Applied Statistics	Spring 2007	Mr. Glen Just
Math 332 – 01	2:00-2:50 pm MWF	Office S302 Ext. 2310
3 sem. hrs.	Room S304	glen.just@ashford.edu

Office Hours

Mon

Tue

Wed

Thu

Fri

11:00 – 11:50

1:00 – 1:50

11:00 - 11:50

11:00 – 11:50

1:00 – 1:50

11:00 – 11:50

Ashford University Mission:

The mission of Ashford University is to provide accessible, affordable, innovative, high-quality learning opportunities and degree programs that meet the diverse needs of individuals pursuing integrity in their lives, professions, and communities.

Course Description:

This course covers tabulation and graphing techniques, measures of central tendency, measures of dispersion, population and sample distributions, probability, central limit theorem, estimation, and parametric and non-parametric hypothesis testing. Students will use computer technology to analyze data, reach appropriate conclusions and produce statistically valid projects. Prerequisite: Successful completion of the Mathematics, Computer and Communication competencies.

Required Course Materials:

Textbook: Introductory Statistics, 7th ed., by Neil Weiss (Addison Wesley publ), bundled with student version of Minitab statistical program. Computer: Students must possess a laptop with MS Office (at least Word, Excel, Power Point), e-mail, web browser, and Minitab.

Course Design:

A. Instruction: Primary medium of instruction will be small group and class discussions. Students are expected to read the material presented in the course text plus information from other sources. Students are expected to understand and be able to explain the reasoning and theories behind statistical procedures. Specific examples are presented in the course text that demonstrate the correct usage of formulas and statistical techniques.

B. Assignments: Three case study problems will be assigned pertaining to the material covered in course text. These case studies are worth 100 points each for the first two and 200 points for the third one for a total of 400 possible points. Each case study must be completed by the specified due date in the appropriate format (see evaluation rubric). Submitting an assignment that is not the work of the individual student will result in a zero for the assignment. Subsequent attempts at plagiarism or any other form of cheating will result in dismissal from the course and possible dismissal from the college (see college catalog).

C. Computer laboratory: In addition to the required coursework, a computer application lab will be used for all students as part of the instruction and on an optional basis for enrichment. A statistical program will be used to demonstrate the techniques and concepts learned in class. The program has the capability of finding solutions to the assigned problems and will be used by the students to generate their answers. The individual student is responsible for spending adequate computer time outside of the normal class/lab sessions to learn the computer program. Student versions of the program are included in the bundle with the course text when purchased through the university bookstore. Tutorials on using the software are available through the Blackboard portal for this course.

Course Outcomes/Objectives: (assessments in parentheses).

A. Summarize statistical data numerically and graphically (discussions, projects).

B. Utilize probability in decision-making (discussions, projects).

C. Select and utilize appropriate parametric tests consistent with the type of data and the question to be answered (discussions, projects).

D. Select and utilize appropriate non-parametric tests consistent with the type of data and the question to be answered (discussions, projects).

E. Reach and defend conclusions using computer technology and a statistical software package (projects).

Program Level Outcomes:

Mathematics Endorsement: This course meets the Iowa Department of Education “statistics” requirement for teacher certification in elementary and secondary mathematics. Other Ashford University Programs: This course meets the collateral specified requirements of statistics in the Accounting and Professional Accounting, Business Administration degrees as well as the Liberal Arts degree with concentrations in Environment, Science, Behavior and the Social Science degree with a concentration in Human Services. Assessment of successful completion is made through the discussions and projects.

Institutional Outcomes: Graduates of Ashford University –

Demonstrate the ability to read and think critically and creatively
Demonstrate the ability to communicate effectively in speech and writing.
Demonstrate the ability to communicate effectively through the use of technology
Demonstrate self-worth and respect the diversity in others
Understand the interdependence of life in all its forms
Demonstrate competence in their major fields of study
Share talents and resources in service to others
Are able to draw information from different fields of study to make informed decisions.
Recognize learning as a life long endeavor

Attendance Policy:

Each student is expected to attend the class regularly and contribute to the learning experience for all students enrolled during class and through Blackboard discussions. Students are expected to ask questions, in class or through Blackboard, on material that they do not understand and to actively offer answers to questions posed during the class sessions and within the discussion board. There are no unexcused absences. In effect any absence is considered excused, however, students who are not in class or do not meet regularly with their team cannot participate and therefore their overall grade could suffer through their peer evaluations.

Evaluation: Course grade will be determined by case studies and discussion questions.

