Difference between revisions of "Syllabus Stat 202 Spring 2018"

From Sean_Carver
Jump to: navigation, search
 
(49 intermediate revisions by the same user not shown)
Line 1: Line 1:
−
<big> '''Basic Statistics (Stat 202) Spring 2018 Sections 004 & 008 [Under Construction]''' </big>
+
<big> '''Basic Statistics (Stat 202) Spring 2018 Sections 004 & 008''' </big>  
 +
 
 +
'''[[Stat_202_2018S_Course_Materials|(For course materials, click here).]]'''
  
 
'''Instructor:''' <big> Sean Carver, Ph.D., </big> Professorial Lecturer, American University.
 
'''Instructor:''' <big> Sean Carver, Ph.D., </big> Professorial Lecturer, American University.
Line 5: Line 7:
 
'''Contact:'''
 
'''Contact:'''
  
−
* office location (changed since August 1, 2017): Don Myers Building (East Campus), Room 208F
+
* office location (changed since August 1, 2017): Don Myers Technology and Innovation Building (DMTI, East Campus), Room 208F
 
* email: carver@american.edu
 
* email: carver@american.edu
 
* office phone: 202-885-6629
 
* office phone: 202-885-6629
Line 15: Line 17:
 
'''Prerequisite:''' MATH-15x or higher, or permission of department.  No prior knowledge of statistics is assumed.
 
'''Prerequisite:''' MATH-15x or higher, or permission of department.  No prior knowledge of statistics is assumed.
  
−
'''Texts for Class:''' We will discuss the options in class.
+
'''Texts for Class:'''
−
* MyStatLab - Standalone Access Card, ISBN: 9780321694645
+
Because I plan to use MyStatLab for this class, one of the following is required:
−
* DeVeaux, Velleman, Bock, ''Stats: Data and Models, 4th Edition'' Pearson.
+
* '''e-Text subscription:''' MyStatLab - Standalone Access Card, ISBN: 9780321694645.  [http://www.mypearsonstore.com/bookstore/mylab-statistics-standalone-access-card-9780321694645 Buy].  Includes e-Text access during course.  Can be upgraded to second option below, without paying full price twice ($89.70 additional comes up for me).  Upgrade to third option isn't available to me.
−
* DeVeaux, Velleman, Bock, ''Stats: Data and Models, Books a la Carte Edition Plus NEW MyStatLab with Pearson eText -- Access Card Package, 4th Edition,'' ISBN: 978013424390
+
* '''Loose leaf:''' DeVeaux, Velleman, Bock, ''Stats: Data and Models, Books a la Carte Edition Plus NEW MyStatLab with Pearson eText -- Access Card Package, 4th Edition,'' ISBN: 978013424390
−
* DeVeaux, Velleman, Bock, ''Stats: Data and Models Plus NEW MyStatLab with Pearson eText -- Access Card Package, 4th Edition,'' ISBN: 9780133956498
+
* '''Bound hard cover:''' DeVeaux, Velleman, Bock, ''Stats: Data and Models Plus NEW MyStatLab with Pearson eText -- Access Card Package, 4th Edition,'' ISBN: 9780133956498.  [http://www.mypearsonstore.com/bookstore/stats-data-and-models-plus-new-mylab-statistics-with-9780133956498 Buy].
−
* Carver, ''The Data Professor's Guide to Crossing the Thresholds in Basic Statistics''.  Unpublished.  I'll provide this text when the time comes.
+
 
 +
Additional Texts:
 +
* Carver, ''The Data Professor's Guide to Crossing the Thresholds in Basic Statistics''.  Planned publisher: Leanpub (currently unpublished).  I'll provide this text for free when the time comes.
 +
* Carver, ''The Data Professor's Guide to Basic Statistics.''  Unpublished.  Available for free at the following [[Media:The_Data_Professors_Guide_to_Basic_Statistics.pdf|link]].  
 
* Moore, McCabe, Craig, ''Intro to Practice of Statistics, Edition: 7th, 8th, or 9th.'' W.H. Freeman.
 
* Moore, McCabe, Craig, ''Intro to Practice of Statistics, Edition: 7th, 8th, or 9th.'' W.H. Freeman.
  
