Change Type

Minor

ST (Statistics)

305

031138

Dual-Level Course

Cross-listed Course

No

Statistical Methods

Statistical Methd

College of Sciences

Statistics (17ST)

Term Offering

Fall and Spring

Offered Every Year

Previously taught as Special Topics?

No

Course Delivery

Face-to-Face (On Campus)

Grading Method

Graded with S/U option

4

16

Contact Hours

(Per Week)

(Per Week)

Component Type | Contact Hours |
---|---|

Lecture | 4.0 |

Course Attribute(s)

If your course includes any of the following competencies, check all that apply.

University Competencies

Course Is Repeatable for Credit

No

Spencer Muse

Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip

Enrollment Component | Per Semester | Per Section | Multiple Sections? | Comments |
---|---|---|---|---|

Lecture | 50 | 50 | No | Based on recent enrollment history. |

Prerequisite: MA 141; Corequisite: ST 307

Is the course required or an elective for a Curriculum?

Yes

SIS Program Code | Program Title | Required or Elective? |
---|---|---|

17STBS | Statistics (BS) | Required |

17STM | Statistics (minor) | Elective |

13MTHEDST | Mathematics Education (BS): Statistics | Required |

Basic concepts of data collection, sampling, and experimental design. Descriptive analysis and graphical displays of data. Probability concepts, and expectations. Normal and binomial distributions. Sampling distributions and the Central Limit Theorem. Confidence intervals and hypothesis testing. Tests for means/proportions of two independent groups. One factor analysis of variance. Understanding relationships among variables; correlation and simple linear regression. Computer use is emphasized.

Remove prerequisite of COS 100 or E 115. This is no longer needed since the computer lab portion was removed from this course in its last revision.

Change MA 141 from co-requisite to prerequisite to better reflect the level of mathematics assumed in the course.

No

Is this a GEP Course?

No

GEP Categories

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

Obj. 1) Engage the human experience through the interpretation of culture.

Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Each course in the Mathematial Sciences category
of the General Education Program will provide instruction and
guidance that help students to:

Obj. 1) Improve and refine mathematical problem-solving abilities.

Obj. 2) Develop logical reasoning skills.

Each course in the Natural Sciences category
of the General Education Program will provide instruction and
guidance that help students to:

Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Each course in the Social Sciences category
of the General Education Program will provide instruction and
guidance that help students to:

Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

Obj. 2) Identify and apply authentic connections between two or more disciplines.

Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

1. Which disciplines will be synthesized, connected, and/or considered in this course?

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Each course in the US Diversity category
of the General Education Program will provide instruction and
guidance that help students to achieve at least 2 of the following
objectives:

Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

College(s) | Contact Name | Statement Summary |
---|---|---|

College of Education | Kathy Cabe Trundle | The proposed changes to ST 305 will add one more credit to undergrad programs requiring ST 305 (for the new 1-credit ST 307 corequisite). Contact hours will remain unchanged, since the 50-minute problem session/computer lab is being eliminated. |

Taught as part of standard course load for Muse (Fall) and Tzeng (Spring).

Students will learn the basic tools of statistical practice: descriptive and graphical displays of data; design of samples and experiments; elementary probability and sampling theory; core statistical inference procedures.

Student Learning Outcomes

Describing Data

- Display quantitative and categorical data effectively with graphs
- Describe quantitative and categorical data effectively with numerical measures
- Describe the key aspects of distributions of variables

Producing Data

- Design basic experiments and sample using randomization
- Recognize variations from simple random samples
- Distinguish statistics from parameters, populations from samples

Probability

- Perform calculations based on elementary rules of probability: the addition rule for disjoint events, multiplication rule for independent events, complement rule.
- Use density curves to compute probabilities
- Manipulate normal random variables to compute probabilities
- Compute means and variances of random variables, and of linear functions of random variables

Sampling Distributions

- Describe key properties of the sampling distribution of a sample mean
- Use the sampling distribution of a sample mean to compute probabilities about means and sums of random variables
- Clearly describe and use the Central Limit Theorem

Statistical Inference

- Correctly apply one- and two-sample confidence interval and significance test procedures for population means
- Clearly define confidence level, significance level, and power, and describe the impact of sample size and population variability on these quantities.
- For the simple linear regression setting, correctly apply confidence interval and significance test procedures for the slope and intercept.
- Apply and interpret prediction intervals and confidence intervals for mean response
- Carry out ANOVA-based analyses of simple linear regression
- Describe the differences between ANOVA-based analysis of simple linear regression and multiple regression
- Carry out 1- and 2-way ANOVA analyses including analyses of main effects and interaction.

- Demonstrate the ability to carry out all course analyses using SAS

Evaluation Method | Weighting/Points for Each | Details |
---|---|---|

Test | 65 | 2 highest exams 25 each; 1 lowest exam 15 points |

Homework | 15 | Approximately 10 assignments per semester. |

Final Exam | 20 | Cumulative final exam. |

Topic | Time Devoted to Each Topic | Activity |
---|---|---|

Displaying and Describing Distributions | 2 weeks | |

Design of Samples and Experiments | 1 week | |

Intro to Probability Theory | 2 weeks | |

Intro to Sampling Theory | 2 weeks | |

Inference for Means and Proportions | 3 weeks | |

Simple Linear Regression | 2 weeks | |

Multiple Regression | 1 week | |

1-way ANOVA | 1 week | |

2-way ANOVA | 1 week |

Key: 6234