Basics of Descriptive
and Inferential Statistics **STAT
1380 **

August 24, 2009 *ˇBIENVENIDOS (WELCOME)!* fall 2009

Credit Hours: 3-0 Course Fee: N/A

**Description** from *Undergraduate
Catalog*: “A course in **statistical literacy**. Emphasis will be on standard descriptive
measures of location, spread, and association.
Regression, probability and sampling, and binomial
distribution. **Interpretation** of data which occur in **daily life** (polls, weather forecasting,
surveys, quality control, etc.) will be stressed.” __Prerequisite__: ~~Math
1319, 1320, 1508 or equivalent or TCCN Math 1314. [In the 2009 proposal to add
Stat 1380 to the Core Curriculum, the prerequisite becomes simply~~ “An
adequate score on a placement examination or MATH 0311.”]

This course will expose you to typical intro topics but with particular emphasis on and grounding in conceptual understanding and statistical literacy in real life. You deserve, need and will be offered more than a plug-and-chug, memorize-the-recipes experience!

You’ll be able to critically evaluate statistics commonly found in the media and in your major field. You’ll become acquainted with what is involved in the collection, interpretation, and communication of real-world data to explore questions of interest.

You’ll gain background that will help you answer probability
and statistics questions on the TExES/ExCET (**http://www.texes.ets.org/prepMaterials/**),
teach students the probability/statistics TEKS (**www.tea.state.tx.us/rules/tac/chapter111/index.html**),
and make appropriate connections to the NCTM Standards (**http://standards.nctm.org/**), PreK-8 Curriculum Focal Points (**www.nctm.org/standards/content.aspx?id=270**),
and the GAISE PreK-12 Curriculum Framework (**http://www.amstat.org/Education/gaise/**).

**Course Objectives**: Students will be able to….

**…. apply arithmetic,
algebraic, geometric, higher-order thinking, and statistical methods to
modeling and solving real-world situations.**

Numerical and graphical summaries of one-variable and two-variable datasets are interpreted, produced, and described verbally. We assess the reasonableness of linear models to data sets. We assess the reasonableness of a study's conclusions based on that study's qualities (e.g., was randomization used?).

**….. represent
and evaluate basic mathematical information verbally, numerically, graphically,
and symbolically.**

Numerical and graphical summaries of one-variable and two-variable datasets are interpreted, produced, and described verbally.

**…… expand mathematical
reasoning skills and formal logic to develop convincing mathematical arguments.**

Reasoning is used to apply probability rules and to critique statistical studies (and to assess whether a claim of significance is warranted).

**….. use
appropriate technology to enhance mathematical thinking and understanding and
to solve mathematical problems and judge the reasonableness of the results.**

Instructors incorporate technology such as spreadsheet software, internet applets/simulations, or graphing calculators.

**….. interpret
mathematical models such as formulas, graphs, tables and schematics, and draw
inferences from them.**

Histograms, scatterplots, boxplots, tables, regression lines, etc. are interpreted.

**….. recognize
the limitations of mathematical and statistical models.**

Studies done without random selection and/or random assignment are recognized as limited. Pitfalls and limitations of experiments (e.g., ecological validity), observational studies (e.g., no random assignment), and surveys are discussed. Formulas such as margin of error are recognized not to apply for a volunteer sample, for example.

**…. develop the view that
mathematics is an evolving discipline, interrelated with human culture, and
understand its connections to other disciplines.**

Because statistics can be applied to data from virtually all disciplines, it is natural to make clear interdisciplinary connections. Statistics and its tools are much newer field than the mathematics in "other math core classes". The connection to human culture comes into play with the human judgments that go into writing "the best" survey question, or deciding how to handle an outlier value, etc.

**Instructor**: Assoc. Prof. Dr. Larry Lesser (rhymes with
“professor”, spelled like “<”)

I began teaching university courses (especially statistics!)
in 1988, and I’ve also worked as a state agency statistician and a full-time
high school math teacher. More info and
education resources are available from:
**www.math.utep.edu/Faculty/lesser/**.