−
'''Statistical Software:''' StatCrunch (free to AU students).  StatCrunch is very easy to learn, and is a great pedagogical tool.  StatCrunch (web-based software), accessed from a browser with this link:  http://statcrunch.american.edu/.  From this link, StatCrunch is free with AU credentials.  You can also access StatCrunch from StatCrunch.Com but you will need to pay for access through this site.  Free access to StatCrunch will end when you leave AU.
+
'''Learning Management Software:''' MyStatLab from Pearson.  Comes with free subscription to the e-Textbook we will use for the course, which you can upgrade to a loose-leaf hard copy (apparently, for $89.70).  I have not used MyStatLab before in the classroom, so bear with me as we both learn its features.  I have heard great things about it.  You will purchase this product online or from the bookstore (it will be available at the beginning of the second week of class).
 +
 
 +
'''Statistical Software:''' StatCrunch (free to AU students).  StatCrunch is very easy to learn, and is a great pedagogical tool.  StatCrunch (web-based software), accessed from a browser with this link:  http://statcrunch.american.edu/.  From this link, StatCrunch is free with AU credentials.  You can also access StatCrunch from StatCrunch.Com but you will need to pay for access through this site.  Free access to StatCrunch will end when you leave AU.  A third way of opening StatCrunch is through MyStatLab.  This portal will not be available after the class is complete, but during the class it will give you access to all the data sets referenced in the book.  There should also be a link from MyStatLab problems---perhaps the easiest way of opening StatCrunch when solving a homework problem.
  
 
'''Please Bring A Laptops To Class!'''  I will be demonstrating software in class with the idea that you follow along with your own computer.  Additionally, I will be giving problems to solve in class that require a computer.  You may borrow a computer from the library.
 
'''Please Bring A Laptops To Class!'''  I will be demonstrating software in class with the idea that you follow along with your own computer.  Additionally, I will be giving problems to solve in class that require a computer.  You may borrow a computer from the library.
  
−
'''Learning Outcomes:''' These learning objectives may be tweaked and edited throughout the semester.
+
'''Learning Outcomes:''' Consider this list an overview.  I am working on a more detailed list which will be posted [[Stat_202_Objectives|here]].
  
 
By the end of the course, the student should be able to:
 
By the end of the course, the student should be able to:
Line 43: Line 50:
 
* Calculate confidence intervals for means and proportions.
 
* Calculate confidence intervals for means and proportions.
  
−
'''Office Hours:'''  Students are strongly encouraged to come to office hours if they need or want help.  Lately, I have been holding office hours on the weekends as well as during the week.  I encourage students to come on the weekend, if they want help with R, statistical software, or projects, but you can come on the weekend for any reason.  That said, I am in the middle of moving my home to a new apartment, because this is consuming a lot of my time, I have decided to not yet commit to weekend office hours, until I am more settled. Instead:
+
'''Office Hours:'''  Students are strongly encouraged to come to office hours if they need or want help.   
−
 
+
* 1:00 PM - 2:00 PM Mondays and Thursdays
−
* You can make an appointment with me in advance (you are encouraged to do this).
+
* 4:00 PM - 5:00 PM Mondays and Thursdays
−
* You can stop my office, without an appointment, Tuesdays, Wednesdays, and Fridays between 11:30 and 12:30, and between 2:30-3:30, but if I am not expecting you, I may step away from my desk.
+
* MyStatLab has online chat rooms which I intend to experiment with for additional online office hours.  Details to follow.
−
* Weekend office hours coming soon...
+
* If you want to come to office hours, but can't make any of the times listed above, let me know.  I'll consider your schedule when determining the times for my experimental online office hours.  But still, I cannot promising anything.
 +
* If you plan to come in person, I encourage (but don't require) that you to give me a "heads up" by email that you plan to come. If I am not expecting anyone, I may briefly step away from my desk.
  
−
'''SI Leader:''' Colleen Reynolds will be your Supplemental Instruction (SI) leader this fall.  Colleen is a senior majoring in public health, who took my class last fall.  She will be leading one-hour group study-tutoring sessions twice per week for the course. While these session are not mandatory, they are an opportunity for students looking to improve their performance in the class to ask questions, discuss concepts, practice problems, and receive additional help. Colleen’s goal this semester is to help you master the material, enjoy the class, and understand how statistics can be a useful tool for students in any major. If you have questions about the SI program, you can email Colleen at: cr7533a@american.edu. Times and locations will be announced by the end of the second week of class.  More information about the program can be found at: http://www.american.edu/ocl/asac/Supplemental-Instruction-Homepage.cfm
+
'''SI Leader:''' Colleen Reynolds will be your Supplemental Instruction (SI) leader this fall.  Colleen is a senior majoring in public health, who took my class during the fall of 2016.  She will be leading one-hour group study-tutoring sessions twice per week for the course. While these session are not mandatory, they are an opportunity for students looking to improve their performance in the class to ask questions, discuss concepts, practice problems, and receive additional help. Colleen’s goal this semester is to help you master the material, enjoy the class, and understand how statistics can be a useful tool for students in any major. If you have questions about the SI program, you can email Colleen at: cr7533a@american.edu. Times and locations will be announced by the end of the second week of class.  More information about the program can be found at: http://www.american.edu/ocl/asac/Supplemental-Instruction-Homepage.cfm
  
 
'''Tutoring through AU's Academic Support and Access Center.'''  By appointment.  See http://www.american.edu/ocl/asac/Tutor-Services.cfm
 
'''Tutoring through AU's Academic Support and Access Center.'''  By appointment.  See http://www.american.edu/ocl/asac/Tutor-Services.cfm
Line 55: Line 63:
 
