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D E S C R I P T I O N    A N D    G O A L S

Statistics, according to our textbook is the "science of data." Data are "numbers with a context" (Moore 2000: xxv). I like to think of statistics as a precise, parsimonious language for communicating information about quantitative subject matter. Like any language, it takes time and effort to master, but gaining fluency in it can open doors to participate in new and stimulating conversations with those who speak the same language.

The most important thing to realize about statistics is that they are a tool for organizing and summarizing data. Besides learning how easy it is to apply the basics of statistics in this and other classes, knowing these basics makes you a more critical and informed consumer of research. You can use the knowledge gained in this course to better understand the statistics presented by media, government, business, organizations, and academic studies.

In this course you will learn how to describe quantitative data using distributions, charts and graphs, and measures of center and spread. You will also explore the strength and pattern of relationships using two-way tables, and bivariate regression. In addition, through statistical inference, you will judge how accurately those descriptive measures represent a defined population. The lectures will closely follow the text and we will work frequently on sample problems as a class or in labs.

The discipline of statistics provides a powerful scientific instrument for perceiving patterns otherwise invisible. With statistical tools, we can use numerical data to examine our world and to understand it better. This course focuses on what our textbook calls "the basic practice of statistics," and the main goal of the course will be to give students practice in using these statistical tools effectively.

With that in mind, the goals of the course are:

• To learn how to use basic statistical techniques for graphing and analyzing data in order to uncover hidden patterns within datasets (Data Analysis).
  
  
• To understand how high-quality data can be produced and to be able to evaluate studies with regard to their data collection (Data Production).
  
  
• To understand the basic techniques of statistical inference, to know what confidence intervals and tests of significance mean, and to know when and how to use these inferential procedures (Statistical Inference).
  
  
• To learn how to communicate statistical results effectively in writing and speaking (Statistical Communication).
  
  
• To appreciate the usefulness of statistical data for making decisions and for producing scientific knowledge, and to be able to discuss intelligently the reports of statistical findings that appear in the media, politics and workplace (Statistics in Public Life).

R E Q U I R E M E N T S    A N D    G R A D I N G

I expect you to attend class and lab sessions regularly. You should read the material assigned for each class session prior to the lecture. The material we cover in this course requires that you keep up, so I strongly encourage you to ask questions in class and lab sessions, visit me during office hours, visit the math lab, and work cooperatively with other students.

You will receive your graded homework and exams approximately one week after you turn them in (I have a student grader who assists with this and the return time may fluctuate depending on her schedule). Grading will be based on: A=90% of possible points or higher; B=80-89%; C=70-79%; D=60-69%; F=59% or lower (with + and - grades where applicable). There will be some opportunities to earn extra credit points. I will grant incompletes only in extreme situations. Your course grade will be based on:

Homework Exercises
For each section and topic, I assign several exercises from the textbook as practice. These are due by the beginning of the class period for which they are assigned (i.e., the exercises assigned for Thurs. Jan. 23 covering chapter 1.1-1.2 are due at the beginning of class on Thurs. Jan 23., etc.). Please attempt every exercise and show your work. I am more interested in making sure you give each exercise an honest effort and learning the technique rather than getting every single exercise correct, although you'll find that the two are highly correlated.

You are allowed to turn in a late homework assignment only twice during the semester and I will not accept any late homework more than seven days after the due date. You will not received credit for any homework assignment that is not handed in on time thereafter.

Exams
There will be three exams, each worth 150 points. On these exams, I will expect you to show all of your work on calculation problems. You can use calculators and tables from the textbook. When grading these exams, I place the most emphasis on understanding of statistical principles. Students who choose the appropriate statistical procedure for a problem and follow the procedure correctly, but who make calculation errors or other minor mistakes will lose only a few points. None of the exams are cumulative in the sense that they will not include questions that specifically relate back to previous chapters. However, you can consider them cumulative in that they will build on earlier concepts and techniques.