(FYI: you can even access the syllabus there by clicking “SCHEDULE”)

**How to reach me**: my Bell Hall 213 office hours will start off
as M 9:30-10:20,

MW 1:30-2:20, and by appointment with additional hours and
changes to be announced/posted; also, feel free to ask me (or leave me)
questions by phone (747-6845; “SIR-OUIJA”) or email (**Lesser (at) utep.edu**;
when you email, please include **the time of the class** as part of the subject
line). It’s my job and privilege to
serve you and provide guidance so no need for you to wait a week until our next
class meeting to get a question answered.
(In fact, I may send an email to the whole class in between some
meetings to offer additional information or materials, so check your email
regularly.) For your protection, emailed inquiries about confidential
information such as grades must be from your UTEP account and accompanied by
your 800 number.

**Textbook (required)**: Jessica Utts’ * Seeing
Through Statistics
(3^{rd} ed.; 2005)* Duxbury Press. Subject to change
based on timing, resources and interest, here’s the main material we plan to (un)cover:

Ch. 1 (1, 3-5, 7,9,10,15,17,19); Ch. 2 (6,7,11,14,15), Ch. 3 (1-9,13,16,18-20,24,25a,26a), Ch. 4 (1,2,4-6,9,11,12,15,17,21,24,26), Ch. 5 (1-3,5,8-10,12,17,19,20,22,25a,27), Ch. 6, Ch. 7 (1-7, 9,12-16,19,21,25,28), Ch. 8 (2-5,7,8,11,13,17,19,21,22,25), Ch. 9 (1,2,5,7,8b,9,14), Ch. 10(1,2,4,5,7-10,11a,12,13), Ch.11 (1-6,8-10,12,14,17,19), Ch.16 (1-3,6-12,17,18,20d,25),

*Ch.**
20 (3,4,5ab,6,14,17), *

**Technology**: BRING CALCULATOR TO EACH CLASS because you’ll
be allowed to use it on virtually all activities and assessments (but it really
has to be a separate calculator, though, because you aren’t allowed to use
devices such as a laptop or cell phone on tests). You’ll still have to write out enough of your
work so I can follow your process. Example:
when finding the mean of {3, 4, 5, 5, 8}, don’t just say “5”, but write
out (3 + 4 + 5 + 5 + 8)/5 = 5. I will
often demonstrate things with a **TI-73/83/84
graphing calculator**, but if you don’t already own one, you can
certainly get by with a scientific calculator or even a simple calculator that
can do basic arithmetic such as square roots.
There are websites to help you get the most out of whatever your calculator
is, such as: **www.geocities.com/calculatorhelp/**
or **http://www.prenhall.com/esm/app/calc_v2/**.
As logistics and interest allow, I’ll facilitate explorations to expose you to
how statistics are computed with web applets, graphing calculator, software
(Excel or Minitab), etc.

**Grades**: after any rescaling needed for all components
to be on the 0-100 scale, the grade is determined by the usual cutoffs of 90,
80, 70, 60, based on these parts:

10% __Written Reflection(s)__ – details will be provided
in advance

12% __Quizzes__ (often unannounced on recent assigned
reading or HW, so be prepared)

24% __Test #1__
currently set for Sept. 28; see comment for “Test #2”

24% __Test #2__
currently set for Nov. 18; at least a week or two in advance, I’ll
confirm

the exact material covered and the date; on tests, you’ll be provided formulas that are in the textbook, but without annotation

30% __Project__ – project writeup
(12-point Times New Roman double-spaced, **APA style**, checked
for spelling/grammar; aim for 5-10 pages, not counting bibliography or
appendices) will be due (and you must be prepared to give a **short oral
presentation**) during **the
time UTEP has scheduled for our “final exam” meeting**. If you have a
pre-approved reason not to be able to present during this time, you will need to
arrange with me as soon as possible to turn in and present your project
earlier. Have any appropriate
output/graphics electronically pasted into the document. Sections should be clearly marked, assembled
in order, and stapled (not put into a folder or sleeve) with an identification coverpage on top (that includes your name, section, date,
and a title that makes clear which option you chose and what your topic/theme
was). For the project, you have a choice of ONE of 2 options listed at the end
of this syllabus.