'''Tutoring through MATH/STAT tutoring center:'''  Don Myers Building, Room 103, walk-ins welcome.  See http://www.american.edu/cas/mathstat/tutoring.cfm
 
'''Tutoring through MATH/STAT tutoring center:'''  Don Myers Building, Room 103, walk-ins welcome.  See http://www.american.edu/cas/mathstat/tutoring.cfm
  
−
Lab Hours during Fall Semester:
+
Tutoring Lab Hours during last Fall Semester:
  
 
* Monday - Thursday: 11:00 AM - 8:00 PM
 
* Monday - Thursday: 11:00 AM - 8:00 PM
Line 67: Line 75:
  
 
'''Class times and locations:'''
 
'''Class times and locations:'''
−
* Section 002: Tuesdays, Wednesdays(*), and Fridays: 12:55PM-02:10PM in KRWN 302.
+
* Section 008: Mondays, Wednesdays(*), and Thursdays: 11:20 AM - 12:35 PM in DMTI 121.
−
* Section 005: Tuesdays, Wednesdays(*), and Fridays: 09:45AM-11:00AM in KRWN 303.
+
* Section 004: Mondays, Wednesdays(*), and Thursdays: 2:30 PM - 3:45 PM in DMTI 121.
−
* Section 007: Tuesdays, Wednesdays(?), and Fridays: 04:05PM-05:20PM in KRWN 302.
+
* *Wednesdays classes end 15 minutes early.
−
* (*/?) Wednesday classes end 15 minutes early, but this wasn't noted for in the Schedule of Courses for Section 007, will check, but I believe this was an error.
 
  
 
'''Important Dates:'''
 
'''Important Dates:'''
−
* Tuesday, August 29, First Day of Class.
+
* Wednesday, January 17: First Day of Class.
−
* Friday, September 8, Optional Project Brainstorm.
+
* Thursday, February 8: Midterm Exam 1.
−
* Friday, September 22, Midterm.
+
* Week of Monday, March 12: Spring Break, no class.
−
* Friday, September 29,  Optional Project Proposal Due.
+
* Thursday, March 29: Midterm Exam 2.
−
* Friday, October 13, Fall Break, no class
+
* Monday, April 30: Last Day of Class.
−
* Friday, October 27, Optional Project Update Due.
+
* Monday, May 7: Final Exams (see below).
−
* November 21-26: Thanksgiving Break, no class all week.
 
−
* Friday, December 8: Last Day of Class.
 
−
* Saturday, December 9: Optional Projects Due (Hard copy in my mail box.)
 
−
* Friday December 15: Final Exams, see below for times, locations to be decided.  
 
  
 
'''Final Exams:'''
 
'''Final Exams:'''
−
 
+
* For the class that meets MWTh, 11:20 AM - 12:35 PM: Your exam is Monday, May 7, 11:20 AM - 1:50 PM.
−
* For the class that meets TWF, 09:45AM-11:00AM: Your exam is 12/15/2017, 08:10AM-10:40AM.
+
* For the class that meets MWTh, 2:30 PM - 3:45 PM: Your exam is Monday, May 7, 2:30 PM - 5:00 PM.
−
* For the class that meets TWF, 12:55PM-02:10PM: Your exam is 12/15/2017, 11:20AM-01:50PM.
 
−
* For the class that meets TWF, 04:05PM-05:20PM: Your exam is 12/15/2017, 02:30PM-05:00PM.
 
−
 
 
−
'''Optional Extra-credit Projects:'''  I give you the opportunity to complete an '''optional extra-credit''' project.  These projects can be a lot of work, but they can also be, for less extra credit, much less work.  Topics will be different for each person.  Your project must relate to statistics. Your project must involve effort that has an educational benefit to you.  There must be a component of the project that communicates your results to me.  You are encouraged to publish your work on my web server: http://stat370.com/.  It is easiest to do this in R-Markdown and I will show you how.  Unfortunately my server will be down until further notice (perhaps two weeks), as I am moving to a new apartment.  You may also turn in a paper, a PowerPoint presentation, a statistical dashboard (Google this, if you do not know what this is), a YouTube video, etc.  I do not accept submissions by email.  You must turn in a hard copy (hard copy of a link, if it is also posted on my web server).  PowerPoint presentations should be turned in as a printout of the slides -- also, if there is time, you can present the PowerPoint to me during office hours, but it must be before the deadline.  For PowerPoint printouts, black and white, reduced sized, images are fine, as long as they are readable.  Exceptional and brief PowerPoint presentations will be invited to be presented in class, if there is time, and if it furthers the course objectives.  Presenting your work to the class is optional.
 
