**THE UNIVERSITY OF TEXAS AT EL PASO
COLLEGE OF SCIENCE**

DEPARTMENT OF MATHEMATICAL SCIENCES

*¡BIENVENIDOS
(WELCOME)!*

*note*:
From the top of **http://www.math.utep.edu/Faculty/lesser/schedule.html**,
you can access this syllabus if you misplace yours, want to explore its links,
or see any updates to it. Syllabus is
subject to modification by the instructor to meet course needs, especially if
there are disruptions such as an H1N1 epidemic or
unexpected big changes in class size, resources, etc.

**Course Number**:
STAT 1380-003 (CRN#12745)** **

**Course Title**:
Basics of Descriptive and Inferential Statistics

**Credit Hours**:
3

**Term**:** **Fall 2010** **

**Prerequisite**: adequate
score on a placement examination or MATH 0311.

**Course Fee**: none

**Course Meetings & Location**: LART 108, MWF 11:30-12:20, except Sept. 6,
Nov. 26, and Dec. 3. There will likely
be a “lab day” in November when we all meet at UGLC 202. *Note*:
Our assigned LART room is more than twice as long as we generally will need, so
to optimize class communication and community, please *don’t sit in the back half of the room* during whole class
discussion or lecture. In the event of a major disruption (e.g., H1N1 epidemic,
etc.), be prepared to maintain course progress via alternative means (e.g.,
phone, Elluminate, Internet, a Blackboard course
shell, etc.). Also, be sure to check your email addresses (especially your UTEP
one) regularly.* *

**Instructor**: Dr. Larry Lesser (rhymes with ‘professor’,
spelled like “<”). I began

teaching university courses (especially stats!) in 1988 (and have been Assoc. Prof. at UTEP since 2004), and I’ve also worked as a state agency statistician and full-time high school math teacher.

**Office Location**: Bell Hall 213

**Contact Info**: Phone: (915) 747-6845

Email **Lesser**** (at) utep.edu**
(please include 1380 in the subject line)

Homepage: **http://www.math.utep.edu/Faculty/lesser/**

Fax: (915) 747-6502 (note: this is a math department fax, so be sure to

have my name clearly on it; be aware that staff are not available to relay faxes to me outside the math dept’s hours of M-F 8-12, 1-5

Emergency Contact: (915) 747-5761 (during math dept office hours)

**Office hours**: Mon 5:45-6:15, Wed 3-3:45, and by
appointment; additional office hours

or changes will be announced/posted later; students are also welcome to try stopping by anytime for short questions; to or to send me an email request an appointment for longer questions, please email me several possible times that would work for you and I will reply with which option works in my schedule

**Textbook(s),
Materials**:

**Required textbook: ****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 (just read), 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), Ch. 22 (11-17).*

**Required technology: **

·
**“low-tech”
clicker (the ABCD
Class Response Card): see “Participation”**

·
**calculator**** (that can
do square roots) brought to each class. **You’ll be allowed to use it on
virtually all activities and assessments (but it really has to be a separate
calculator, because you aren’t allowed to use devices such as a laptop or cell
phone on tests). You still have to write
out enough work so I can follow your process. Example: to find 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 manage with a scientific calculator or even a simple calculator that
can do basic arithmetic such as square roots.
Websites such as **www.prenhall.com/esm/app/calc_v2/**
help you get the most out of your calculator. As logistics and interest allow,
I’ll expose you to how stats are computed with applets, graphing calculator,
software (Excel or Minitab), etc., and resources for accessing/using these are
at **http://www.math.utep.edu/Faculty/lesser/ResearchResources.html**

**Course Objectives
(Learning Outcomes)**: 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**** & evaluate basic mathematical
information verbally/numerically/graphically/symbolically**

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

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

Reasoning 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.**

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

**interpret**** mathematical models
(formulas/graphs/tables/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.

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.

