways.

• We want students to "like" mathematics more - to find mathematical ideas engaging and connected to other things that interest them.
• We want students to feel that learning mathematics is possible for them.
• We want students to appreciate that mathematics provides a language for discussing humanistic ideas.
• We want students to appreciate mathematics as a particular way of knowing - setting a particular standard for what we mean by "proof."
• We want students to appreciate mathmatics as a tool to enhance understanding in other domains.
• We want students to appreciate that mathematics is itself a domain of knowledge, rich in ideas (not just algorithms).

Faculty outcomes:

• We want to become more reflective about how we reason and argue in our repective disciplines.
• We want to be more aware of mathematical ideas which are embedded in other contexts.
• We (humanities faculty) want develope our abilities to work effectively with mathematical ideas in our classrooms.
• We (mathematics faculty) want to learn to reach out more effectively to students who dislike or are afraid of mathematics.
• We (mathematics faculty) want to learn to make more effective use of discussion and writing in our classrooms.

Our evaluation plan is primarily aimed at formative evaluation. It has three elements.

1. Each modified humanities class will be given a questionnaire at its start and at its end. So far this has been done for courses in history and music. The questionnaires are indended to try to detect shifts in students attitudes to mathematics. We learn more from each questionnaire and use what we learn in the design of subsequent questionnaires. Some classes may use a modification in which students write a more open-ended desciption of themselves at the start of the course and then write a second, commenting on the first, at the end of the course.
2. Next year we plan 20-minute interviews with a sample of students from each class. The interviews will be done a few weeks into the subsequent semester - long enough after the class has ended for students to be reflective on their experience, but before the pressures of the current term are too distracting. The goal will again be to probe student attitudes about mathematics and, more than the questinnaires can, investigate whether their exposure to mathematics has changed how students approach their humanities discipline. Our current plan is to find someone outside our project to do these interviews, based on a protocol we will devise and informed by attending our monthly meetings. If we cannot find someone suitable outside, we will do them for each other - with the interviewer not being one of the collaborating faculty on the course. We are not overly concerned about the inside/outside distinction because our primary goal is formative evaluation
3. Each of the faculty participants will write a narrative of the project's effect on them and their students. This will enable us to include more anecdotal observations of our students.