−
 
 
−
The suggested project involves obtaining data from the web, exploring the data, asking and answering questions with statistics, then communicating the results in a compelling way.  In addition to working with data, there can also be independent study, library research, interviews of statisticians, etc.  Part of your project could be learning a software tool (E.g. R-Markdown) useful for statistics or data science.  If you want to collect your own data, (I actually discourage this), you MUST do it in a scientifically acceptable way. 
 
−
 
 
−
If these projects sound like a lot of work, they can be, but remember that they are optional and extra credit.  You will get some credit for anything you do along these lines, and anything you do will help you.
 
−
 
 
−
If you are thinking of doing a project, please work with me to decide on a project topic.  We will also brainstorm ideas in class.  Pick a topic and a project that excites you.  Your project should relate to your passions, goals, dreams and/or interests.  My idea is that you will really want to do this project which is why I am giving you a lot of freedom to design it.
 
−
 
 
−
Suggested topics (actually, whatever interests you): sports (of various kinds, there are lots of free good data on baseball), entertainment, movies (again good data), law, criminology, government, city planning, architecture, weather, climate, geology, seismology, medicine, epidemiology, health, fitness, biology, evolution, extinction, ecology, math, computer science, statistics, data science, anthropology, ethnic studies, gender studies, history, sociology, culture, tourism, archeology, art, literature, writing, journalism, census, linguistics, finance, economics, business, astronomy, physics, chemistry, library sciences, theology, anything else you can think of.
 
−
 
 
−
Curated data sets exist for many of these topics, although some cost money.  For curated data sets, free or otherwise, you just download them, although sometimes you have to do more work to get the data into a usable format.
 
−
 
 
−
A more advanced technique is to use a "web scraper" which masquerades as a browser and pulls data directly from the web.  One student was successful at doing this recently (she used a website dedicated to this effort).  Some websites have their own Application Programming Interfaces (API) which facilitate this process (examples: twitter, facebook, linked in).  These more advanced techniques may be difficult, and often involve computer programming.  I am a computer programmer, but I do not have a lot of experience with web scraping.  That said, I have a lot of books on the subject and would love to learn how.  If you are interested, let's try it together during office hours. 
 
−
 
 
−
Last Spring, I gave some students extensive help on their projects.  Help does not count against you, even extensive help.  Many other students did not ask for help, and that is OK, too.  Of course, some students chose to not even do a project, which was also fine.  (If you don't do a project, you won't get any extra credit, but it won't count against you, either).  Anything you choose is fine with me, but if you want help, ask early and come to office hours in the beginning, and all throughout the semester.  Things can get busy toward the end, both for you and for me.  Starting early will also give you more time, and you will need time to do these projects well.  You can also get help from other sources (family, friends, other professors, etc), but you must disclose the help you receive in writing in an "acknowledgements" section, when you turn it in.  That said, I encourage you to get help, if you need or want it, as long as you do not take credit for others' work.  Along these same lines, cite your sources.  You must also cite the source(s) of your data.
 
−
 
 
−
Data discussion and initial project brainstorm, Thursday, July 6:
 
−
: You can get extra credit (3 quiz points) for doing the data discussion preparation whether or not you choose to do a project. You must be present in class on Thursday, July 6, to get the points, and you must both participate in the discussion in class and turn in (that same day) a short written piece (one or a few paragraphs) describing your experience with the assignment and answering the questions below.  To complete the assignment, pick a topic, suggestions are listed above.  See what data you can find on the web concerning this topic.  Use Google, and start with the key words "data" and your topic.  Are the data you find free or do they cost money?  Can you download the data set or do you need a computer program (or hand copy) to pull them off the web?  If you can download the data, can you load it into StatCrunch or do the data require "munging" to be used by StatCrunch?  Then answer the following questions:  What are the cases, and what are variables?  (If there are many variables, what are some of the ones that are of interest to you?)  Spend at least 45 minutes on this assignment.  If you finish with your first topic in less than 45 minutes, try another topic.
 
−
 
 
−
The project proposal, Thursday, July 13:
 
−
:Turn in one or a few paragraphs describing what you would like to do.  You are encouraged to discuss your project idea with me, both before and after you submit your proposal.
 
−
 
 
−
The project update, Thursday, July 27:
 
−
:Turn in several paragraphs describing what you have done so far and what problems you have run into.  Most important: include a plan for completing your project.
 
−
 
 
−
Final projects due August 10 (Thursday, last day of class):
 
−
:There are various allowed formats for the final project write up (paper, PowerPoint Presentation, Data Dashboard, YouTube video, etc, described above).  Whatever format you choose, your final projects must have an addendum titled "behind the scenes" which describes how you did the project and where you got your data, and must also include an acknowledgements section.  Additionally, optional sections may include "dead-ends" and "dreams for the future" for which you will get credit for things that did not work, or good ideas you had which you did not have time to implement. Creativity will be rewarded!
 