Also,
future teachers will have the chance to gain background to handle probability
and statistics questions on the TExES/ExCET (**http://www.texes.ets.org/prepMaterials/**),
teach related TEKS (**www.tea.state.tx.us/rules/tac/chapter111/index.html**),
and make appropriate connections to the NCTM Standards (**http://standards.nctm.org/**) and
the GAISE PreK-12 Curriculum Framework (**http://www.amstat.org/Education/gaise/**).

**Course
Activities/Assignments**: Students will
participate in in-class activities, demonstrations, discussions, readings, and
assessments. Assigned homework
exercises from the textbook are listed previously on this syllabus where the
textbook is stated.

**Assessment of Course
Objectives**: Assessments include
written reflections, quizzes, exams, and a final project.

**Course Schedule**: Census
Day: Sept. 8

Test #1: currently set for Sept. 29, but subject to change

Deadline to Drop with a “W”: October 29

Test #2: currently set for Nov. 15, but subject to change

Last Regular Class Meeting: Dec. 1

Final Exam Week Meeting: Dec. 8, 1-3:45pm

(as scheduled by UTEP registrar)

**Grading Policy**:** **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:

__Tests__ (23% each)

at
least a week or two in advance, I’ll confirm the exact material covered, the
date, and the major tables and unannotated formulas
from the textbook that will be provided on each of the 2 tests; you must bring
your own calculators (see p. 2 of the syllabus) and #2 pencils; the main
emphasis of the exam is not on memorization or rote procedures, but on being
able to recognize, apply, critique, and
interpret concepts in context (e.g., in newspaper articles or graphs), even if
the questions have a multiple-choice format; it is recommended that you study
with a partner your class notes, the textbook chapters, homework and quizzes.

__Quizzes/HW/One-page written reflections__ (23%): some of these will be with a partner, some will

be
“solo”; details will be provided in advance; only the top *n*-2 scores will count

__Project__ (31%) – project writeup
will be due (and you must be prepared to give a **short oral
presentation**) during the time UTEP has scheduled for our final exam
week meeting. You will __do this as a team of 2
or 3__ with a single writeup submitted for the
entire team. If you have a
pre-approved reason not to be able to present during this time, you need to
arrange with me as soon as possible to turn in and present your project *earlier*. Details about the Project are at the end of
this syllabus.

**Makeup Policy**: Much of this course involves beyond-the-book group activities,
experiences or discussions that are virtually impossible to recreate or “make
up”. Successful completion of this
course is intended not only to imply you have demonstrated sufficient knowledge
acquisition, but also that you have been exposed to key processes, modeling,
and experiences (which are especially important for future teachers).
Therefore, if you are now in a situation where you expect to have frequent
absences, you might consider taking this class in another section or another
semester. With __quizzes__, I will
count no more than the top *n*-2 out of the *n* we have, so if you
miss one or two days where we have a quiz, you won’t get a 0 quiz score, it
will simply not be a quiz you count. If
your absence is for a serious reason for which you hand or email me written
documentation (e.g., a doctor’s note) within a week of a quiz, then there is
still no “makeup”, but the quiz will not count against the number you are
allowed to “drop”.

In general
(out of fairness and logistics), **late
work will not be accepted**, and may be subject to a penalty in the rare
borderline cases that it is accepted at the instructor’s discretion. A makeup __exam__ is possible only if:
(1) missing the scheduled class exam date was unavoidable for a serious reason
that you relay to me (by email) within 24 hours or the earliest (medically)
possible opportunity, even if the supporting documentation (e.g., a doctor’s
note) takes up to a week to be relayed to me, and (2) you arrange with me to
take the makeup exam at the earliest possible opportunity

**Attendance Policy**: **Attendance is required and taken
each meeting using a sign-in sheet.**

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.

It’s
** your responsibility** to….

(1) Sign the attendance sheet each day you attend *before* I pack up my materials.

