IT 223: Data Analysis
Winter Quarter, 2018
Class Time / Location: Online Only
Joseph (Yosef) Mendelsohn, MD
Office Hours: See my office hours page here
Navigate to the main class web page using Desire 2 Learn (D2L) at https://d2l.depaul.edu. This page the the course web page at http://condor.depaul.edu/ymendels/223/ is your go-to for the entire course. Be sure to bookmark these pages on your browser. This will give you easy access to all of the lectures, lecture notes, quizzes, assignments, etc that you will need for the course.
There may be a slight learning curve the first few times you navigate the D2L, it should not take long before you develop some comfort with it. Once you have finished reading this syllabus, you can look at a series of explanations and tutorials can be found here. While you are not required to (and may not need to), you may wish watch the 'D2L Content and Dropbox Online Tutorial' video and the videos on quizzes and discussion groups.
Application of statistical concepts and techniques to a variety of problems in IT areas and other disciplines, using a statistical package for simple data analysis. Course topics include descriptive statistics, elementary probability rules, sampling, distributions, confidence intervals, correlation, regression and hypothesis testing.
About Your Instructor
My faculty bio can be found here.
Textbooks and printed resources
Humongous Book of Statistics Problems
About $11 at Amazon.com as of September 2017. While this can not be used as the course textbook, it may be your best tool for this course! In spite of its title, the book is not huge or daunting. It is a book of straight-forward exercises with explanations. Doing lots of problems is the key to getting through the course, so this book will be as useful - if not more so! - than the required text. I urge you to buy and use this book!
Moore, McCabe, and Craig, Introduction to the Practice of Statistics, W. H. Freeman and Company. This is the officially required book for the course. However, as far as I am concerned, as long as you have ANY textbook this is fine with me. Also, please note that any edition is fine! Statistics really doesn't change much from year to year, so by all means, save your money and try to purchase a used textbook even if it is from an older edition. However, do MUST OBTAIN AND READ a textbook. It simply isn't possible to learn statistics only by viewing lectures and reviewing slides.
Feel free to rent an online version of a book.
MAT 130 or another college algebra course
Desire 2 Learn (D2L):
· Links to various documents, videos, quizzes
· Place to submit your assignments
· Desire 2 Learn (D2L):
Course Web Page
http://condor.depaul.edu/ymendels/223 --> Contains all Powerpoint files, Data files, Resources, etc
Lecture notes: Notes and files for each lecture will be posted at least one day before lecture (for in-class sections). However, please note that I reserve the right to make updates at any time. I would recommend that you print out the lecture slides (if you choose to) no earlier than the day before lecture. They will typically be in either PDF or Powerpoint format. If you don’t have PowerPoint, you can download a free viewer here.
· See this page. Obviously, this does not apply to online-only students. However, online students are always welcome to come to office hours.
· I am happy to speak with students by phone or by Skype. If you wish to schedule an appointment, please email me at least 2-3 times that are good for you, and I will email you back with an appointment.
· In the event that I have office hours for my in-class courses, you are always more than welcome to come to those as well. You do not need to make an appointment. You can find my in-class office hours here.
Free – make use of it! See link to the tutoring page under the General Course Resources link on the class web page.
Class Discussion Group
Not surprisingly, for online courses, discussion groups take on special significance.
In particular, certain questions have a way of coming up again and again. For this reason, I strongly encourage you to post all questions to the discussion group. This way, questions that I answer (or any of you answer) can be seen by all of your colleagues.
A few key guidelines when posting to a discussion group: ·
Please make the subject posing clear: o
Poor subject: “Question” o
Better: “Question on problem #2” o
Ideal: “Question on the phrasing of problem #2” ·
Please post in the appropriate group. If you have a question
about registering for an exam, please post to the ‘General Questions’ forum as
opposed to, say, the Module #1 forum. ·
Please do not post answers to homework assignment or quiz questions!
Only TWO days after a quiz or assignment is due can answers be discussed. ·
Before posting, please be sure and check to see if someone has already
posted the same question. ·
Before asking a question relating to a homework problem, please make a
genuine attempt to solve it on your own first. Required
software and other resources You will need to make use of several of the resources listed
under General Course Resources. We will discuss specifics such as SPSS as we
progress through the course.
A few key guidelines when posting to a discussion group:
· Please make the subject posing clear:
o Poor subject: “Question”
o Better: “Question on problem #2”
o Ideal: “Question on the phrasing of problem #2”
· Please post in the appropriate group. If you have a question about registering for an exam, please post to the ‘General Questions’ forum as opposed to, say, the Module #1 forum.
· Please do not post answers to homework assignment or quiz questions! Only TWO days after a quiz or assignment is due can answers be discussed.
· Before posting, please be sure and check to see if someone has already posted the same question.