−
 
 
−
Grades will be awarded as percentage points added to your final score.  Typically, this will be up to 3 percentage points added to your final grade.  A perfect "3" will generally be a project which is a good start of something that looks promising for publication.  Fractional scores (e.g. 2.5) may also be awarded.  Some credit will be given for partially completed projects, but you must complete the milestones by the deadlines.
 
  
 
'''Tentative grading scheme:'''
 
'''Tentative grading scheme:'''
Line 125: Line 96:
 
!width="50"|PERCENT
 
!width="50"|PERCENT
 
|-
 
|-
−
| Quizzes
+
| Homework
−
| 40%
+
| 25%
 
|-
 
|-
−
| Midterm
+
| Midterm Exam 1
−
| 10%
+
| 20%
 
|-  
 
|-  
 +
| Midterm Exam 2
 +
| 20%
 +
|-
 
| Final Exam
 
| Final Exam
−
| 40%
+
| 25%
 
|-
 
|-
−
| Attendance and Participation
+
| Attendance
 
| 10%
 
| 10%
−
|-
 
−
| Extra Credit Data Discussion Preparation Write-up
 
−
| + 3 Quiz Points
 
−
|-
 
−
| Extra Credit Project
 
−
| + 0-3%
 
 
|}
 
|}
  
−
'''Quizzes and Exams:'''  Quizzes are worth 40% of your grade.  The Midterm is worth 10%.  The Final is worth 40%. For both the quizzes and the exams, you will have access to a computer.  Specifically, you will permitted to use R, R-studio, StatCrunch and a calculator app.  You will not be able to do Google searches, access this website, or use your computer in any other way, unless specifically cleared by the instructor.  All problems that require computer use on the final will be problems that can be solved with StatCrunch, however quizzes may contain problems that require R and R-studio.   There may not be a quiz every day, in fact usually it will be once a week. Nevertheless, be prepared to take a quiz during every class (except the first two).  Quizzes will take place toward the beginning of the class, so show up on time.  Note that your lowest 5 quiz scores will be dropped.  This large number of dropped quizzes is to accommodate students who occasionally need to miss class or arrive late.  There will be absolutely no make-up quizzes, as the solutions to the quizzes will be discussed in class immediately after the quiz.  Absences on exam days must be excused through the Dean of Students, who needs to send a letter to me indicating that they excuse your absence.  If excused through the Dean of Students, you do not need to disclose the reason to me.
+
'''Homework Problems:'''  I currently plan to assign all homework through MyStatLab.  I plan to have Monday due dates each week.  Both plans may change.  
 +
There will be nothing due the first Monday: MyStatLab should be in the bookstore by the first Monday.  We may work on homework problems in class, but assignments may require time outside of class for completion.  Please keep me updated about how long these assignments take, and if there are any problems that are especially difficult, or problems you find not particularly enlightening.
  
−
'''Homework Problems:'''  I will pass out homework problems, but I will not collect them.  We will work on the problems in class, and I will go over the answers, as well.  You are encouraged to complete homework problems that you do not finish in class, on your own.  You are also encouraged to use these problems to review.
+
'''Exams:'''  You will need your computer.  You can borrow a computer from the library, if needed.  You will have access to StatCrunch.  You will not be able to do Google searches, access this website, or use your computer in any other way, unless cleared by instructor.  Absences on exam days must be excused through the Dean of Students, who needs to send a letter to me indicating that they excuse your absence.  If excused through the Dean of Students, you do not need to disclose the reason to me.
  
−
'''Attendance and Participation:''' You are expected to attend every class. However, there can be compelling reasons why you need to miss class, once in a while.  Please email me if you are not going to attend.  If we have a quiz that day, it will need to be one of the 5 I drop.  I may not take attendance every class, but I am usually aware if a student misses frequently, and if that is you, you lose all credit in this category (10%, but you will get a warning, first).  Please drop the class if you cannot attend regularly.  Though my policy on attendance is pretty liberal, you are warned not to abuse it.  Coming to class is very important for learning the material.  Every day builds upon the material previously, and missing class puts you at a disadvantage, even if it is for a good reason.
+
'''Attendance:''' You are expected to attend every class. However, there can be compelling reasons why you may need to miss class, once in a while.  You must email me if you are not going to attend within 24 hours after the class.  Please indicate the reason, unless your absence is being excused by the Dean of Students---in which case, let me know this.  Absences are OK only occasionally and only for good reasons (such as sick, religious holidays for faith you practice, varsity meets for a team you are on, etc---not a complete list).  If you need to miss more than occasionally, even if it's for good a good reason, please consider dropping the class.  If you miss one or more times unexcused, or more than occasionally excused (not counting those excused through official channels) you may receive an "early warning." After your warning you are in danger of losing all credit in this category.  Every day builds upon the material previously covered, and missing class puts you at a disadvantage, even if it is for a good reason.
  