A. Case study projects are prepared by teams typically consisting of four to six students. The MLA formatted research papers are to be submitted using Blackboard no later than the date specified by the instructor. Late assignments will only be accepted for full credit provided the instructor determines that a valid reason existed for it being late. Otherwise, assignments will receive ten-percent lower credit for each day it is late and assignments more than four days late will not be accepted. All written answers must be in complete sentences. Assignments that do not meet the specified requirements will not receive full credit. There will be 3 case studies for a total of 400 points. Each case study will be graded using three evaluation rubrics (see evaluation rubrics below). One rubric will assess the written paper, a second will assess the in class presentation and the third is a peer evaluation completed by the team members. Turning in the work of another student as one's own or allowing your assignment to be copied by another student is plagiarism and will result in a zero for the assignment. Subsequent attempts at cheating or any kind will result in failure in the course and possible dismissal from the college (see college catalog).

B. Discussion questions will be presented to the students at various times during the semester. These questions might be presented during class, via email or on the Blackboard discussion page. Each student is expected to thoughtfully respond to the discussion questions and the comments of other students. The points awarded for the discussions will be determined by a combination of the number of postings, the depth and range of the postings, and their uniqueness. The instructor will specify the point value of the discussion question and the minimum postings to obtain a passing grade, e.g. at least three new postings and at least two responses to other student postings. Students are expected to treat the comments made by other students with respect and to use proper English when posting their comments. If a student does not post his or her responses to the discussion question during the time it is available, he or she can complete a 5 page MLA paper for each in-class discussion missed. The paper must be submitted within 48 hours of discussion and must contain at least three resources besides course text.

Grading scale: Final average will be obtained by dividing the total number of points accumulated by the student by the number 5. Any student who does not participate in the final assessment activity (final case study) will receive an automatic failure (school policy). The following grading scale will be used (the numbers corresponding to the letter grades are given in percentages):

98 – 100 = A+	93 – 97 = A	90 – 92 = A‑	Case studies	400
87 – 89 = B+	83 – 86 = B	80 – 82 = B‑	Discussions	100
77 – 79 = C+	73 – 76 = C	70 – 72 = C‑	----------------	-----
67 – 69 = D+	63 – 66 = D	60 – 62 = D-	Total	500
Below 60 = F

NOTE: Current University policy does not permit the recording of A+.

Academic Integrity:

The academic community of the University believes that one of the goals of an institution of higher learning is to strengthen academic integrity and responsibility among its members. To this end the University throughout its history has emphasized the importance of sound judgment and a personal sense of responsibility in each student. All members of the academic community are expected to abide by the highest standards of academic integrity.

Academic dishonesty is a serious offense at the University because it undermines the bonds of trust and personal responsibility between and among students and faculty, weakens the credibility of the academic enterprise, and defrauds those who believe in the value and integrity of the degree. Academic dishonesty may take several forms:

Cheating: Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise (test, essay, etc.).

Fabrication: Intentional and unauthorized falsification or invention of any information or citation in an academic exercise.

Facilitating academic dishonesty: Intentionally or knowingly helping or attempting to help another student commit a breach of academic integrity.

Plagiarism: Representing the words or ideas of another as one’s own in any academic exercise.

A student who commits an act of academic dishonesty may face disciplinary action ranging from failure to receive credit on an academic exercise to dismissal from the University. Procedures for implementing this policy are listed in the student and faculty handbooks.

Accommodations:

In accordance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, Ashford University prohibits discrimination on the basis of a disability. Ashford University is committed to providing an equal opportunity to access a full educational experience and reasonable accommodations will be granted to students who qualify.

Students are responsible for disclosing disability information and requesting such accommodation through the Campus Registrar, Sister Kathy Holland at 563-242-4153 x1261 or the University Registrar, Sheri Jones at 866-974-5700 x2291or e-mail registrar@ashford.edu. Documentation for the disability must be provided annually by a qualified health care professional. The determination of reasonable accommodation resides with the Office of the University Registrar.

Tentative Schedule of Classes

Notice: The topics indicated will be discussed in class on or near the dates indicated. This schedule for the topics is tentative and may be altered as necessary during the semester. The related materials must be read BEFORE the indicated class.

