Dr. Therese Shelton
Associate Professor,
Dept Math and Computer Science,
Southwestern University,
Georgetown, TX.
http://www.southwestern.edu/~shelton
shelton@southwestern.edu
(email is my preferred method of contact if not in person)
office MBH 143; X1489 (863-1489).
Course Description
The course
covers a standard treatment of the foundations of
introductory statistics. It relies upon the typical high school background
in basic algebra, including general topics of functions, graphs, and order of operations.
Catalog Description: INTRODUCTION TO STATISTICS.
This course provides students in the social and biological
sciences with the skills necessary to perform elementary statistical analysis. Topics include
descriptive measures, probability, sampling theory, random variables, binomial and normal
distributions, estimation and hypothesis testing, analysis of variance, regression and correlation. This
course may not be used for the Mathematics major or minor. (Each semester) (NS)
This course satisfies a Distribution Requirement in the Natural Science Area (but not a lab course).
A C- or better is needed in general for this course to count as a requirement or as a pre-requisite for another course. Some programs, such as Psychology, requires a C or above in all pre-requisites, for instance for Psychology Research Methods.
Each student should expect to spend 2 to 3 hours of study per 1 hour of class on a regular basis preparing for the course in addition to any time spent studying for exams.
Assessment
| 2 Exams | 50% | Individual; weeks 5, 10 on Wednesday |
| MyStatLab Work | 15% | Individual |
| Assignments | 10% | Guided, inquiry-based, collaborative learning will be particularly practiced. |
| Final | 25% | comprehensive |
Materials
Grading Scale
Please note that, according to the Catalog,
"all required work is expected to be completed for [a grade of C]".
In other words, even if your grade is 99, if you miss a single assignment, such as a minor assignment
in this class, it is possible that your grade could be anything less than a C.
Completion of all work is just one of the requirements for a grade of C or better.
Furthermore, A student who accumulates absences amounting to a total of two semester-weeks of class days or three consecutive class days (excused or unexcused)
will automatically fail the course.
If all work is completed, and absences are not excessive,
the following grading scale will be used:
98.00-100 = A+; 92.00-97.99 = A; 90.00-91.99=A-. The pattern continues through D-.
A grade of F is awarded for 0.00-59.99.
I may use the involuntarily withdrawal system if there is
insufficient evidence of adequate progress.
a student who accumulates absences amounting to a total of
two semester-weeks of class days or three consecutive class days (excused or unexcused)
will automatically fail the course.
Student Learning Outcomes
The following is a partial list. These will be assessed at least on the final exam.
Upon successful completion of Introductory Statistics the student will be able to:
Topics, Approximate Timeline
| Text Part | Text Sections | # weeks (approx) |
| I. Exploring and Understanding Data | 1. Stats Starts Here
2. Displaying and Describing Categorical Data 3. Displaying and Summarizing Quantitative Data 4. Understanding and Comparing Distributions 5. The Standard Deviation as a Ruler and the Normal Model |
4 |
| II. Exploring Relationships between Variables | 6. Scatterplots, Association, and Correlation
7. Linear Regression 8. Regression Wisdom |
2 |
| III. Gathering Data | 9. Understanding Randomness
10. Sample Surveys 11. Experiments and Observational Studies |
skim and include as we go |
| IV. Randomness and Probability | 12. From Randomness to Probability
13. Probability Rules! 14. Random Variables and Probability Models |
skim and include as we go |
| V. From the Data at Hand to the World At Large | 15. Sampling Distribution Models
16. Confidence Intervals for Proportions 17. Testing Hypotheses about Proportions 18. Inferences About Means 19. More About Tests and Intervals |
4 |
| VI. Learning about the World | 20. Comparing Groups
21. Paired Samples and Blocks 22. Comparing Counts |
3 |
| General work, supplemental material, exam days | 2 | |
| subtotal for topics | 15 | |
General Comments
Mathematics is a language, and you need to speak and write
it well. Use my feedback to improve your communication skills, which constitute
a good portion of your grade on each item you produce. I am the audience
for which you are writing; make sure you are clear of my expectations.