(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
serious situation which may affect a test, major assessment deadline, or the
final exam week meeting. If you need to miss 1 or 2 regular class meetings for
any reason, you do NOT need to let me know or tell me why – just see #5
below. If you will be missing a large
number of regular class meetings in a row, even if no test is affected, then
you should let me know.

(3) Give me a written note or email by the 15^{th}
day of the semester [Sept. 13] if you will have absence for religious holy days
(which are excused, of course).

(4) Give me an email or written documentation as soon as possible if you anticipate the possibility of missing large parts of class due to exceptional circumstances such as military service/training, childbirth, or competing on official UTEP athletic teams.

(5) Have a classmate give you copies of notes, handouts and
announcements if you miss a class; write down 3 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. 29] and with a grade of “F” after the course drop deadline.” In practical terms, this means a student is
subject to being dropped for more than 4 absences (unless there has been a
reason I have approved). If you choose to withdraw, I ask you to submit the
formal paperwork and send me an email to let me know rather than just stop
attending class and assume you will be withdrawn automatically. On a positive note, __a strong record of
attendance will be taken into account if your final average is a point below a
letter grade cutoff__.

**Academic Integrity Policy**:** **It’s
UTEP’s policy (and mine) for all suspected violations to be referred to the
Dean of Students for investigation and disposition (See __Section 1.3.1__ of the __Handbook for Operating Procedures__;
**http://academics.utep.edu/Default.aspx?tabid=23785**)
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
represents 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**
with complete citations even for websites and people you consult.

__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, contributed to, and understand 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 Statement**:
You are expected to follow basic standards of courtesy (e.g., **“Student Conduct”
and “Disruptive Acts Policy” in the UTEP Catalog**) and may be
dismissed from class for blatant or sustained disruptive behavior. Your
comments during classroom discussions need to focus constructively and
respectfully on the intellectual merit of a position,

**Disability Statement**:
If you have or believe you have a disability requiring accommodations, you may wish to self-identify by
contacting the Disabled Student Services Office (DSSO; 747-5148; East Union Building 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 to make sure I receive any DSSO instructions and
accommodation letters. 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.

**Military Statement**:
Give me an email or written documentation as soon as possible if you anticipate
the possibility of missing large parts of class due to military service.

ADDITIONAL INFORMATION

**Catalog Description**: “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.”

**Professionalism
Statement**: Beyond the previously mentioned Civility Statement, students in
this course are required to exhibit professionalism that goes beyond avoiding
negative behaviors. This includes making
a good faith effort in preparation for and participation in individual and
collaborative class activities. A classroom
culture must be actively supported that understands that “wrong answers” are
usually correct answers to a different question or valuable learning
opportunities to address a common misconception. Also, be open to local
opportunities for professional growth or service. For example, future teachers may consider
helping/attending the **GEPCTM**
conference (Oct. 23, with a kick-off on Sept. 15; see **GEPCTM**
page), encouraging K-12 students to enter an **ASA Project
or Poster** (due April 1), joining
(at cheaper student rates!) professional organizations -- local (**GEPCTM**),
state (**TCTM**),
or national (**NCTM**, **TODOS**, or **ASA**),
or celebrating the first ever World Statistics Day on October 20! Finally, start to be aware of statistics in
the mass media around you, in places such as: **http://www.elpasotimes.com/**,
**http://www.cnn.com**, **http://www.gallup.com/home.aspx**,
**http://www.causeweb.org/wiki/chance/index.php/Main_Page**,
**http://www.usatoday.com/snapshot/news/snapndex.htm**,
etc.

**Participation: **Part
of your daily class participation involves answering questions posed by the
instructor. These questions are ongoing
assessment designed to give feedback to you as well as to the instructor. Some questions will be answered
“simultaneously and anonymously” using the Ed Prather ABCD Class Response
Card. This card is made of paper and is
much less expensive than having to buy a “clicker”! **Each
student is responsible for coming to each class with the ABCD Card**, which
they obtain by printing a color copy (I think Copy Mine in the Library’s basement
can do it for you for $0.35) from **http://www.math.utep.edu/Faculty/lesser/ABCDclassResponseCard.pdf** (or, print out a black-and-white copy and
color in the rectangles using the same color scheme). To be sure you get credit for your written work, you need to use your full name since there are usually
students in the room who have identical or similar first or last names.

