I realize this class is required and that many students come here with negative experiences surrounding math leading to a phobia or dislike for math along with a fear of failing. Please know I will do my best to ease this phobia and make the class as doable as possible. That said, the list below gives some suggestions for students to help reduce whatever math anxiety, fear, or phobia exists.
Confidence + Preparation = Success (Math Anxiety Formula).
You Are Not Alone!
Many people, including Math teachers and tutors, have Math Anxiety when confronted with a new problem.
Ask Questions
Some students are reluctant to ask questions for fear of looking stupid. Asking questions is a sign of strength and other students in the classroom will be glad that you asked (because they have questions too!)
There is More than One Way to Solve a Problem
Maybe the teacher's way will stump you. Do not give up. Work to understand the problem your way. Remember, there is often more than one way to solve a Math problem.
Overcome Negative Self-talk
Perhaps one of the most important ways that you can do better is simply by having a positive attitude. Avoid negative self-talk. Set high expectations and rise to the occasion.
Read Your Math Text
A good practice is to read the section your teacher is planning to teach before going to the class.
Consider Math as a Foreign Language
It must be practiced daily for success. Always do your homework. You are building on a base of skills and concepts.
Develop Responsibilities for Your Success
If you miss a class, be sure to get the class notes from a fellow student. If you miss something early on, it becomes more difficult to catch up.
Know the Basics
Be sure to know the Math from earlier sections. Math builds on itself. Go back and relearn the material. Remember, it is never too late!
Use Different Resources
To clarify any Math confusion, refer to other Math texts, use flashcards, journal, research the internet, create a study group, and/or use available tutoring on campus.
Each new weekly module will open at the beginning of each week. Before the new module opens, everyone should be finishing up the previous week's content (video lectures, homework, discussion, checkpoint, etc.) by the assigned due date and time.
I can't stress enough how important it is to not get behind in this course as it will be difficult to get caught up since each new week builds upon the previous week's content.
I want to assure everyone that I want to be flexible, fair, and accommodating by providing reasonable extensions and taking personal circumstances into account. That said, to avoid abusing extensions, there is a limit to how many exceptions I will allow. Anyone not able to make one of the proctored testing sessions must reach out to me before the scheduled day of the exam
Previous modules do not stay published during exams so please take the time to download each week’s content: lecture, notes, handouts, etc. so that you have them when you need them.
I want to take a second to let everyone know that we do not do very many calculations by hand as they are very time-consuming. This course focuses on what the outcome tells us about the data, the focus should not be the process of the calculation. EXCEL/Google Sheets will do the majority of the tough calculations for us. In other words, EXCEL/Google Sheets is a must, without it the course becomes pretty difficult. Calculations do seem to be pretty trivial and simple in the beginning, but don't let it fool you. Please take the time at the beginning of this course to get used to the simple basics of EXCEL/Google Sheets so you can be successful when we get to the more extreme calculations and commands. I have students who have chosen to use Google Sheets instead. This is completely up to the student, as long as they understand that my lecture videos, notes, explanations, and examples are all shown in EXCEL.
Achieving a passing grade or higher in any course requires the completion of required assignments throughout the semester. It is the responsibility of the student to take ownership of their learning throughout the entire semester if they desire a C or better in the class.
Grades in this course are calculated as a weighted average, with the usual percentage marks for each letter grade. In other words, an A is 90% or better; a B is 80% or higher but less than 90%; a C is 70% or higher but less than 80%; a D is 60% or higher but less than 70%;. A grade of C is required for transfer credit or credit for an associate degree.
Anything below 60% is an F or FW
An “F” grade indicates that a student attended, participated in, and completed the course but failed to master the curriculum.
An “FW” grade signifies that a student ceased attending/participating in the course after the withdrawal deadline and subsequently did not fulfill course requirements outlined in the syllabus, leading to failure due to incomplete coursework/assignments.
Instructors do not “give” grades. Students earn them. The percentage you earn reflects the grade you earn. Keep in mind, grades are a semester long process that are dependent on how much time and effort a student has devoted to the class through participation, attendance, tutoring, and studying in order to help increase their understanding the material. Grades reflect the level of course content that a student understands and is able to show they have learned through quizzes, exams, and the final. Thus, the final overall grade shown in CANVAS has already been rounded/adjusted throughout the course and will not be adjusted any further. The following are some guidelines to go by:
To ensure a grade of at least a C, you must make sure you’re scoring at or above a 70% on all every assessment in the class: homework, quizzes, discussions, and exams.
If you're wanting to maintain your current overall grade, you must score at or above your current overall percentage on all the remaining assignments/quizzes/exams/final exam in order to ensure a final overall grade that is at least your current percentage.
If it’s toward the end of the semester and you're looking to jump to letter grades, that's a bit tougher to determine since it is all dependent on the student’s time, effort, and understanding of the course. The final grade at any point is based on the current overall percentage and what the student actually scores on all the remaining assessments.