−
'''Class Etiquette:''' Please give the class your full attention and refrain from talking, texting, surfing the web, and similar distractions.  If it is clear to other students that you are not paying attention, it will be harder for them to pay attention to me.  This statement is true in general, but it is especially true if you are talking. Also, it can also be harder for me to give good lectures, when it is clear that not everyone is paying attention.  Like you, your classmates are paying a lot of money to be here.  Have some respect for your fellow students!  Otherwise you are negatively impacting their educational experience, which isn't fair to them.  If you need to attend to something urgently, it is OK to excuse yourself from the classroom. Please be warned that if people are not following this request, I may reread this statement to the class. 
+
'''Class Etiquette:''' Please participate in class by asking questions when you do not understand something.  Invariably other students benefit from these questions.  Please engage in discussions, and please engage with the class, generally. I find it easier to give good lectures when students are asking questions, and engaging with the material.
  
−
Please participate in class by asking questions when you do not understand something.  Invariably other students benefit from these questions.  Please engage in discussions, and please engage with the class, generally.  I find it easier to give good lectures when students are asking questions, and engaging with the material.
+
Please give the class your full attention and refrain from talking, texting, surfing the web, and similar distractions.  If it is clear to other students that you are not paying attention, it will be harder for them to pay attention to me.  This statement is true in general, but it is especially true if you are talking. Also, it can also be harder for me to give good lectures, when it is clear that not everyone is paying attention.  Like you, your classmates are paying a lot of money to be here.  Please have some respect for the others in the room.  If you need to attend to something urgently, it is OK to excuse yourself from the classroom.  Please be warned that if people are not following this request, I may reread this statement to the class.
  
 
'''Academic Integrity:'''  ''Cheating is not acceptable and will not be tolerated.''  Consider this:  in subtle ways, cheating to get a better grade on an exam can result in ''lowering'' the grades of some of your classmates.  Certainly this is true when a specific curve is used to assign grades.  Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams.  As required by the policy of American University, I will report '''all''' suspected cases of cheating to the Dean's office who will proceed to investigate and adjudicate the issues.  Cheating is giving or receiving unauthorized assistance on quizzes or exams, from other students or other people, from notes, from books, or from the web.  When inappropriate copying between students is caught, both parties may be culpable.
 
'''Academic Integrity:'''  ''Cheating is not acceptable and will not be tolerated.''  Consider this:  in subtle ways, cheating to get a better grade on an exam can result in ''lowering'' the grades of some of your classmates.  Certainly this is true when a specific curve is used to assign grades.  Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams.  As required by the policy of American University, I will report '''all''' suspected cases of cheating to the Dean's office who will proceed to investigate and adjudicate the issues.  Cheating is giving or receiving unauthorized assistance on quizzes or exams, from other students or other people, from notes, from books, or from the web.  When inappropriate copying between students is caught, both parties may be culpable.

Latest revision as of 17:30, 7 February 2018

Basic Statistics (Stat 202) Spring 2018 Sections 004 & 008

(For course materials, click here).

Instructor: Sean Carver, Ph.D., Professorial Lecturer, American University.

Contact:

  • office location (changed since August 1, 2017): Don Myers Technology and Innovation Building (DMTI, East Campus), Room 208F
  • email: carver@american.edu
  • office phone: 202-885-6629

Course Description (from department website): Data presentation, display, and summary, averages, dispersion, simple linear regression, and correlation, probability, sampling distributions, confidence intervals, and tests of significance. Use of statistical software both to analyze real data and to demonstrate and explore concepts. Four credit hours.

A Word of Warning: The Math/Stat Department at AU teaches STAT 202 to prepare students to use statistics in advanced courses required for many majors. Thus the STAT 202 instructor does not always have the luxury of setting the most comfortable and easy pace through the course material. The pace will be determined by what we need to cover for your future classes. There is a lot of material in the curriculum, so be prepared to work hard and spend a lot of time studying outside of class.

Prerequisite: MATH-15x or higher, or permission of department. No prior knowledge of statistics is assumed.

Texts for Class: Because I plan to use MyStatLab for this class, one of the following is required:

  • e-Text subscription: MyStatLab - Standalone Access Card, ISBN: 9780321694645. Buy. Includes e-Text access during course. Can be upgraded to second option below, without paying full price twice ($89.70 additional comes up for me). Upgrade to third option isn't available to me.
  • Loose leaf: DeVeaux, Velleman, Bock, Stats: Data and Models, Books a la Carte Edition Plus NEW MyStatLab with Pearson eText -- Access Card Package, 4th Edition, ISBN: 978013424390
  • Bound hard cover: DeVeaux, Velleman, Bock, Stats: Data and Models Plus NEW MyStatLab with Pearson eText -- Access Card Package, 4th Edition, ISBN: 9780133956498. Buy.

Additional Texts:

  • Carver, The Data Professor's Guide to Crossing the Thresholds in Basic Statistics. Planned publisher: Leanpub (currently unpublished). I'll provide this text for free when the time comes.
  • Carver, The Data Professor's Guide to Basic Statistics. Unpublished. Available for free at the following link.
  • Moore, McCabe, Craig, Intro to Practice of Statistics, Edition: 7th, 8th, or 9th. W.H. Freeman.