Electronic course-related conversations for this course are to be held in regular
English, (not texting vernacular, for instance.)
Be an active rather than passive learner.
Take responsibility for your learning. Take notes! Ask questions! I will use supplemental materials.
Verbal instructions and schedule changes will be given in class and in email. Students are responsible
for this content, regardless of attendance issues. Make good use of class time and office hours to
keep pace. All of the work we do in class and that you do outside of class should prepare you for the exams
and the final. Make it easier on yourself and study/work methodically, actively, and persistently.
It is certainly stating the obvious that
you need to come on time and stay the entire time, alert and awake, fully engaged in classroom
activities. In this spirit, any electronic devices (cell phones, pagers, etc) should be off in
general; on some rare occasions it may be appropriate to have one on but in a silent mode.
During exams these may only be used for a clock feature or not at all.
In all endeavors, students shall focus on the task at hand.
The course will periodically make use of technology.
In particular, this class employs the graphing calculator,
Excel and possibly its Google equivalent, online homework with StatCrunch.
Because no particular model of calculator is required, each student is responsible for learning to
work his/her own model. Calculators are allowed on selected work.
Other software may be used as well.
Time will be needed periodically in the campus computer labs outside
of class. It is the responsibility of the student to save frequently and often and to have back-up
copies of all files on independent media (for instance on Helios AND on a USB drive).
Assessment will be made of each student's skills with and without technological aids.
I look forward to reading your thoughtful comments on course evaluations.
Helpful as these comments are, they will not help you in this semester. They are designed to help
me teach future sections of this course. Please give me feedback, either in person, by voice mail,
by e-mail, or with a note left under my door throughout the semester.
Anonymous comments are fine.
I expect you to take advantage of the Center for Academic Success if
needed, and I will notify that office if I believe someone may benefit from the opportunities
that office affords. I may use the involuntary withdrawal option if necessary.
There will be a mix of individual and collaborative work as well as a variety of
teaching and learning styles. Collaborative work will often require meeting with peers outside of class time.
Collaboration, when allowed, means working fully with someone in your section.
There can be no collaboration on individual work although you may seek help on Assignments
from me. See the section below regarding the Honor System.
I look forward to reading your thoughtful comments on
course evaluations. Helpful as these comments are, they will not help us during
this semester. They are designed to help me teach future sections of this course.
Please give me feedback, either in person, by voice mail,
by e-mail, or with a note left under my door throughout the semester.
I may periodically call for anonymous feedback from you, and there is a standing invitation
for you to provide it anytime.
Description of the Grading Components
MyStat online work
The materials which come with the text provide basic practice and skill-building.
In-class work
The purpose of our in-class work is to build skills, provide periodic opportunities
for assessment, and to allow for feedback to the student prior to an exam.
Assignments may be weighted differently; some will count more than others.
Most work will be completed in class; others are to be done outside of class.
Books, calculators, materials at the online access from the publisher,
and class notes may be used on all assignments unless otherwise specified.
However, limit your access to solutions until after you have tried the problem yourself.
You may indicate corrections. If the assignment is allowed to be collaborative, a single
copy may be turned in for the group, but all participants must sign the pledge.
Exams
The purpose of an exam is almost entirely assessment. Synthesis
of material is expected on an exam rather than a mere reproduction of items
as covered. Additionally, an exam is designed to provide further
feedback to the student. When a key is posted outside my office,
I expect each student to examine the key prior to asking for additional
feedback. Exams are significantly more difficult than Assignments or homework for several reasons:
the number of problems and timed situation, the expectation of mastery,
and the fact that problems from multiple sections are included (you must know which technique
to use rather than it being a chapter title). In addition, the exams increase in difficulty
throughout the semester because
of the cumulative nature of the material. Students who make a B or better on the first exam have the
best chance of succeeding in the course.