**Confidentiality**:
UTEP policy requires that inquiries about confidential information such as
grades cannot be done over the phone, but must be from your miners.utep.edu
account and accompanied by your 800 number.
If you want to know your course grade between our last meeting and when
UTEP puts grades online, you will have a chance during the last week of class
to give me a “secret code word” that I will post your course grade by at the
bottom of **my homepage**.

**English Language Learner(ELL)
Awareness**: Many of you are/were ELLs
or may soon teach them. I will model
strategies that help ELLs (and others, too!) and incorporate awareness of ELL
issues and resources in probability/statistics (e.g., Section 7 of **my
paper in the Statistics Education Research Journal**, resources at **http://www.tsusmell.org/**, and **http://isi.cbs.nl/glossary/index.htm**. The **English
Language Proficiency Standards** require language acquisition and
academic success in all content areas for students at all levels (beginning,
intermediate, advanced, and advanced high) in all domains (listening, speaking,
reading and writing). Finally, consider that the grade level readability of *any*
subject’s textbook is from a *statistical* model based on average number of
syllables per word, average number of words per sentence, etc. (e.g., look up “readability” in MS Word
Help) Note: Development of this class was supported in
part by the U.S. Department of Education-funded grant **Project LEAP-UP**: __L__earning,
__E__ncouraging, __a__nd __P__lanning to __U__plift __P__erformance.

**Equity Awareness:** Development
of this class was supported in part by **Project ACE** (ACtion for Equity), funded by the Women’s Education Equity
Act of the U.S. Dept. of Education, and many statistics examples we discuss
involve or apply to to gender equity. Related resources at **http://www.math.utep.edu/Faculty/lesser/equity.html**.

**Other Resources**:

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/ **(click
“probability” or “statistics”)

**http://standards.nctm.org/document/eexamples/index.htm**
(e.g., 5.4, 5.5, 6.6, 7.4, 7.5)

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

**http://bcs.whfreeman.com/ips4e/**
then click “Statistical Applets”

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

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

Classroom connections:

**http://www.amstat.org/education/stn/** (e.g., browse
issue #64)

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

UTEP Library: Also, I’ve put some statistics books
with other conceptual intuition or real-world connections on reserve at the
circulation desk under “Lesser” or “Stat 1380.”
And on the second floor, __free walk-in tutoring__ is available for
this course (**http://academics.utep.edu/tlc**;
Library 218; 747-5366) as well as help with writing papers (Library 227;
747-5112; Writing Center (Library 227, 747-5112, **http://academics.utep.edu/Default.aspx?tabid=47508**). Also, see **http://www.math.utep.edu/Faculty/lesser/mathtips.html**.

**---------------------- Project Information **-----------------------------

**Project Writeup** should be 12-point Times New Roman
double-spaced, **APA
style**, checked for spelling/grammar. Aim for 5-10 pages, not counting bibliography
or appendices. Section headings should
be clearly marked, assembled in the required order, and stapled (*not* put into a folder or sleeve, or
attached by a paper clip or rolled-up corners) with an identification coverpage on top (that includes your full name, section,
date, and a title that makes clear which option you chose and what your
topic/theme was).

**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 the “**tips for oral
presentations” webpage.** The exact amount of time each team will have
depends on how many teams there are, of course, but you’ll probably have no
more than 5 minutes for your presentation with 1 minute for
discussion/questions/transition. 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 you don’t use up part of your
time just “setting up”) and any additional manipulatives
or materials you bring. Each team member
must have a major non-silent role in the presentation. The very first thing to
do is tell us your names. Obviously, 5 minutes is enough only for highlights,
not every detail in the written writeup you’re
turning in to me. 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 interactively 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.

