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Viewing: ST 491 : Statistics in Practice

Last approved: Wed, 01 Jun 2016 08:18:41 GMT

Last edit: Fri, 27 May 2016 15:52:32 GMT

Change Type
Major
ST (Statistics)
491
032343
Dual-Level Course
No
Cross-listed Course
No
Statistics in Practice
Statistics in Practice
College of Sciences
Statistics (17ST)
Term Offering
Spring Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
Yes
8
 
Course Prefix/NumberSemester/Term OfferedEnrollment
ST 495S 1612
ST 495S 1512
ST 495S 1412
ST 498S 1412
ST 495F 139
ST 498S 1310
ST 495F 129
ST 498S 1210
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


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

Course Is Repeatable for Credit
Yes
2
 
 
6
Brian Eder
Lecturer

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1212NoCourse has filled to its max of 12 for the past 4 offerings
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: ST 430
Is the course required or an elective for a Curriculum?
No
Mentored experience in applied statistical analysis. Students will work in small groups in collaboration with local scientists to answer real questions about real data. The experience involves mentoring by both the project scientist and the instructor.

This course has been offered as a special topics course ST 495 for over a decade and has become a de facto standard course in the undergraduate major curriculum. The course provides the primary introduction to applications of statistics in an applied research setting for many of our students (about 12 per semester). Looking forward, we plan to add a capstone requirement to our curriculum, and this course will be one of the capstone options. While the course has historically been taught by two researchers with research ties in the environmental sciences, we plan to offer sections of this course that focus on different areas based on the instructors' expertise. We have also offered an "advanced" version of the course as a ST 498 a few times. Rather than have multiple courses, we will allow students to take this course twice with different subject areas.


No

Is this a GEP Course?
No
GEP Categories

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

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

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

 
 

 
 

 
 

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

 
 

 
 

 
 

 
 

 
 

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

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

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

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
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:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
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:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
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)
 

Additional Information
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.
 

This course is taught as part of Dr. Eder's normal teaching requirement. Any new sections will be taught within the normal teaching expectations of the instructors.

This course provides an opportunity for students to develop consulting and research skills working with researchers (clients) using real, “uncultivated” data. Secondary goals include enhancement of written and oral presentation skills, improvement of statistical computing skills, and building confidence working with messy data.


Student Learning Outcomes

Students will:



  • develop and apply their statistical skills in actual research settings

  • develop and practice statistical computing skills 

  • develop their written communication skills by creating abstracts and project reports

  • develop their oral communication skills by presenting their work in lab meetings and at poster sessions/presentations at local and regional conferences


Evaluation MethodWeighting/Points for EachDetails
Homework20The students will individually analyze data, create visual displays, and write reports of data analyses.
Project50The students, working as a team, meet with clients, visit monitoring locations and gather and "clean" the data sets and develop and apply statistical strategies.
Oral Presentation15Students prepare, practice and deliver effective powerpoint presentations to clients
Other15Students prepare and present posters for presentation at the NCSU Undergraduate Symposium held each spring.
TopicTime Devoted to Each TopicActivity
Introduction; Background on Project Subject Matter2 weeksLectures, often supplemented with video presentations and discussion of homework project which is provided as an attachment below.
Visit data collection/experimentation sites2 weeksField trips to interact with scientists, discover how data are collected, and discuss both subject matter and statistical problems.
Method Selection and Data Analysis; Visualization; Simulation5 weeksLectures; computer labs; mentored data collection and analysis.
Oral presentations and poster preparation3 weeksLectures on how to give effective presentations; mentored development of group posters; peer critiques; intermediate presentations to clients
Client Interaction and Presentation2 weekPresentations to clients.
Symposium Preparation and Delivery2 weekLectures on effective poster development and presentation
Total class size is typically 12 students, divided into 3 teams. Each team is assigned to a data analysis project stemming from a local research organization, and teams spend multiple days at the collaborative lab. Past clients include the US Environmental Protection Agency, NC Dept. of Environment and Natural resources, National Weather Service, NC State Climate Office, SE Regional Climate Center, and many NCSU research labs spanning many disciplines. Weekly 3-hour class meetings fall into a range of categories: professional skills (written and oral communication); exploratory data analysis; visualization; computer simulation; problem evaluation and method selection; data cleaning. All groups develop both oral and poster presentations on their projects, and all present their work at one or more local or regional meetings. The course schedule above and syllabus are expected to vary from semester to semester, but they will maintain the basic flavor of the one presented.
fuentes (Sun, 13 Mar 2016 21:06:11 GMT): The purpose of the course is putting statistical knowledge to practice in the context of important societal and scientific problems. Please, let us change the evaluation methods to reflect that, and introduce other important societal problems, not just environmental. MF
brownjw (Tue, 05 Apr 2016 20:00:06 GMT): Rollback: As requested
Key: 7573