Applied Statistics

Course Syllabus

Course Information

Course Description

The Applied Statistics course focuses on how mathematical reasoning and statistical methods are used to analyze discrete and continuous data and test research hypotheses. Your expedition through basic statistical principles will include the following subjects: descriptive methods (frequency distributions, graphing and measures of location and variation), basic probability theory (sample spaces, counting, factorials, combinations, permutations, and probability laws), probability distributions (normal distributions and normal curve, binomial distribution, and random samples and sampling techniques), statistical inference (estimation, hypothesis testing, t-test, and chi-square test, and errors), correlation and regression, and f-test and analysis of variance.

Your learning will involve readings and self-directed chapter quizzes, an expansive selection of online resources, problem sets that apply the chief statistical methods reviewed, commonly used statistical software, online discussions, and team and independent investigations applying basic and advanced statistical techniques to a chosen dataset. The suite of statistical topics covered in Applied Statistics supports the IAI requirements for general statistics.

Prerequisite Knowledge

A course in College Algebra or Quantitative Reasoning will greatly enhance your learning experience and success in Applied Statistics.

Course Learning Goals

After completing this course, you will be able to:

Understand statistics as a central approach to inquiry including basic concepts, terminology, and symbols and be able to apply this understanding to evaluate and produce suitable graphical statistical representations.
Understand the concepts of probability and sampling and be able to apply this knowledge to calculate elementary probabilities and define confidence intervals.
Use statistical decision theory to devise hypotheses, make predictions and evaluate correlations between variables.
Understand and employ advanced statistical methods such as the analysis of variances, t-test, F-test, and chi-squared, to practical situations.
Undertake an individual research project in your field of interest and be able to apply the appropriate statistical techniques to evaluate data and test a hypothesis.

Course Resources

Gibilisco, Stan. (2004) Statistics demystified /New York : McGraw-Hill.
Stephens, Larry J. (2004) Advanced statistics demystified :[a self-teaching guide] New York : McGraw-Hill,
Microsoft Excel (Version 2007 or newer)
Minitab 16 or newer
Online Resources: There is an extensive set of online resources on statistical concepts available in ß course to help support your learning.

To buy your books, go to http://bookstore.mbsdirect.net/depaul.htm.

You may also choose to buy your books through another vendor, perhaps more economically.

Course Outcomes

In this course, you will develop the following skills:

Outcomes
1	Can critically evaluate statistical information from a variety of sources and representations as evidence in arguments.
2	Can critically analyze popular information sources (newspapers, magazines, and websites) for their statistical content and suppositions.
3	Can generate common graphical representations of statistical data using software.
4	Understands the concepts of Sample Space, Factorials, Combinations, Permutations, & Fundamental Probability Laws and can discuss and provide examples of these concepts from online sources.
5	Can describe the characteristics of normal and binomial probability distributions and apply methods of sampling and estimation to population data.
6	As a part of a team, can apply the appropriate methods of probability, sampling, and regression to test a hypothesis using an online database.
7	Can construct statistical models using variables to test hypotheses concerning chance and cause and effect scenarios.
8	Can set up models for the evaluation of a simple linear, regression using statistical software.
9	Can apply the least squares method, evaluate “r”, and assess a computed correlation and its potential caveats.
10	Can test hypotheses involving one or two variances by using Chi-square and F distributions; perform one-way and two-way analysis of variance.
11	Can use the t-distribution including assumptions under which its use is appropriate.
12	Can apply a nonparametric statistical procedure appropriate for population distributions that are non-normal.
13	Demonstrates an understanding of the role and common application of statistics in one’s field of interest through the evaluation of scholarly work on a selected research issue.
14	Can search for and utilize an appropriate database to address a research issue in one’s field of interest
15	Can select and apply the appropriate experimental design or sampling plan for a statistics-based study, and report results using tabular and graphical methods as appropriate.

How the Outcomes will be Demonstrated in this Course

Each module will consist of structured learning assignments that connect the learning activity with the outcome. You will be assessed on all assigned exercises and discussions. In addition, you will create:

A researchable topic and question.
A review of relevant literature pertaining to your topic/question.
An annotated bibliography of the literature review.

Course Structure

This course consists of 10 modules. The estimated time to complete each module is 1 week.