An exam will be individual effort and closed book.
It is possible that you will be assessed with and without technology on various portions of the exam.
Final Exam
The purpose of the final is assessment. The problems will be
designed to combine ideas presented throughout the course. The final
is comprehensive and cumulative. There are no exemptions.
Grading Policy
Each student earns a grade based on meeting standard objective criteria;
I do not "give" grades; rather, I assign grades based on
student performance. Everyone begins with zero.
I assign grades based on the following general guidelines. A grade of
"A" means excellent or superior, not just sufficient. An "A" is
earned by someone who has solidly demonstrated his or her knowledge, has
obviously synthesized the material presented, and has given support to
any claims made. Someone who has generally understood the majority of the
topic and has presented the work fairly well earns a "B". Work that
essentially does the minimum is a "C". Work that reflects the confusion
of the student, somewhat misses the point of the assignment, or is shoddily
done is a "D". Work which totally misses the point, seems to be
done by someone from another planet, or in some other way is very puzzling
to this instructor is "F" material.
I believe that your efforts deserve my careful attention. I try to check
everything you do. There are occasions when I choose to grade quickly;
this enables me to work within my time constraints and return the work
to you in a timely manner. In any event, you may be assured that everyone
in the class is treated similarly. Partial credit is given but is also
taken away; for instance, arithmetic mistakes are minor but are counted.
Most consider me to be a picky grader. I am careful to help you learn!
I grade on your presentation of the thought process involved as well
as the variables and numbers. I should be able to read and understand your
written answer without your supplemental verbal explanation.
A graded item should be readable and demonstrate a logical flow of
appropriate thought. A problem worked without justification is unacceptable.
Worth repeating:
Please recall Southwestern University's Grading System:
"All required work is expected to be completed for
[the grade of C]."
This policy may be applied toward anything in this course,
no matter how much or little it counts.
In particular, since the project should take most of the semester to complete, you must turn in
every required item to succeed in the course.
I may use the involuntarily withdrawal system if there is insufficient evidence of adequate progress.
NO Curving: I do not grade you based on who else may be in your class.
I set standards which I communicate to the class, and then I evaluate how
you as an individual meet these standards. The only grade which might be
altered or curved (and I do not guarantee a curve) is the course grade;
this means after the final has been taken. I also do not round (except,
perhaps, the course grade, and this is not guaranteed); 89.75 is a B+,
not an A-.
I am careful in grading because I assume that you are careful in preparing
your material. I expect you to read any comments I make. Sometimes I make
few written comments but have a general class discussion and/or post a
detailed key. It is important that you understand my grading system, so
if you are puzzled by a grade, please see me.
I use different standards when grading different kinds of work. For
instance, I will be more lenient of errors on a short, in-class assignment that is more of a
learning experience; I will expect a higher standard on take-home assignments and on exams.
For instance, suppose you receive a grade of 90% on an problem in an
active learning session during class when I guide your work through a new topic.
During subsequent classes, more information may be given about what constitutes a good answer,
and more methods might be learned. If you then have a similar problem on a take-home
assignment or exam, the style of the original answer might not receive the same 90% grade.
Items will be weighted based on the level of difficulty, importance,
and time involved. For instance, individual problems on an exam are not
worth the same number of points. Also, elements comprising the Assignment
Average may carry different weights.
I usually use a percentage for each problem. For instance, on an exam,
I may assign 94% or .94 to a problem, which is feedback to you that your work
was basically correct and well presented but was not entirely perfect.
Attendance, Past-Due Assignments
As explained in the Student Handbook, your attendance at each class is required.
It is certainly stating the obvious that this means you need to come on time and stay
the entire time, alert and awake, fully engaged in classroom activities.
In this spirit, any communication devices (cell phones, pagers, etc) should be off in general;
on some rare occasions it may be appropriate to have one on but in a silent mode.
During exams these may only be used for a clock feature or not at all.