Labs and Quizzes
During the second half of the class every (or most) Tuesdays, Katherine McClelland, the director of the Math Lab (SC 2012), will coordinate and lead the labs for this course . These labs are designed to help you apply, integrate and supplement your understanding of the course material through interesting case studies. You will use the statistical program, Minitab, to run and analyze data. In most cases, the labs will involve writing up your findings in a brief report, which will be due at the beginning of the Thursday class period following the lab. We may also have periodic brief quizzes which ask you to demonstrate your understanding of the labs, homework, readings and lectures.

Projects
I think the most exciting aspect of the course is the opportunity to try out your statistical skills by collecting data about contemporary topics of importance to you. The first research project consists of describing a data set of your choice (I will provide you with possible links to interesting data sets and you can also explore the Internet on your own). You will work with one other person and hand in a single report which elaborates a set of questions that you will answer with your data set, presents statistical findings, analyzes the data as it relates to your initial questions and summarizes your results and their significance. Below are links to the Census and General Social Survey (GSS) data and codebooks:

• Census data
• Census codebook
• GSS data
• GSS codebook

The second research project involves producing your own data. You can work individually, with a partner, or with a team (maximum of four students) in coming up with a research question that requires designing your own study and collecting and interpreting your own data. You will have a lot of latitude in terms of design: experiments, surveys, observational studies, etc. Each project must receive my approval before you undertake it and you must hand in a prospectus demonstrating the feasibility and relevance of your study.

Each project will then be presented in class. Whether you work individually or collaboratively, each person should plan on presenting for approximately 10 minutes. Once your project is approved, I highly recommend that you do not wait until the last minute to conduct your data collection or to prepare your presentation. Finally, you will write-up a formal report of your findings. The grading criteria for the projects and presentation will be described in more detail later in the semester.

Participation
Class participation includes not only regular attendance but also active engagement in classroom discussion and small group exercises. Although statistics has the reputation of being a "dry" subject matter, in fact, the thought processes involved in generating statistical data and analysis can be quite stimulating. I will do my best as your instructor to make the course material clear, interesting and lively, and I expect you to invest your time and energy in doing the work and engaging with the course material. Do not be afraid to ask questions, not just about the material in the book but also on how statistics are used in the world around us. Together we will try to answer them as best as possible.

R E A D I N G S

The required books and materials for the course are:

• Moore, David S. 2000. The Basic Practice of Statistics, 2nd ed. New York: W.H. Freeman and Co.
• Calculator with square, square root, parentheses function, and ability to do 2-variable and regression analyses (look for a calculator with an r button).
• Course announcements, handouts, and assignments will be available from me and on the Web site.

• Moore, David S. 2001. Extra Exercise Book for Moore's The Basic Practice of Statistics, 2nd ed. New York: W.H. Freeman and Co.

O T H E R    P O L I C I E S

Sources of Help
The textbook is written very accessibly and is your main source of help. Class time is another main source of help. Classes will not reiterate the text, but will clarify difficult concepts, topics, and techniques and provide opportunities to synthesize and apply your statistical knowledge. Finally, please be sure to use the Math Lab if you still have difficulties -- they are trained to help students understand statistics.

Make-Up and Late Work
Please note on the course schedule when assignments are due and exams take place. In some cases, the course schedule may change and it is your responsibility to keep yourself informed of these changes, especially if you miss class. In general, you are responsible for any work missed in class, even if your absence is excused due to illness, personal emergency or extracurricular activities. I will only offer make-up exams in the case of serious illness substantiated by a doctor's note or a family emergency. You must discuss your situation with me before the exam takes place.

Special Accommodations
I am happy to provide reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements, but these must be discussed in advance. Students with disabilities are encouraged to contact the Academic Advising office to discuss their individual needs for accommodations.

Academic Honesty
You are allowed to work with other students to complete your homework exercises. However, remember that the only way that you will learn how to do the problems and do well on the exams is to understand the process and techniques yourself (in other words, you do yourself and your classmates a disservice by copying the exercises from someone else). On the exams and with a few other specified assignments, you are not allowed to collaborate on your work. If I suspect that any work has been completed using dishonest means, I will report the case to the Committee on Academic Standing for formal review (see Academic Policies in the Student Handbook).

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