Week, Module # and Title	Readings	Assignments
Week 1, Module 1: Statistics: An Introduction	Read Gibilisco Chapters 1 & 2	1.1 Critiques of everyday statistics 1.2 Chapter 1 & 2 Quizzes 1.3 Use and Misuse of Statistics Discussion cont.
Week 2, Module 2: Statistical Representation	Read Gibilisco Chapter 3	2.1 Problem Set 1 2.2 Chapter 3 Quiz 2.3 Use and Misuse of Statistics Discussion cont.
Week 3, Module 3: Probability	Read Gibilisco Chapter 4	3.1 Problem Set 2 3.2 Chapter 4 Quiz 3.3 Probability Discussion
Week 4, Module 4: Probability Distributions, Sampling & Estimation	Read Gibilisco Chapter 5	4.1: Problem Set 3 4.2 Team Research Project 4.3 Chapter 5 Quiz 4.4 Probability Discussion cont. 4.5 Team Project Discussion
Week 5, Module 5: Statistical Decision Theory: Hypotheses, Prediction & Regression	Read Gibilisco Chapter 6	5.1 Problem Set 4 Regression (Excel-Minitab) 5.2 Chapter 6 Quiz 5.3 Chance Discussion 5.4 Team Project Discussion cont.
Week 6, Module 6: Correlation, Causation, Order & Chaos	Read Gibilisco Chapter 7	6.1 Chapter 7 Quiz 6.2 Chance Discussion cont. 6.3 Team Project Discussion cont.
Week 7, Module 7: Inferences Based on two Samples and Analysis of Variance	Stephens Chapters 1 & 2	7.1 Problem Set 5 t-Test (Minitab) 7.2 Chapter 1 & 2 Summaries 7.3 Advanced Statistical Procedures Discussion
Week 8, Module 8: Linear Regression and Correlation Multiple Regressions	Stephens Chapters 3 & 4	8.1 Individual Research Project 8.2 Problem Set 6 8.3 Chapter 3 & 4 Summaries 8.4 Advanced Statistical Procedures Discussion cont.
Week 9, Module 9: Nonparametric Statistics and Chi-Squared tests	Stephens Chapters 5 & 6	9.1 Problem Set 7 Chi-squared (Minitab) 9.2 Chapter 5 & 6 Summaries 9.3 Individual Projects Discussion
Week 10, Module 10: Individual Projects in Applied Statistics	No readings for this module.	10.1 Individual Research Project cont. 10.2 Individual Projects Discussion cont.

Assessment

Assessment of Learning

Percentage Distribution of Assignments

Assessment, Grading and Rubrics
*Assignments*	*Written Deliverables*	*Weighting*
Discussion Forum participation/responses	General Forums 1-5 (3% each)	(15%)
Discussion Forum participation/responses	Team Project Forum (3% each)	(3%)
Critique of Statistical Charts	Report	(5%)
Team Research Project	Team Research Project Report	(15%)
Problem Sets	Problem Sets 1-7 (6% each)	(42%)
Individual Research Project (Applied statistics to an issue in student’s field)	Applied Statistics Individual Research Project	(20%)

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

For SNL courses taken for Pass/Fail, a “Pass” represents a grade of “A” for purposes of financial aid and employer reimbursement.

Students wishing to declare a Pass/Fail option must do so before the end of the 2nd week of the quarter.

Grading Scale

Grading Scale	Percentage	Verbal Descriptor
A	100-93%	Excellent
A-	92-90%	Very Good
B+ -> B-	89-80%	Good
C+-> C-	79-70%	Average
D+->D-	69-60%	Weak (Unacceptable)
F	<60%	Unacceptable

Please note: Grades lower than a C- do not earn credit at the School for New Learning.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email. Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

Specific Assessment Criteria for Applied Statistics Assignments

Team and Individual Research Report Rubric
Interpretation	Character of the Deliverable
Excellent	The report summarizes addresses and/or has the following qualities: 1) Your report narrative demonstrates an understanding of the underlying statistical principles of the lesson, 2) the appropriate statistical software and application was used to address the given data, 3) application of the particular statistical procedures to the data have yielded the acceptable results,4) clear and reasonable conclusions were drawn from the results of the statistical operation 5) (where applicable) your selection and organization of data from a database was appropriate for the problem being addressed, 6) graphical information is accurately communicated and report is well written (e.g. grammar, flow and spelling), 7) the research question is ‘original’ and relevant 8) report adheres to the required format resources are scholarly and relevant, and 9)citations were of proper format and used consistently.
Above Average	The report lacks at least one of the above qualities, but is above average in quality. At this level a report demonstrates a strong understanding of the issue being discussed.
Average	The report lacks two or three of the required qualities. At this level a report demonstrates a reasonable understanding of the issue being discussed.
Minimal	The report presents little evidence of the above qualities. At this level a report demonstrates a nominal understanding of the issue being discussed.
Unacceptable	The report does not demonstrate understanding of the fieldtrip topics.