Use of classtime for active computer lab use is a privilege; students shall refrain from
distractions such as email or games during class time. In all endeavors, students
shall focus on the task at hand.
Worth repeating:
A student who accumulates absences amounting to a total of
two weeks of class days
or three consecutive class days (excused or unexcused)
will automatically fail the course.
A student may drop a course without
record by the Monday of the sixth week or with record by the Monday in the eleventh week.
I may invoke the involuntary withdrawal procedures for
students who are not progressing in the course, either as evidenced by poor attendance or
lack of work.
A university approved excuse is generally required to make up any
missed exam or in-class assignment. If you know before-hand that you will be gone, you may have to
complete an assignment early.
In general, I prefer email notification of absences rather than voicemail.
It is always the student's responsibility to make up missed work in a timely fashion.
Assignments must be turned in at the beginning of class on the due date unless
otherwise specified. Any assignment not turned in at that time will be penalized one full letter
grade for each 24 hour period that it is overdue. In general, an assignment that
is more than 72 hours overdue will not be accepted.
You may be required to attend talks outside of class time.
Honor System, Some Expectations for Individual and Collaborative Work
We are all very fortunate to have the Honor System here at Southwestern.
In general, professors establish ground rules for acceptable collaboration
or rules for exams, and students follow those rules. You must write out
and sign the honor pledge on all work to be graded. The approved
wording is as follows:
"I have acted with honesty and integrity in producing
this work and am unaware of anyone who has not."
Your signature is also required.
By matriculating at this university, each of you has agreed to uphold this wonderful tradition.
In some cases, resources may be allowed, such as technology, notes,
other material, or collaboration.
An Acknowledgement of Resources Statement
must be submitted with all assignments in which outside resources or collaborations are allowed.
Each graded item will have rules on what is allowed; a student may always ask for clarification.
These rules will be discussed in class.
Unless otherwise specified, work is to be done individually.
When group work is allowed, full collaboration is essential. This does not necessarily mean
that everyone has all of the answers. In some cases, one student may appropriately be at the forefront of
collaborative work while others are in more of a following mode. If, however, someone is
contributing very little or not at all, then obviously that person would need to be excluded
from the pledge. It is possible for people to begin work together but end separately, though that
is unusual; this would be indicated in the Acknowledgement.
When collaboration is allowed, that means with another student from your section in the current semester.
One rule for our class on any exam: a computer algebra system (CAS)
such as found on the TI-89 will not be allowed on the exam. Students with these calculators
will be allowed to use them without the CAS features. Anyone who is unsure of what to use may
ask for a loaner calculator well in advance of the exam.
In addition to the more obvious violations of our Honor System,
such as collaborating on individual work or plagiarism, some examples include, but are not
limited to:
falsifying data,
marking someone as present on the roll sheet who is absent,
including someone in a group pledge who did not collaborate,
discussing "pop" quizzes or exams with someone from another section of the same class,
submitting work done in a previous semester,
unauthorized use of resources (human or inanimate, printed or electronic),
texting or web searching for answers,
having a book or solution manual open during an exam,
listening to or viewing unauthorized pre-recorded notes,
using unauthorized programs on your calculator or electronic device.
It will be a violation of the Honor Code to discuss a pop quiz, an exam, or a final with anyone prior to his or her taking it. Don't say anything about the exam, even whether you thought it hard or easy, to someone taking it later! Unauthorized use of technology or resources will also be a violation of the Honor Code; this includes, but is not limited to, texting or web searching for answers.
Signing the pledge indicates compliance with all rules.
Students "with Disabilities" or who are "Differently-Abled"
Southwestern University will make reasonable accommodations for persons with documented disabilities. Students should contact the Center for Academic Success and Records (CASAR) to determine their eligibility to receive accommodations.
It is the student's responsibility to discuss any necessary
accommodations with the appropriate faculty member in a timely manner.
(Note: This syllabus may be amended.)