**Project Options**:
Your team (of 2 or 3) will choose ONE of the following two options:

(1) **Lesson plan**
(“teacher-ready”) for a high-quality mostly original (I don’t need to see any
more bar graphs with M&M candies) TEKS-based lesson utilizing nontrivial
collection, analysis, or display of **data** (some of which must be
quantitative) to explore a question of interest. The main focus of 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 should target the *highest* grade level you one day could
find yourself teaching (i.e., pick a grade between 4^{th} and 8^{th}).
The project writeup you turn in will not be one long
narrative essay, but will be a sequence of items (in the following order), each
with a clear heading, and many of which can be addressed with just a sentence
or two. [use
the *online* version of this syllabus
to use the embedded links, etc.] You’re
not required to clear your topic with me, but you’re welcome to stop by for
feedback.

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

Class Time: Number and length of Class Periods for this
Lesson/Unit

Grade: the grade level or course that is targeted

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

Bloom’s taxonomy: Which of the six levels of [this version of] **Bloom’s
taxonomy** are in this lesson and

where in
the lesson do they occur?

Misconceptions: Specific
statistics content misconceptions (e.g., false beliefs like “the mean must be
one

of
the data values”, some of the “difficulties and disasters” in Utts chapters 4,5,9,11, or an intuition pitfall of chapter 17,18) that your
students might have and how you will address it

TEKS: Explain what aspects or
parts of your lesson connect to which Mathematics **TEKS**;
cite the TEKS

section #
and a concise description of relevant part(s)-- don’t just paste in entire
chunks of the standards (one example: “The part of the lesson that makes a line
graph from the data meets TEKS 5.13(A))”; if it also connects to TEKS in other
subject areas, feel free to note that as well

NCTM Standards: Explain what
aspect of your lesson connects to what part(s) of the **NCTM Standards**

(be
brief, but be specific; as with the TEKS, don’t just paste in entire chunks of
the standards; cite the specific bullet(s) under all relevant headings for the
student expectations for the grade band you are targeting); you can **get free trial access to this entire
document**

GAISE: what parts of your
lesson connect (and how) to the PreK-12 **GAISE Guidelines**? in particular,

describe
which of the 4 Process Components from Framework **Table 1**
are involved in your lesson and describe any parts of your lesson that may be
aimed to go beyond “Level A”

ELPS: 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**; how are you introducing any new vocabulary?

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

Prerequisites: experiences/knowledge/reading/vocabulary that
students need to have already done or had

Materials: any needed manipulatives/technology/A-V,
etc.

Outline of actual instructional activities (if this is a multi-day unit, break
it down day-by-day; describe
it in

a way
that is ready for a teacher to use):
Opening activity; Classwork or Homework
assignment; Closing activity; Extra activity/extension, if time remains

Assessment (How you will know
if objectives were accomplished; include an 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 includes 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 (e.g., equity) and looking at 2 “interactions”
among your variables. The “data collection proposal” sheet must be fully
approved by me BEFORE you collect any data or you may get **no credit **(see
**www.math.utep.edu/Faculty/lesser/1380proposal.html**).
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 18. **There
should be appropriate use of technology.
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 take 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,
significant others, close friends, minors (people under the age of 18),
prisoners, and 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 writeup
must include the following items IN THIS ORDER each with a clear heading:

The
first part after the coverpage is titled “**Background**” and describes the general
question of interest and why it is significant or important to you. Explain what population you chose (and why).

The
next part of the report should have the heading “**Method”** 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 part 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 part 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 part is titled “**References**”
where you acknowledge (in **APA form**)
help you obtained from any web or print references or people to do this project.
(If you had none, then omit this part.)

The
final part is the “**Appendix**” which
can include additional numerical or graphical summaries of your data, but
should *not* include information that
could identify anyone who was surveyed. The final page of the Appendix must be
the **proposal form** that I signed and
returned before you collected data.