__more detail on
the presentations__ (added Oct. 21, 2009): The
oral presentation is a required part of the project, but is assessed in such a
way so that it can only help your grade if your final average falls a point
short of a letter grade cutoff. You may
find it helpful to check out some of the “tips for oral presentations” in the
link in the above paragraph. The exact amount of time each team will have
depends on how many teams there are, of course, but you can certainly count on
having 5 minutes for your presentation followed by 1 additional minute for
discussion/questions. For the
presentation part, you’ll have access to the technology in the room (but make
sure things are working and “ready to go” so that we aren’t sitting watching
you “set up”) and any additional manipulatives or
materials you bring. Each team member
needs to have a significant non-silent role in the presentation. Obviously, 5
minutes is enough only for highlights, not every detail in your written writeup. For Lesson
Plan presentations, briefly “set the stage” (by telling us the intended grade
level, prerequisite/previous knowledge or experience, and the trajectory of the
larger lesson/unit you are excerpting from) and then go ahead and give us the
chance to experience a representative highlight of the lesson! For Data Collection/Analysis projects, you
should focus by telling us your choice of topic you investigated, what results
you found, and then what you learned (and anything you might do differently the
next time) from the project.

**Attendance/Makeup Policy/Military Statement**: **Attendance
is required and taken each meeting using a sign-in sheet** and is very
important considering that much of this course involves beyond-the-book group
activities or discussions that are virtually impossible to recreate. The instructor may count late arrival, early
departure, or blatant nonparticipation as a half-absence or even a full
absence, depending on what is missed.
With

It’s
** your responsibility** to….

(1) Sign the attendance sheet each day you attend

(2) Let me know by email (**Lesser (at) utep.edu**) or
voicemail (747-6845) or daytime math dept. fax (747-6502) at the earliest
opportunity if you have a situation which may affect a test, major assessment
deadline, or multiple regular class meetings.

(3) Give me a written note or email by the 15^{th}
day of the semester (Sept. 14) if you will have absence for religious holy days
(which are excused, of course).

(4) Give me a written note or email as soon as possible if
you are or may be called to ** military** service and/or training
during the semester.

(5) Have a classmate give you copies of notes, handouts and announcements if you miss a class; write down at least 2 classmates’ contact information right here for this purpose:

classmate
#1 name_____________________ phone_____________ email____________

classmate
#2 name_____________________ phone_____________ email____________

classmate
#3 name_____________________ phone_____________ email____________

As the UTEP *Catalog* says, “When in the judgment of the instructor, a student
has been absent to such a degree as to impair his or her status relative to
credit for the course, the instructor may drop the student from the class with
a grade of “W” before the course drop deadline [Oct. 30] and with a grade of
“F” after the course drop deadline.” In
practical terms, this will certainly mean a student may be dropped for more
than 4 absences (unless there has been a reason I have approved. On a
positive note, __a strong record of attendance will be taken into account if
your final average is a few tenths of a point below a letter grade cutoff__.

**Academic Integrity**: As
teachers, you especially appreciate that cheating, plagiarism and collusion in dishonest
activities are serious acts which erode the university’s purpose and integrity
and cheapen the learning experience for us all. Don’t resubmit work
completed for other classes without specific acknowledgment and permission from
me. It is expected that work you submit
will represent your own effort (or your own group’s effort, if it is a group
project), will not involve copying from or accessing unauthorized resources or
people (e.g., from a previous year’s class).
You must cite references that you do consult, using **APA style** (American
Psychological Association, 5^{th} edition or the brand-new 6^{th}
edition) with complete citations even for websites and people you consult: **http://libraryweb.utep.edu/db/citing.cfm**. Violations of the UTEP policy (**http://academics.utep.edu/Default.aspx?tabid=23785**)
may lead to disciplinary action from the Dean of Students (see course #20004 at **compliance.utep.edu/training/reviewing.aspx**).

__For Group Work__: Within a group, members are allowed to divide
up subsets of the project for which individuals will take the initial
responsibility for coordinating efforts, but it is assumed that by the time a
group turns in a writeup that all members have read,
discussed, and understand all parts of what is being turned in. Group members may even discuss general ideas
and strategies with members of other groups, but NOT share parts of actual
written work. At a minimum, to be safe,
put away all written notes and writing materials and recording devices before
having any intergroup conversations. And
if you still see a “gray area,” play it safe and ask the instructor!

**Civility and
Professionalism**: Along with basic
standards of civility and citizenship (e.g., **“Student Conduct”
and “Disruptive Acts Policy” in the UTEP Catalog**), students in
this course are required to exhibit professionalism and to support a
constructive, collegial, collaborative classroom culture where critique is
focused respectfully on the intellectual merit of a position,

Finally, be open to local
opportunities for professional growth or service. For example, consider helping/attending **ABC**
or **GEPCTM**
conferences (Sept. 26 and Oct. 17, respectively). Also, encourage K-12 students to enter **ASA Poster
Competitions**. And consider joining (at cheaper student rates!)
stat/math ed professional
organizations at local (**GEPCTM**),
state (**TCTM**),
or national levels (**NCTM**
or **ASA**).