· Before asking a question relating to a homework problem, please make a genuine attempt to solve it on your own first.
Required software and other resources
You will need to make use of several of the resources listed under General Course Resources. We will discuss specifics such as SPSS as we progress through the course.
I try to check emails regularly throughout the day. Sometimes I can reply to emails within an hour or two, sometimes it take several hours before I get to them. However, I do make every attempt to answer all emails within 24 hours. In the event that this does not happen, please do feel free to resend the email. You don't have to "apologize for disturbing" me as the fault is mine! I never ignore emails, so if you do not receive a response from me, you may assume that the email got lost in the pile somewhere or ended up in my spam folder.
When e-mailing me, it is very important that you include your name and course number (or section number) in the subject. I have a pretty stringent spam-filter on my e-mail, so if you don’t do this, your e-mail may well end up missed in my spam folder. For example:
Subject: Guillen, IT-223, question about inline styles
Pronoun / Name Preferences
I want to ensure that I properly respect every student’s preferred choice of pronoun or first-name. If you have a such a preference, please do not hesitate to let me know. I will make every possible effort to ensure that I do not forget. (And if I do forget, please accept my apologies in advance and remind me).
All assignments are submitted via the D2L dropbox.
Be sure to pay close attention to the due TIME.
Assignments will be posted almost every week. Note that the D2L dropbox and quizbox will NOT accept submissions once the due date has passed. For this reason, please be sure that you do not wait until the last 1-2 minutes to submit things. If you run into a technical glitch, or if the clock on your computer is set a little bit behind the D2L clock, you will be locked out.
I have to be fair to everyone, and for this reason, I do not accept late assignments/quizzes unless there are extenuating circumstances backed up with documentation.
· Assignments - lowest grade is dropped - 45%
o Lowest grade will not be dropped during summer quarters.
· Quizzes – lowest two percentage scores are dropped - 20%
· Midterm Exam: 15%
· Final Exam: 20% - You MUST pass the final exam to pass the course.
93 or above
73 - <77
90 - <93
70 - <73
87 - <90
67 - <70
83 – <87
60 - <67
80 – <83
less than 60
77 – <80
· BE SURE AND READ this FAQ on registering for / scheduling exams. This page also contains the link to the online student support who can help you if you have questions regarding exam registration.
· For online students, exams will be proctored at DePaul University and at other remote locations.
· About 1-2 weeks before an exam, I will open up for scheduling. Look for the 'Proctored Exam Registration' link on D2L to register for exams.
· Your instructor has absolutely nothing to do with registering for exams. As a result, any questions or issues that come up with registration should be directed to the Distance Learning staff. They are extremely good about handling issues.
· Do not wait to register! Times and locations do fill up. So I highly recommend that as soon as I open up an exam registration, you try to register right away!
· Exams must be completed within the timeframe provided.
· A score of 0 will be recorded for the exam if it is not taken within the timeframe. Makeups will not be offered without very extenuating circumstances.
· Please review the online student policies document under ‘Exams’ for more information.
IT223 Data Analysis is included in the Liberal Studies program as a course with credit in the Scientific Inquiry domain. Courses in the Scientific Inquiry domain are designed to provide students with an opportunity to learn the methods of modern science and its impact on the world around us. Courses are designed to help students develop a more complete perspective about science and the scientific process, including: an understanding of the major principles guiding modern scientific thought; a comprehension of the varying approaches and aspects of science; an appreciation of the connection among the sciences; the fundamental role of mathematics in practicing science; an awareness of the roles and limitations of theories and models in interpreting, understanding, and predicting natural phenomena; and a realization of how these theories and models change or are supplanted as our knowledge increases.
Learning Domain Outcomes
1. Students will understand the major principles guiding modern scientific thought. Students will demonstrate a mastery of the science content knowledge of their SID courses.
2. Students will know that science, technology, and math serve as mechanisms for inquiry into the nature of the universe. Students will:
a. identify questions that can be answered through scientific investigations;
b. design and conduct a scientific investigation to test a scientific hypothesis;
c. use appropriate tools and techniques together, analyze, and interpret data to support or refute a scientific hypothesis;
d. develop descriptions, explanations, predictions, and models using evidence;
e. describe relationships between evidence and explanations using critical and logical thinking;
f. recognize and analyze alternative explanations and predictions;
g. communicate scientific procedures and explanations;
h. use mathematics in all aspects of scientific inquiry.
3. Students will understand and appreciate the interrelationships among science, technology and math. Students will:
a. use technology and mathematics to identify a problem or design a solution to a problem;
b. give examples of how science and technology inform and influence each other.