Learning Management Software: MyStatLab from Pearson. Comes with free subscription to the e-Textbook we will use for the course, which you can upgrade to a loose-leaf hard copy (apparently, for $89.70). I have not used MyStatLab before in the classroom, so bear with me as we both learn its features. I have heard great things about it. You will purchase this product online or from the bookstore (it will be available at the beginning of the second week of class).

Statistical Software: StatCrunch (free to AU students). StatCrunch is very easy to learn, and is a great pedagogical tool. StatCrunch (web-based software), accessed from a browser with this link: http://statcrunch.american.edu/. From this link, StatCrunch is free with AU credentials. You can also access StatCrunch from StatCrunch.Com but you will need to pay for access through this site. Free access to StatCrunch will end when you leave AU. A third way of opening StatCrunch is through MyStatLab. This portal will not be available after the class is complete, but during the class it will give you access to all the data sets referenced in the book. There should also be a link from MyStatLab problems---perhaps the easiest way of opening StatCrunch when solving a homework problem.

Please Bring A Laptops To Class! I will be demonstrating software in class with the idea that you follow along with your own computer. Additionally, I will be giving problems to solve in class that require a computer. You may borrow a computer from the library.

Learning Outcomes: Consider this list an overview. I am working on a more detailed list which will be posted here.

By the end of the course, the student should be able to:

  • Use and understand common statistical terminology.
  • Understand data collection methods including designed experiments and sampling methods.
  • Know when to use stem plots, histograms, pie charts, bar charts, and box plots to describe a given distribution.
  • Calculate and interpret the measures of center and spread.
  • Understand the concepts of correlation and linear regression.
  • Understand the concepts of randomness and probability.
  • Understand and interpret probability distributions such as the normal, student's t- and chi-square distributions.
  • State the central limit theorem and understand the concept of a sampling distribution.
  • Understand the paradigms of tests of significance, including what a p-value is.
  • Perform tests of significance involving means and proportions, both one and two samples.
  • Calculate confidence intervals for means and proportions.

Office Hours: Students are strongly encouraged to come to office hours if they need or want help.

  • 1:00 PM - 2:00 PM Mondays and Thursdays
  • 4:00 PM - 5:00 PM Mondays and Thursdays
  • MyStatLab has online chat rooms which I intend to experiment with for additional online office hours. Details to follow.
  • If you want to come to office hours, but can't make any of the times listed above, let me know. I'll consider your schedule when determining the times for my experimental online office hours. But still, I cannot promising anything.
  • If you plan to come in person, I encourage (but don't require) that you to give me a "heads up" by email that you plan to come. If I am not expecting anyone, I may briefly step away from my desk.

SI Leader: Colleen Reynolds will be your Supplemental Instruction (SI) leader this fall. Colleen is a senior majoring in public health, who took my class during the fall of 2016. She will be leading one-hour group study-tutoring sessions twice per week for the course. While these session are not mandatory, they are an opportunity for students looking to improve their performance in the class to ask questions, discuss concepts, practice problems, and receive additional help. Colleen’s goal this semester is to help you master the material, enjoy the class, and understand how statistics can be a useful tool for students in any major. If you have questions about the SI program, you can email Colleen at: cr7533a@american.edu. Times and locations will be announced by the end of the second week of class. More information about the program can be found at: http://www.american.edu/ocl/asac/Supplemental-Instruction-Homepage.cfm

Tutoring through AU's Academic Support and Access Center. By appointment. See http://www.american.edu/ocl/asac/Tutor-Services.cfm

Tutoring through MATH/STAT tutoring center: Don Myers Building, Room 103, walk-ins welcome. See http://www.american.edu/cas/mathstat/tutoring.cfm

Tutoring Lab Hours during last Fall Semester:

  • Monday - Thursday: 11:00 AM - 8:00 PM
  • Friday: 11:00 AM - 3:00 PM
  • Sunday: 3:00 PM - 8:00 PM
  • Saturday: Closed
  • Contact: Dr. Behzad Jalali
  • Phone: 202-885-3154
  • Alt Phone: 202-885-3120
  • E-mail: bjalali@american.edu

Class times and locations:

  • Section 008: Mondays, Wednesdays(*), and Thursdays: 11:20 AM - 12:35 PM in DMTI 121.
  • Section 004: Mondays, Wednesdays(*), and Thursdays: 2:30 PM - 3:45 PM in DMTI 121.
  • *Wednesdays classes end 15 minutes early.

Important Dates:

  • Wednesday, January 17: First Day of Class.
  • Thursday, February 8: Midterm Exam 1.
  • Week of Monday, March 12: Spring Break, no class.
  • Thursday, March 29: Midterm Exam 2.
  • Monday, April 30: Last Day of Class.
  • Monday, May 7: Final Exams (see below).