**Disabilities**:
If you have or believe you have a disability that will require accommodations or modifications, you may wish
to self-identify by contacting the Disabled Student Services Office (DSSO; 747-5148; East Union Building room 106; **dss@utep.edu**; **www.utep.edu/dsso/**)
to show documentation or register for testing and services. DSSO will
ask you to discuss needed accommodations with me within the first 2 weeks of
the semester or as soon as disability is known, and at least 5 working days
before an exam. You are responsible for
making sure I receive any DSSO instructions and letters of accommodation. DSSO provides note taking, sign
language, interpreter, reader and/or scribe services, priority registration,
adaptive technology, diagnostic testing for learning disabilities, assistance
with learning strategies/tutoring, alternative testing location and format, and
advocacy. Information provided to DSSO
is kept confidential.

**English Language Learner Awareness**: I know that many of you are/were English
language learners or will soon be teaching them. You may already know that being able to have
everyday English conversation is not enough to guarantee success with technical
language in a specific academic subject.
Therefore, I will be modeling strategies that help ELLs
(and others, too!) and incorporate awareness of some issues and resources
specific to the context of probability/statistics. Recommendations from the literature include
multiple representations, connections to etymology and everyday language,
advance organizers, real-world and cultural connections, and group work. Note which statistics terms (e.g., nominal)
are “cognates” in Spanish and what words may be more challenging because they
have different meanings between English and Spanish and/or between
statistics/mathematics and the everyday world.
Please let me know if you think of additional ways I might support your
learning and feel free to ask for a pause so that I (or a classmate) can
clarify question wording or rephrase or illustrate important ideas in class
discussion that go by quickly.

Resources include

**www.tsusmell.org/images/MELL_SpanishResforTeachers2007.pdf**,

**www.tsusmell.org/images/MatthewWinsor.pdf,
isi.cbs.nl/glossary/index.htm**,**
**

**www.tsusmell.org/images/MELL_MathTerms.pdf**,

**www.tea.state.tx.us/curriculum/biling/elps.html**.

The **ELPS**
requires language acquisition and academic success in all content areas for
students at different levels (beginning, intermediate, advanced, and advanced
high) in the domains of listening, speaking, reading and writing. (I offer some communication tips at **http://www.math.utep.edu/Faculty/lesser/Writing.html**
and **http://www.math.utep.edu/Faculty/lesser/speaking.html**.)

And finally, consider that the
grade level readability of *any* subject’s curriculum you use is from a *statistical*
model based on average number of syllables per word and average number of words
per sentence. (See “Display readability
statistics” in MS Word Help) Note:
Development of this class was supported in part by the U.S. Department
of Education-funded grant (PI: J. Tinajero) Project LEAP-UP: __L__earning, __E__ncouraging,
__a__nd __P__lanning to __U__plift __P__erformance: **http://www.academics.utep.edu/leapup**.

**Equity and Service Learning Awareness: **

Note: Development of this class was supported in
part by **Project ACE**
(PI: J. Tinajero), funded by the Women’s Education Equity Act of the U.S.
Department of Education, and many statistics examples we will discuss involve
or are applicable to gender equity. A
great gender equity resource person is Project ACE coordinator Estella Vallčs (EDB 206, 747-6368, **elvalles@utep.edu**) and she always
appreciates volunteers for Project ACE events (e.g., mother-daughter/father-son
program).

UTEP’s Project ACE (ACtion for Equity): **eduprojects.utep.edu/projectace****/**

UTEP’s Center for Civic Engagement
**academics.utep.edu/cce** (contact Benedict Hall 103;

**cce@utep.edu**; 747-7969 for service
learning opportunities; unfortunately, unexpected last-minute changes prevented

this from being a more built-in part of this semester’s course)

UTEP’s Women’s ** studentaffairs.utep.edu/wrc**

Other related resources: **http://www.math.utep.edu/Faculty/lesser/equity.html**

Also, note that the world’s largest
math teacher organization declared this past school year to have a major focus on
equity (**http://www.nctm.org/profdev/content.a**__s__**px?id=15589**)

and has resources (e.g., **http://www.nctm.org/profdev/content.aspx?id=15591**)
specific to the grade level of the students you will teach!