Problem Set Rubric
Interpretation	Character of the Deliverable
Excellent	The problem set answers summarizes addresses and/or has the following qualities: 1) Your problem set narrative demonstrates an understanding of the underlying statistical principles of the lesson, 2) the appropriate statistical software and application was used to address the given data, 3) application of the particular statistical procedures to the data have yielded the correct results/answers,4) clear conclusions were drawn from the results of the statistical operation 5) (where applicable) your selection and organization of data was appropriate for the problem being addressed, and 6) graphical information is accurately communicated and deliverable is well written.
Above Average	The problem set lacks at least one of the above qualities, but is above average in quality. At this level a problem set demonstrates a strong understanding of the issues being studied.
Average	The problem set lacks two or three of the required qualities. At this level a deliverable demonstrates a reasonable understanding of the issues being studied.
Minimal	The deliverable presents little evidence of the above qualities. At this level a deliverable demonstrates a nominal understanding of the issues being studied.
Unacceptable	At this level a deliverable does not demonstrate understanding of the topic.

Online Discussions

Assessment Criteria for Online Discussion Participation

Discussion Forum Rubric
Level	Interpretation	Character of the Contribution
4	Excellent	The comment is 1) accurate, 2) original, 3) relevant, 4) teaches us something, and 5) is well written (where posted online). Four point comments add substantial teaching presence to a course and stimulate additional thought about the under discussion
3	Above Average	The comment lacks at least one of the above qualities, but is above average in quality. A level 3 comment makes a significant contribution to our understanding of the issue being discussed.
2	Average	The comment lacks two or three of the required qualities. Comments that are based on personal opinion or personal experience are often within this category.
1	Minimal	The comment presents little or no new information. However, level 1 comment may provide important social presence and contribute to a collegial atmosphere.
0	Unacceptable	The comment adds no value to the discussion.

Discussions Boards

Discussion Boards are a forum for discussion and sharing information among students. Your instructor may create one or more discussion boards related to the topics you are studying each week.

At the beginning of the quarter, your instructor will set up two discussion boards. These two discussions will help you and your classmates get off to an immediate start on the course, by providing conversational spaces for necessary, ongoing social and administrative activities. These discussions are:

Introductions
Course Q&A

The Q&A discussion is where the management and administrative tasks of the course are conducted, and where you can ask ‘process’ questions and receive answers. Your instructor will add additional discussion boards as you move through the modules.

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Course Expectations

Time Management and Attendance

SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.

You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.

Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.

This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.

The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.

Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.

You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.

Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.

View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.

If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.

Course Netiquette

Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:

Be polite
Respect other participants’ views or opinions
Think before you write, and ask yourself if you would say the same thing in person
Use positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)
Be sensitive to cultural differences
Avoid hostile, curt or sarcastic comments
No objectionable, sexist, or racist language will be tolerated
Create a positive online community by offering assistance and support to other participants.
Use correct grammar and syntax

Policies

Academic Integrity

DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.

Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.

Plagiarism

Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:

The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's.
Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement.
Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency.
The paraphrasing of another's work or ideas without proper acknowledgement.
Resubmitting one's own previous work from a different course or college, without the permission of the current instructor.

Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.

DePaul University Incomplete Policy

The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.

You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.

If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.

Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.

Description of Pass/Fail Grading Options

Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.

In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.

For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.

Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.

There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.

If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.

For Students Who Need Accommodations Based on the Impact of a Disability

Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:

Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
csd@depaul.edu

Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.

Dean of Students Office

The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.

Protection of Human Subjects

For more information see: http://research.depaul.edu/

Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:

The information you collect is EXCLUSIVELY for the purpose of classroom discussion and will NOT be used after the term is over. If there is any possibility that you will EVER use it in further research or for publication, you must obtain approval from the Local Review Board before you begin.
You assess and ensure that no "harm"—physical, mental, or social—does or could result from either your interviews and/or observations or your discussion and/or reports.
The privacy and confidentiality of those that you interview or observe must be protected. Unless you receive specific permission, in writing, from the person(s) you interview or observe, please change their names, and make sure that their identity cannot be readily ascertained from the information you provide.
If you want to use real names and relationships, they must sign an "informed consent" document. For information on creating an "informed consent document" see, for example, http://www.research.umn.edu/consent.

Copyright and Student Privacy

In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Online classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.

Credits

This course was designed and produced by faculty and staff at SNL Online of the School for New Learning of DePaul University.