Course Overview Math 1107

1. Course OverviewMath 1107 Kennesaw State University Department of Mathematics C.J. Alverson

2. Administrative Overview • Real-time learning, web-based materials • No assigned homework • Minimal lecture • No graded group-work • No curves • Minimal administrative structure

3. Pedagogical Overview • Active, case-based learning • In-class, group-based work • Individual in-class testing • Non-overlapping coverage of topics • Carefully planned class sessions • Comprehensive final examination • Complete web-based support

4. Case-based Learning Model • Course topics broken down into pieces. • Each piece is illustrated by a case. • A case is a set of learning steps. • Student groups work together through the case learning steps. • We de-brief afterwards, and a summary for each worked case is posted on the course page.

5. Group-based Learning • Student groups consist of approximately four to six students. • These groups work cases during class sessions. • No group work is graded. • Small groups allow peer-based learning in an active setting.

6. Student Characteristics • Moderate mathematics phobia • This course is usually required • Mathematics may be weak and/or old • Day schedule usually involves work/family • Robust mix of traditional/non-traditional students

7. Instructor Characteristics • Degrees from Georgia Inst. of Technology (B.Sc., M.Sc.) and U.N.C. (M.Sc.) • Teaching since 1988 • Consulting since 1996 • Designed this course and its supporting web page • Teaching at KSU since 1991

8. Nice Things • Web-based case-work and supporting documentation eases burden of note-taking. • Careful planning and pacing of course aids student success and balancing other work. • Active learning/teaching style, coupled with non-graded group work allows efficient learning and retention.

9. Scary Things • Pre-existing mathematics issues can confound success in this class. • Writing is an integral part of graded work in this course. • I am rough around the edges and can be a bit scary at times. • The latter part of the course can be a bit intense.

10. Course Topic List: Fall/Spring Semester • Part One • Basic Probability • Part Two • Clinical Trials • Sample Surveys • Descriptive Statistics • Part Three • Confidence Estimation of Means and Proportions • Hypothesis Tests for Median and Category

11. Course Topic ListSummer Term • Part One • Basic Probability • Clinical Trials • Sample Surveys • Part Two • Descriptive Statistic • Confidence Estimation • Hypothesis Tests

12. Assessment Fall/Spring Three In-class Tests Best of Three @ 40% Next Best of Three @ 20% Worst of Three Drops Comprehensive In-class Final Exam @ 40% Course Raw Total Score = .4*Best Hourly + .2*Next Best Hourly + .4*Final

13. Assessment Summer Two In-class Tests Best of Two @ 40% Next Best of Two @ 20% Comprehensive In-class Final Exam @ 40% Course Raw Total Score = .4*Best Hourly + .2*Next Best Hourly + .4*Final

14. The Final The final examination covers everything. You must take the final examination.

15. Assessment The Total Course Score (TCS) is converted to a Course Letter Grade (CLG) as follows: CLG=“A” if TCS  90 CLG=“B” if 90 > TCS  80 CLG=“C” if 80 > TCS  70 CLG=“D” if 70 > TCS  60 CLG=“F” if TCS < 60

16. Note Well • You must be proficient at a basic arithmetic and algebraic level. We do not have time to repair lapses in prerequisite skills and knowledge. • Case work proceeds from session to session – there is very little overlap. • Regular attendance is highly recommended, but not tracked for course credit. • The entire course is carefully documented and planned. • Lapses in time management, planning, work ethic and attendance may limit your success in this course.

17. Prerequisites • I have designed this course to require a minimum of mathematics. However, the remaining mathematics is essential. • I assume and require proficiency in the prerequisite mathematics for this course. • What is required is the basics in arithmetic, algebraic substitution and basic algebraic operations. • You must either currently have, or acquire on your own initiative these basics.

18. The Calculator • I have minimized the use of the calculator in this course. • You alone are responsible for acquiring and operating an appropriate calculator. • Some on-line resources are hyper-linked in the course page. • The default calculator is the TI-83.

19. Writing • This course requires a modicum of precise, technical writing. • Summaries and sample tests are provided to allow you to learn this writing style. • Writing will be a large part of the coursework.

20. Grades • I require proficiency in this class. • No curves are employed in the scoring of tests and finals. • The only letter grade earned in this course is based on the total performance over all tests and the final. • Do not interpret individual scores on tests and finals as letter grades.

21. Why Students Fail this Course • There are a number of failure modes, but a common mode of failure is a weak grasp of remedial mathematics. You must be able to perform basic arithmetic, algebraic substitution and the like. I do not have the time to review these concepts or to tutor you in them. If your basic mathematics is severely lacking, then get it fixed before you take classes that require said mathematics. • A number of students under-perform due to a lack of detail. I am generally merciless about these things. • A number of students simply take too many courses, or fall behind.

22. Remediation Private Tutors Student Development Center Carmichael Student Center Suite 267 Testing Diagnostics Free Tutors Study Support

23. Student Conduct Leave the drama at the door. Do not disrupt my classroom. Do not disrupt my teaching. Do not interfere with the learning of other students

24. Be an Adult Learner • I have designed the course in response to the distinct needs and concerns of students who typically take night courses. • The course is therefore conducted in a simple, efficient manner with a minimum of required work. • I provide guidance and the material to be learned. • You must aggressively learn the material as an adult.