**Statistics Resources**: (Please let me know of others
you find that I may not know about)

Website for our textbook:** www.duxbury.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534394027&discipline_number=17**

Applets/virtual manipulatives:

**http://www.shodor.org/interactivate/activities/tools.html
**(click “probability” or “statistics”)

**http://illuminations.nctm.org/swr/list.asp?Ref=2&Std=4**

**http://illuminations.nctm.org/WebResourceList.aspx?Ref=2&Std=4&Grd=0**

and some examples
at **http://standards.nctm.org/document/eexamples/index.htm**

**http://nlvm.usu.edu/en/nav/topic_t_5.html**

FAPP applets for **simple
random sample**, **normal
curve**, **correlation
and regression**, **probability**

Calculation pages: **http://statpages.org/**

Classroom connections:
**http://www.amstat.org/education/stn/** (e.g., check
out issue #64)

**http://www.rsscse.org.uk/ts/TBO.html**

**http://www.blackwellpublishing.com/journal.asp?ref=0141-982X**

**http://www.math.utep.edu/Faculty/lesser/STATResources.html**

Also, I’ve put some
statistics books with other conceptual intuition or real-world connections on
reserve at the UTEP Library circulation desk under “Lesser” or “Stat
1380.” And in Library 218, __free
walk-in tutoring__ is available for this course (747-5366; **http://academics.utep.edu/tlc**).

**------------------Project Options** (choose
ONE of these ~~three~~ two)--------------------

(1) **Lesson plan**
(“teacher-ready”) for a high-quality original (or mostly original) TEKS-based
lesson utilizing nontrivial collection, analysis, or display of **data**
(some of which must be quantitative) to explore a question of interest
(contexts involving social justice or equity are especially encouraged for
exploration). The lesson must include
some statistics concepts that are in our textbook (but not with identical
examples or context, of course) – it
can’t simply be arithmetic. For example,
a lesson on fraction arithmetic itself is not acceptable, but it could work if
the fraction arithmetic is part of an activity that uses pie charts or
probabilities. You will do this as a
team of 2 or 3 and there must be a single writeup
submitted for the entire team. Even though time constraints mean you will share
only an excerpt with the class on presentation day, the writeup
you give me must include the following IN THIS ORDER:

Title
of the Lesson (should be a meaningful title that makes clear the main point)

Number
and length of Class Periods for this Lesson/Unit

Grade
Level or Course that is targeted

Objectives (What students should be able to do or demonstrate by the time the
lesson is done)

Which
of the six levels of levels of **Bloom’s
taxonomy** [use this link, as this is the version I want you to use] are
in this lesson and

where in the lesson do they occur?

Specific
statistics content misconceptions (e.g., some of the “difficulties and
disasters” in Utts chapters 4,5,9,11 or some of the

intuition pitfalls of chapters 17,18) that your
students might have and how you will address those

Explain
what aspect of your lesson connects to Mathematics **TEKS**
(citing section # and verbal summary of relevant part(s); if it

also connects to TEKS in other subject areas, note
that as well

Explain
what aspect of your lesson connects to the **NCTM Standards**
(cite the specific bullet(s) under all relevant headings for the

student expectations for the grade band you are
targeting)

Explain
what aspect of your lesson connects to the **NCTM Curriculum
Focal Points** (and connections to the Focal Points) listed for

the grade level in PreK-8 that you are targeting) [in
late 2009, NCTM will be releasing a “high school” version of these]

How
and where this connects to the K-12 **GAISE Guidelines** (see Framework **Table 1**;
describe

which
Process Components are involved in your lesson and describe any parts of your
lesson that may be aimed to go beyond “Level A”)

How
your lesson will include accommodations for learners at each level (beginning,

intermediate,
advanced, advanced high) with respect to listening, speaking, reading and
writing, as described in **Texas’
English Language Proficiency Standards**** **

** **Other accommodations or adaptations for students with
diverse learning styles or learning disabilities

If
possible, state how this connects to the curriculum or scope & sequence
used by a school district in

Prerequisite
experiences/knowledge/reading

Materials (manipulatives/technology/A-V, etc.) needed

Outline of instructional activities (if this is a multi-day unit, break it down
day-by-day)