January

22 Introduction, Syllabus, Blackboard, 1.1 Two Kinds of Statistics

24 1.2 The Technology Center, 1.3 Simple Random Sampling,

26 1.4 Other Sampling Designs, 1.5 Experimental Design

29 2.1 Variables and Data, 2.2 Grouping Data,

31 2.3 Graphs and Charts, 2.4 Stem-and-Leaf Diagrams

February

02 2.5 Distribution Shapes, 2.6 Misleading Graphs

05 3.1 Measures of Center, 3.2 Sample Mean

07 3.3 Measure of Variation, 3.4 Five number Summary

09 3.5 Descriptive Measures, 4.1 Probability Basics

12 4.2 Events, 4.3 Rule of Probability, 4.4 Contingency Tables

14 4.5 Conditional Probability, 4.6 Multiplication Rule

16 4.7 Bayes' Rule, 4.8 Counting Rules

19 President’s Day – No Classes

21 5.1 Discrete Random Variables and Probability Distributions, 5.2 Mean and Standard Deviation

23 5.3 Binomial Distribution, 5.4 Poisson Distribution (opt. Hyper-Geometric distribution)

26 6.1 Normally Distributed Variables, 6.2 Areas Under the Standard Normal Curve

28 Presentations of case study 1

March

02 Presentations of case study 1 (continued)

05 6.3 Working with Normal Variables, 6.4 Assessing Normality

07 6.5 Normal Approximation to Binomial Distribution, 7.1 Sampling Error

09 7.2 Mean and Standard Deviation, 7.3 Sampling Distribution of the Mean

12 8.1 Estimating a Population Average, 8.2 Confidence Interval for m (known s)

14 8.3 Margin of Error, 8.4 Confidence Interval for m (unknown s)

16 9.1 Hypothesis Testing, 9.2 Terms, Errors, Hypotheses

19-23 Spring Break – No Classes

26 9.3 Test for Single Mean (known s), 9.4 Type II Error Probabilities (Power)

28 9.5 P-values, 9.6 Test for Single Mean (unknown s)

30 9.7 Wilcoxon Signed Rank Test, 9.8 Which Procedure Should Be Used?

April

02 10.1 Difference of Two Means (independent samples), 10.2 Inferences for Two Means (Independent Samples, s₁ = s₂)

04 10.3 Inferences for Two Means (Independent Samples, s₁ ¹ s₂), 10.4 Mann-Whitney Test

06 10.5 Inferences for Two Means (paired samples), 10.6 Paired Wilcoxon Signed Rank Test, 10.7 Which Procedure Should Be Used?

09 11.1 Inferences for One Population Standard Deviation, 11.2 Inferences for Two Population Standard Deviations

11 Presentations for case study 2

13 Presentations for case study 2 (continued)

16 12.1 Confidence Intervals for One Population Proportion, 12.2 Hypothesis Test for One Proportion, 12.3 Inferences for Two Proportions (independent samples)

18 13.1 Chi-Square Distribution, 13.2 Goodness of Fit

20 13.3 Contingency Tables, 13.4 Independence Test

23 14.1 Linear Equations with One Independent Variable, 14.2 Regression Equation

25 14.3 Coefficient of Determination, 14.4 Linear Correlation

27 15.1 Regression Model, 15.2 Analysis of Residuals, 15.3 Estimation and Prediction

30 15.4 Inferences in Correlation, 15.5 Tests for Normality

May

02 16.1 The F-Distribution, 16.2 One-Way ANOVA (Logic), 16.3 One-Way ANOVA (Procedure)

04 16.4 Multiple Comparisons, 16.5 Kruskal-Wallis Test

09 Presentations for case study 3 (1:00p to 3:00p)

Statistics Research Paper Rubric

Group: _____________________________________

Members: ______________________________________________________________________

________________________________________________________________________________

Criteria

Max Pts

Earned

Introduction:

Overview – Topic identified

Problem(s) stated

Content:

Addressed the topic

Integrated appropriate research source(s)

Presented personal comments/observation/perspectives within context of topic

Accuracy and conclusions:

Reflected correct statistical methods

Summarized materials presented and made appropriate conclusion(s)

MLA Style: This paper must follow the current MLA guidelines:

No title Page

Body of Paper

Internal citations

Reference Page

Composition:

Outstanding-10 Clear, vivid writing. Paper speaks to topic in consistent and appropriate voice, sharply focused, insightful, and persuasive, with an incisive, pleasing form. Very carefully proofed and free of mechanical errors.

Very Good-8 Clear, logical writing. Vivid and persuasive. Thoughtful ideas coherently presented; well-formed paper, carefully proofed with few mechanical errors.

Good-6 Simple, logical writing. Conventional in its details, thinking, and expression. Well-structured paper, proofed yet errors are evident.

Poor – 4 Writing is not logical in places. Use of slang or inappropriate terminology. Numerous spelling and grammar errors.