4. Students will understand and appreciate the role of science in society and in their lives. Students will:
a. Provide examples of how science and technology impact our lives, and how social needs and concerns impact our development of technology and scientific investigation;
b. develop positive attitudes towards science, technology, and mathematics;
c. establish an ongoing experiential/service-learning interest in science, technology, and mathematics.
5. Students will understand the nature of science, technology, and mathematics. Students will:
a. provide examples of the abuse of science, including the representation of unfalsifiable claims as science and other forms of pseudoscience;
b. explain the strengths and limits of scientific inquiry;
c. explain the difference between evidence and inference, and the provisional nature of scientific explanations by providing examples of how our understanding of the workings of the world has changed in the past;
d. explain the difference between probability and certainty, and describe what is meant by uncertainty in the context of science, technology, and mathematics.
How Learning Outcomes Will Be Met
Statistical analysis is a rigorous intellectual challenge that must be approached systematically with extreme attention to detail. Even an introductory course in statistical analysis requires the student to have an appreciation of the scientific method. All of these situations (or ones closely resembling them) will be required of students at some point in the course. For example, students may be required to look up data from an online resource and interpret this data using a`ppropriate statistical analysis tools. They may then be required to generate a hypothesis test including a null hypothesis and an alternate hypothesis and determine whether or not the test meets the requirement for their hypothesis to be declared statistically significant.
Writing is integral for communicating ideas and progress in science, mathematics and technology. The form of writing in these disciplines is different from most other fields and includes, for example, mathematical equations, computer code, figures and graphs, lab reports and journals. Courses in the SI domain must include a writing component where that component takes on the form appropriate for that course (e.g., lab reports, technical reports, etc.)
How Writing Expectations Will Be Met
Throughout the course of the quarter, students will not simly be allowed to report the results of ‘number crunching’ and the output of statistical software. Rather, they will be required to explain and interpret the results of their calculation and to provide a clear analysis of their interpretation of the results. Graphs, charts, and so on will be required as part of this explanation, but only as an adjunct in support of their written analysis.
Online Instructor Evaluation
Evaluations are a way for students to provide valuable feedback regarding their instructor and the course. Detailed feedback will enable the instructor to continuously tailor teaching methods and course content to meet the learning goals of the course and the academic needs of the students. They are a requirement of the course and are key to continue to provide you with the highest quality of teaching. The evaluations are anonymous; the instructor and administration do not track who entered what responses. A program is used to check if the student completed the evaluations, but the evaluation is completely separate from the student’s identity. Since 100% participation is our goal, students are sent periodic reminders over two weeks. Students do not receive reminders once they complete the evaluation. Students complete the evaluation online at https://mycti.cti.depaul.edu/mycti (log in using your Campus Connect credentials).
Email is the primary means of communication between faculty and students enrolled in this course outside of class time. Students should be sure their email listed under "demographic information" at http://campusconnect.depaul.edu is correct.
Academic Integrity Policy
This course will be subject to the academic integrity policy passed by faculty. More information can be found at http://academicintegrity.depaul.edu/
The university and school policy on plagiarism can be summarized as follows: Students in this course should be aware of the strong sanctions that can be imposed against someone guilty of plagiarism. If proven, a charge of plagiarism could result in an automatic F in the course and possible expulsion. The strongest of sanctions will be imposed on anyone who submits as his/her own work any assignment which has been prepared by someone else. If you have any questions or doubts about what plagiarism entails or how to properly acknowledge source materials be sure to consult the instructor. While it is acceptable to work together and assist each other on assignments, two students can not submit extremely similar work if it only contains cosmetic changes.
Homework questions should always be worked on individually. It’s okay to work with someone so that you can discuss concepts when you are stuck on something. The key is to seek assistance in understanding the concept or figuring out where you may have missed something. If all you’ve done is gotten help coming up with the answer without being sure that you understand the underlying concept, this means that there is still a gap in your knowledge.
An incomplete grade is given only for an exceptional reason such as a death in the family, a serious illness, etc. Any such reason must be documented. Any incomplete request must be made at least two weeks before the final, and approved by the Dean of the College of Computing and Digital Media. Any consequences resulting from a poor grade for the course will not be considered as valid reasons for such a request. Incompletes are only granted when the large majority of the course work (typically at least 75%) has already been completed.
Resources for Students with Disabilities
The Productive Learning Strategies (PLuS) Program at DePaul University is a year-round comprehensive program designed to meet the needs of DePaul University students with specific learning disabilities and/or attention deficit disorders, as well as, associated disorders such as Asperger's Syndrome, Bipolarism, Obsessive-Compulsive Disorders, etc. The PLuS Program serves some 400+ students enrolled in colleges and schools university-wide, undergraduate and graduate, both full-time and part-time. Services include exam proctoring, additional time on exams, meeting with PluS staff, etc. Web page: http://studentaffairs.depaul.edu/plus/