Final Exams:

  • For the class that meets MWTh, 11:20 AM - 12:35 PM: Your exam is Monday, May 7, 11:20 AM - 1:50 PM.
  • For the class that meets MWTh, 2:30 PM - 3:45 PM: Your exam is Monday, May 7, 2:30 PM - 5:00 PM.

Tentative grading scheme:

ITEM PERCENT
Homework 25%
Midterm Exam 1 20%
Midterm Exam 2 20%
Final Exam 25%
Attendance 10%

Homework Problems: I currently plan to assign all homework through MyStatLab. I plan to have Monday due dates each week. Both plans may change. There will be nothing due the first Monday: MyStatLab should be in the bookstore by the first Monday. We may work on homework problems in class, but assignments may require time outside of class for completion. Please keep me updated about how long these assignments take, and if there are any problems that are especially difficult, or problems you find not particularly enlightening.

Exams: You will need your computer. You can borrow a computer from the library, if needed. You will have access to StatCrunch. You will not be able to do Google searches, access this website, or use your computer in any other way, unless cleared by instructor. Absences on exam days must be excused through the Dean of Students, who needs to send a letter to me indicating that they excuse your absence. If excused through the Dean of Students, you do not need to disclose the reason to me.

Attendance: You are expected to attend every class. However, there can be compelling reasons why you may need to miss class, once in a while. You must email me if you are not going to attend within 24 hours after the class. Please indicate the reason, unless your absence is being excused by the Dean of Students---in which case, let me know this. Absences are OK only occasionally and only for good reasons (such as sick, religious holidays for faith you practice, varsity meets for a team you are on, etc---not a complete list). If you need to miss more than occasionally, even if it's for good a good reason, please consider dropping the class. If you miss one or more times unexcused, or more than occasionally excused (not counting those excused through official channels) you may receive an "early warning." After your warning you are in danger of losing all credit in this category. Every day builds upon the material previously covered, and missing class puts you at a disadvantage, even if it is for a good reason.

Class Etiquette: Please participate in class by asking questions when you do not understand something. Invariably other students benefit from these questions. Please engage in discussions, and please engage with the class, generally. I find it easier to give good lectures when students are asking questions, and engaging with the material.

Please give the class your full attention and refrain from talking, texting, surfing the web, and similar distractions. If it is clear to other students that you are not paying attention, it will be harder for them to pay attention to me. This statement is true in general, but it is especially true if you are talking. Also, it can also be harder for me to give good lectures, when it is clear that not everyone is paying attention. Like you, your classmates are paying a lot of money to be here. Please have some respect for the others in the room. If you need to attend to something urgently, it is OK to excuse yourself from the classroom. Please be warned that if people are not following this request, I may reread this statement to the class.

Academic Integrity: Cheating is not acceptable and will not be tolerated. Consider this: in subtle ways, cheating to get a better grade on an exam can result in lowering the grades of some of your classmates. Certainly this is true when a specific curve is used to assign grades. Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams. As required by the policy of American University, I will report all suspected cases of cheating to the Dean's office who will proceed to investigate and adjudicate the issues. Cheating is giving or receiving unauthorized assistance on quizzes or exams, from other students or other people, from notes, from books, or from the web. When inappropriate copying between students is caught, both parties may be culpable.

Public Service Announcement: A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends. While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention, so I am honoring her request by attaching the list she gave me:

Sexual Assault Resources

  • It’s never the survivor’s fault. There are many people you can talk to if you or someone you care about has been sexually assaulted:
  • AU's Sexual Assault Prevention Coordinator Daniel Rappaport (rappapor@american.edu)
  • AU's Coordinator for Victim Advocacy Sara Yzaguirre (sarayza@american.edu)
  • DC SANE Program (Sexual Assault Nurse Examiner) 1-800-641-4028
  • The only hospital in DC area that gives Physical Evidence Recover Kits (rape kits) is Medstar Washington Hospital
  • DC Rape Crisis Center: 202-333-7273
  • Students found responsible for sexual misconduct can be sanctioned with penalties that include suspension or expulsion from American University, and they may be subject to criminal charges
  • If you want to submit a formal complaint against someone who has sexually assaulted you, harassed you, or discriminated against you based on your gender identity or sexual orientation, you can do so online at http://www.american.edu/ocl/dos/, or contact the Dean of Students at dos@american.edu or 202-885-3300. These are Title IX violations, and universities are legally required to prohibit these actions.
  • Resources on campus that are required to keep what you tell them confidential are Daniel Rappaport, Sara Yzaguirre, ordained chaplains in Kay, and counselors at the counseling center. (OASIS may also belong here but it didn't exist when this list was created.)
Retrieved from "https://seancarver.org/index.php?title=Syllabus_Stat_202_Spring_2018&oldid=3114"