**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. Syllabus is subject
to change by the instructor to meet course needs, especially for disruptions
such as H1N1 epidemic or unexpected big changes in class size, resources, etc.

**Course Number**:
STAT 1380-003 (CRN#22254)** **

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

**Credit Hours**:
3

**Term**:** **Spring 2011

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

**Course Fee**: none

**Course Meetings & Location**: LART 209, MW 1:30-2:50, except March 14 &
16. There will likely be a “lab day” in April when we all meet at UGLC
202. 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**: initial office hours are MW 12:45-1:20,
6:30-7pm M, 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; for longer questions, students should email me several possible appointment times that would work and I will reply with which option works in my schedule; I expect to be assigned a graduate TA who can offer some hours as well

**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 the “Participation” section of the syllabus for
instructions of how to get it

·
**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://www.nctm.org/standards/content.aspx?id=16909**)
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: Feb. 2 for UTEP (for the US, it was **April
1, 2010**!)

Test #1: currently set for Feb. 23, but subject to change

Turn in Data Analysis Project Proposal: March 7

Deadline to Drop with a “W”: April 1

Test #2: currently set for April 18, but subject to change

Last Regular Class Meeting: May 4

Finals Week
Meeting: Wed. May 11, 4-6:45pm (as scheduled by

UTEP registrar). This meeting will not be a
final exam, but oral presentations of the projects; 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*

**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 3 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; no more than the top *n*-2 scores will count; 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.

__* Project__ (31%) – see **http://www.math.utep.edu/Faculty/lesser/Stat1380Project.html** for

requirements, resources, deadlines, etc.

**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*-3 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 [Feb. 7] 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) get copies of notes, handouts
and announcements __from a classmate__ if you miss a class; write down 3
classmates’ contact information *right here* for this purpose:

name_____________________________
phone_____________ email______________________

name_____________________________
phone_____________ email______________________

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 [April
1] 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! Intergroup conversations are not allowed
during in-class quizzes taken as teams.

**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 encouraging K-12 students to enter an **ASA Project
or Poster** (due April 1) or joining
(at cheaper student rates!) professional organizations -- local (**GEPCTM**),
state (**TCTM**),
or national (**NCTM**, **TODOS**, or **ASA**).

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://stats.org**, **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 research-backed, classroom-tested Ed Prather ABCD
Class Response Card. **Each student is responsible for coming to
each class with the ABCD Card**, obtained by printing a color copy (I think
Copy Mine in the Library’s basement can do it for you for 35¢; this paper card
is much cheaper than buying a $35 clicker!) from **http://www.math.utep.edu/Faculty/lesser/ABCDclassResponseCard.pdf**
(or, print a black-and-white copy and color in the rectangles using the same
color scheme).

**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** if time
permits.

**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 US DOE grant **Project
LEAP-UP**.

**Equity Awareness:** Development
of this class was supported in part by US DOE grant **Project ACE** (ACtion for Equity) and many statistics examples we discuss
involve or apply 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://www.nctm.org/standards/content.aspx?id=24600**
(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.causeweb.org/resources/**

**http://www.amstat.org/education/webinars/**

**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**.