25. Case Studies • In general, I constructed the case studies in order to illustrate examples of statistical computing and thinking. • The correct thinking and work lead naturally to the correct conclusions. The point of the cases is the thinking required to attain them, the final results follow from the process. • Material is divided into case studies. The idea is to learn a few new things in each session, with a minimum of overlap and repetition. • I will keep the course moving forward, with a minimum (that is no…) drill. Stay focused on the current material, and keep up.

26. Show Your Work • It is essential that you show your complete work, including intermediate computational steps and a complete discussion. • Failure to provide such will surely result in loss of credit.

27. Work Smarter • Use your groups, but do not burden them with your absences, lack of work and other bad things. Contribute to your group. Do enough of your own preparation in order to be a healthy member of your group. • Plan ahead. Keep current in your work. If you stay current, your workload will be steady, but won't pile up. If you fall behind; don't expect me or your group to magically catch you up. You are an adult, and I expect you to take care of yourself. • We're adults here. You work in good faith, and I refrain from any un-necessary academic nonsense. But in exchange, you do your end of the work. And in the end, your letter grade reflects your demonstrated proficiency in the concepts of the course.

28. Hyperlinks • Old Main Course Index: http://www.mindspring.com/~cjalverson/ • New Main Course Index: http://www.cjalverson.com

29. Student Success

30. Summer Advisory The summer term spans a two-month (eight-week) period. There is absolutely no room for error in this schedule. Success and survival in a summer term course requires timely work and vigilant effort.

31. Study Skills and the Core One of the purposes of the core courses is to develop skills and behaviors that will enhance academic success in the upper division courses. Core courses are training grounds for future academic success.

32. Learning and Teaching In the adult learning models employed at the college and university level, responsibility for learning shifts heavily to the student. In this setting, teaching is a process of orientation, guidance and evaluation.

33. Learning and Teaching It is my job as a teacher to create the structure in which you learn: course structure, scope of work, designated material, methods of evaluation and performance standards. I present, demonstrate, narrate, evaluate. You learn by teaching yourself the material under my guidance, and demonstrate your mastery of the material by meeting my standards of evaluation.

34. Academic Negligence Negligent students refuse to accept personal responsibility for their actions, and their negligence typically impairs their chances of succeeding or excelling in an academic environment.

35. Early Negligent Behavior Intentional lack of awareness of course structure. Remedy: Be aware, early on, of course details and requirements. Know the course structure, know the requirements, know the standards.

36. Know The Syllabus Acquire and review class-related materials, including the syllabus and other related materials.

37. Know The Pedagogy Understand the planned teaching and learning styles to be employed in the execution of the class. In a university setting, these styles are typically clearly indicated, and you are generally expected to adjust to the planned pedagogical methods of the course.

38. Know The Schedule In a well-planned class, the key dates are generally available in advance. Know the key dates, and plan around them: • Test Dates • Review Dates • Due Dates • Drop Dates • Final Examination Dates It is your job as a student to accommodate these dates into your schedule (and not the other way around).

39. We Are Not Here To Entertain You You are not in class to have fun or to be entertained. The course in question serves a particular purpose in your degree requirements. It is your job to self-motivate, engage and learn the material.

40. We Are Not Here To Be Liked The basic requirement in a university class generally involves civil, direct and professional conduct and communication. This does not necessarily involve gratuitously cheerful, happy or otherwise sociable modes of interaction.

41. This Is Not Playtime You’re here to learn. I’m here to teach. The teaching/learning cycle is the primary purpose of class time. When you’re here, learn.

42. Negligent Test Behavior Negligent students, generally speaking, do not adequately prepare for tests. Consequently, negligent students tend to do poorly on tests. Students are personally responsible for their performance. Do not expect special treatment in terms of re-takes, extra credit and the like.

43. Remedy The remedy for Negligent Student Test Syndrome is prevention. Aggressively prepare for tests. Be aware of the timing and coverage of tests. If you have special needs, plan ahead. If you have access to sample tests, use it. Fully use the resources at your disposal prior to the actual test date.

44. Negligent Student Schedule Behavior Negligent students tend to abuse schedules, whether by malicious intent or by general obliviousness. Do not expect to routinely miss planned events like tests, finals, project due dates and to have them cheerfully re-scheduled.

45. Remedy: Respect and Abide by The Schedule Meet the planned dates. Document the reasons for planned missed dates. Document the reasons for un-planned missed dates.

46. Negligent Students and Standards Expect the enforcement of academic performance standards. Do not expect extensive flexibility in avoiding or ignoring the consequences of insufficient academic performances.

47. Remedy – Prevent Low Performances Avoid low performances by aggressive preparation. Prepare completely, using available resources. Prepare in advance of the event date. Be sufficiently ready before the event date. Prepare practice runs before the event date.

48. Negligent Student End of Course Behavior Do not suddenly and belatedly become aware of the academic standards of the course. Neither demand nor expect special measures to pass the course, or to earn a grade not warranted by academic standards.

49. Remedy – Time Travel The time to be worried about performance is early in the term, as the tests are taken and returned. Deal with poor scores early on, and establish a pattern of improvement during the term. If basic lack of needed skills are a problem, drop the course and fix those skills, or get additional tutoring on those skills. Know the possible and plausible course letter grades given your performance during the course. Know the necessary final examination performance levels needed for your needed course letter grade.

50. Non-accommodation I will not accommodate negligent students at the expense of university academic standards. I will not accommodate negligent students at the expense of students who meet the basic expectations of competent, self-sufficient Student behavior.