Unsatisfactory-2 Confused, unclear, wandering off topic. Fails to focus on topic. Inappropriate voice. Not adequately proofed with substantial mechanical errors.

Graphics:

Related directly to the material presented

Clearly demonstrated relations, patterns, etc.

Reflected statistical statements and conclusions presented.

Color and labeling appropriate for aesthetics and clarity.

Total Points Possible

Group Presentation Rubric

Topic: __________________________________ Date: _____________________________

Member names: ___________________________________________________________________________

___________________________________________________________________________

Team presentations are evaluated on the following aspects including audience engagement, instructional strategies, presentation style, content, graphics, and teamwork. Each team member will be assessed individually (30 points).

Presentation Component	NA	Excellent 5 Points	Good 3 Points	Acceptable 1 Point	Unacceptable 0 points	Points
Overview: introduction of presenters and topic		confident introduction of roles and contribution; clear purpose and overview	confident and fluent introduction; clear overview, but could be more complete or polished	introduction of presenters, but awkward – the overview was sketchy or unclear	no introduction or overview of topic
Handouts, visuals, graphics, references: attractive & balanced layout, legible fonts – follows the principles of design		well-designed handouts, following visual principles of design that simplify or summarize key ideas; contact information provided	well designed handouts and graphics, but too much or too little, and not on key points; contact information provided	handouts provided, graphics were present, but were poor in quality, inconsistent, and not related; inconsistent contact information	no handout provided (this includes references), graphics and visuals were not related to topic; little or no contact information
Presentation style: use effective verbal and nonverbal communication skills (e.g., voice, volume, inflection, eye contact, vocabulary, etc.)		excellent verbal and nonverbal style, good projection with inflection, spontaneous speaking; fluent vocabulary and pronunciation without pretension	generally good delivery and spontaneity but could improve; good use of terms but still uses jargon or is awkward with use of terms	fluent delivery, but reading OR awkward delivery but spontaneous delivery; use of terms, but not well related, sporadic, misused or mispronounced	poor style (long pauses, reading presentation, “Umm…” and other mannerisms, poor eye contact, monotone, etc.).
Coverage and accuracy: thorough and balanced in treatment of topic, team members demonstrate understanding of the material.		thorough coverage of topic per assignment with balanced treatment of perspectives, balanced contribution, good understanding of material.	generally thorough and balanced, but awkward, needs more evidence, or better sequencing, clear roles, basic understanding of material.	either thorough, but biased, or incomplete and slightly unbalanced, poor understanding of overall material.	very incomplete, significant gaps or biased treatment of topic, unclear of implications of findings, no understanding of material.
Discussion: team is prepared to facilitate class discussion, stays within the established time frame, and is receptive to feedback		prepared questions on key areas, and responsive to and elicit participant reaction and questions, equal distribution of work.	prepared discussion questions, reasonable distribution of workload.	discussion but without clear organization or purpose, some disparity in work distribution	little or no discussion, unequal distribution of work.
Media utilization: team exhibits fluency in the use of AV equipment and materials.		each team member exhibited equal and effective use of equipment and materials; attention to set up and made ready for next presentation	equipment was used appropriately	unequal use of equipment and materials – awkward management of equipment	little or no use of equipment or materials
Total:

Strongly

Agree

(5)

Agree

(4)

Neither

(3)

Disagree

(2)

Strongly

Disagree

(1)

Description	5	4	3	2	1
1. Devoted time to project
2. Took the project seriously
3. Researched the topic
4. Participated in face-to-face and electronic meetings
5. Did quality work
6. Cooperated with group; was a team player
7. Was dependable; met group deadlines/assignments
8. Generated ideas
9. Showed initiative
10. Contributed to learning experience
11. Brought integrity to the project
12. Encouraged participation of all members
13. Treated group members with respect
Add number of marks in each column and multiply that number by its value. For example, 7 marks in “strongly agree” multiplied by 5 = 35.
Complete the calculation above for each column. Add all of the numbers from each column and write it here ________ Now divide the total by 13 and place the divided number here _______ (should be between 1 and 5 inclusively) Points received for each team member (for this evaluation) will be divided by the number of team members. The final peer evaluation score will be doubled (max = 10) and may be different for each team member.

Group member’s name: _____________________________________________________

Evaluator’s name: _____________________________________________________

IMPORTANT! These evaluations are due within 24 hours after your presentation.
If you fail to submit the evaluations on time, YOUR grade will be reduced.

Adapted from Group Personality and Performances, by S. L. Bichard, M. Roberts, and J. Sutherland.

Published in Journal of Advertising Education, Fall 2000.