Opening activity/vignette

How groups will be formed and structured (if group work will be used)

Classwork
or Homework assignment

Closing activity

Extra activity/extension, if time remains

Assessment
(How you will know if objectives were accomplished; include the actual
assessment

item you would use and a rubric for grading/scoring)

References (while **the lesson must be mostly your own ideas**, if part of
it does include your

adaptation
of a particular published source or idea from a colleague, you must cite it
fully in **APA style**)

(2) **Data collection and
analysis** involving at least 2 categorical and at least 2 measurement
variables on a topic of interest. The
“data collection proposal” sheet (see **www.math.utep.edu/Faculty/lesser/1380proposal.html**)
must be fully approved by me BEFORE you collect any data or you get **no
credit**. This rule is to make sure that no one attempts to do something with
an inappropriate topic/design or unrealistic scope, as well as models the
process that researchers have to go through before they can begin a study. The sooner you submit your proposal form, the
sooner I’ll give you ungraded feedback (usually at or by the very next class),
and the more time you’ll have to do your project (or make adjustments to your
proposal and resubmit it, if required).
I recommend you start thinking about it now and turn in** your proposal form on or by October 16**. There should be appropriate use of technology
and contexts involving social justice or equity are especially encouraged for
exploration. You will

a)
Data
must be collected openly and recorded in such a way that respondents cannot be
identified or linked to their answers if someone were to read your report or
stumble upon your files.

b)
All
individuals must be informed. For
example, if you do a written questionnaire or telephone survey, you should
start with something like, “Good afternoon -- my name is _______ and I’m a
student in Dr. Lesser’s Stat 1380 class at UTEP. Are you willing to participate in a 1-minute
survey as part of my class project? The
survey will not be published, your participation and responses will be
confidential, and your name or other identifying information will not be
recorded. Your participation is
completely voluntary and you are free to withdraw at any time. Do you have any questions? Are you willing to participate?”

c)
In
selecting people for your survey, you must avoid settings where you work and
avoid choosing: co-workers, relatives,
animals, significant others, co- close friends, significant others of close
friends, minors (people under the age of 18), prisoners, and representatives of
any other “vulnerable” population (e.g., individuals who cannot read/understand
informed consent).

d)
Your
topic must avoid issues which could reasonably be expected to be highly
personal, controversial or sensitive, such as sexual behavior, drug usage, or
underage drinking. But while you CANNOT ask
about someone’s sensitive personal behavior (e.g., “How much beer do you
drink?”), you might be able to ask about the topic from a society or current
events perspective (e.g., “Do you think the drinking age in Juárez
should be raised, lowered, or kept the same?”).

The first page after the coverpage should be titled “**Background**” and should describe the general question of interest
and explain why it is significant or important to you. There should be a statement of what
population you chose (and why) and describe what random sampling procedure was
used (or why one was not or could not be used and what specific things you did
to help make the sample as representative as possible of the population of
interest). The next page or two of the report should be titled “**Results**” and should include the results
of your survey, with appropriate numerical and graphical summaries included.
(Graphs must be appropriately drawn, sized, with axes labeled.) The next page
or two of the report is titled “**Discussion**”,
in which you make any interpretations or conclusions you can from your data,
discuss any limitations of your data or method, discuss any difficulties or
judgment calls you encountered and how you handled them, discuss what you might
do differently next time. The next page
should be titled “**References**” where
you acknowledge whatever help you may have obtained from any people or print
references to do this project. (If you had none, then omit the References
page.) The final page is called “**Appendix**”
which should include a numerical summary or table of the data you
collected. It should be in enough detail
that I could recreate a graph from it if I wanted to, but it should **not** have any names of people that were
surveyed.

PROJECT ACE asks
everyone in this class to take the **fall 2009 Pre-Test** online.

Step
1) Go to **http://eduprojects.utep.edu/projectace/**
and choose "surveys" from the left-hand menu, or simply go to __https://mspace.utep.edu/bhgiza/web/projectace.htm__

Step 2) Print out the “Consent
Form”, fill it in (You can fill in “Dr. Lesser” on the consent form where it
says “Professor.” You sign your name
where it says “research informant”.), and return it to the instructor.

Step 3) Take the actual survey by
going to this link:

**http://www.surveymonkey.com/s.aspx?sm=OMR3OX4fW0bWUXYAWIuyBg_3d_3d**