Everything students need for each new week of the semester will be in the weekly module. Within each week's module, there will be a PowerPoint of the lecture, my video lectures that contain questions for students to answer, PDFs to support the lecture or EXCEL/Google Sheets, MyMathLab homework, and Formative Lecture Checkpoint (this is a low-stakes type quiz). Since I utilize the modules in this manner, there will not be an assignments tab.
I have spent quite a bit of time and effort in creating videos that not only explain concepts and show examples but go into detail about how to do the majority of the calculations within this course through the use of EXCEL/Google Sheets. Students who have taken advantage of these videos have not had a problem succeeding in this course. Those who have tried skipping them completely or watching parts here and there have definitely struggled. Because of this, I have added pop-ups, notes, and questions to every video lecture. The questions within the video lectures are graded and are included in the overall grade. Students are required to watch, take their own notes, and follow along with the examples as well as practice the EXCEL/Google Sheets portions at the same time while watching the lecture videos.
The video lectures are to be watched by their specified due date and time. Students who do not complete lecture videos by their due dates tend to be lost and unsure of course content during the in-class activities. Completing the lecture videos as advised allows more time to clear up areas of confusion within the course content, gives students time to practice incorporating Excel/Google Sheets, and allows for opportunities to talk more about what the solutions indicate about the data.
This course is rigorous and requires quite a bit of effort to be successful. The videos have been created to offer all students another way to revisit the intricacies of the course terminology, vocabulary, notation, explanations, and reasoning.
Another key portion of the videos is the breakdown of example problems from the lecture PowerPoint, MyMathLab homework, and practice problems that also show how to do the calculations in EXCEL/Google Sheets.
To ensure the videos are being watched, the videos are part of the graded assignments within the course. Be sure to pay attention to the embedded notes about things to watch out for or pay attention to before completing my built-in questions.
Any assigned Video Lecture completed by their due date and time will earn 0.2 extra credit point on the oral final exam
Video Lectures will always remain open to redo. This allows all students the opportunity to improve any poor or missing scores
The two lowest video lecture scores will be dropped at the end of the semester after the oral final exam.
It is the responsibility of the student to attend class regularly. The primary goal of the labs and in-class participation is to ensure all students are accountable for their learning while providing opportunities to practice and learn the course content. The secondary goal here is for students to develop or build on critical thinking, communication, and networking skills with each other, the instructor, and the tutor.
Lab Component
This course includes a mandatory laboratory component. Labs provide hands-on experience applying statistical concepts and techniques using statistical software.
Lab Assignments: Regular lab assignments will be assigned throughout the semester. These assignments will involve data analysis, interpretation of results, and the creation of reports.
Lab Attendance: Regular and punctual attendance in lab sessions is crucial.
Active Participation: Active participation in lab discussions and activities is expected.
Lab Reports: Lab reports may be submitted individually or in small groups and will be graded on accuracy, completeness, clarity, and proper formatting.
If I don’t hear from a student who has not participated or missed more than one week, they may be dropped from the class. Students who quit attending class, should not assume that I will drop you. Should you choose to drop, ultimately it is your responsibility to officially withdraw.
Respect Your Time:
Get answers. Question save time.
Support your group members.
Own your space
Be in class to learn.
Cultivate Community:
Contribute to discussions.
Collaborate on projects.
Foster open communication.
Help your peers and instructors feel appreciated, seen, and heard.
Engage with Purpose:
Incorporate feedback.
Embrace immediate support.
Crafton Hills College's policy states that a student may be dropped from the course for excessive absences or tardiness. I understand that life gets complicated. So, if you know you are going to be missing class please email me to let me know ahead of time (letting me know does not mean you are exempt from any lab or in-class participation ).
The two lowest participation scores will be dropped at the end of the semester after the oral final exam.
There will be a MyMathLab homework each week that there is not an exam. These assignments are to allow students an opportunity to practice their understanding of course content in a low-stakes environment.
All MyMathLab homework will allow 3 tries per problem. This means MyMathLab will indicate if the problem is correct once you hit the check answer button, if the question is incorrect, MyMathLab will allow two more tries for the correct answer. It is the job of the student to figure out why the question was incorrect by going back to the lecture, video, checking calculations, decimal points, rounding, etc.
If stuck, reach out to the class, the tutor, or me in PRONTO, or reach out to me through email. Be sure to include a screenshot of the MyMathLab problem, explain where you are stuck, what you have tried, and the formulas used.
Ensure all communications sent to anyone in the course or at Crafton Hills College is appropriate and professional.
Due dates for all MyMathLab coursework will be visible in both CANVAS and MyMathLab as they become available.
Note: MyMathLab will change values in each problem for all students so it is a good practice to have a screenshot of your specific problem when reaching out to the class or me.
The two lowest MyMathLab homework scores will be dropped at the end of the semester after the oral final exam.
Projects: Assigning projects enhance students' learning experiences and help them develop a deeper understanding of statistics. They allow students to apply the theoretical concepts they learn in class to real-world scenarios which helps them see the relevance of statistics in everyday life, whether it’s in business, healthcare, social sciences, or other fields. Students actively participating in data collection, analysis, and interpretation, are more likely to retain what they learn.
All checkpoints have a time limit and everyone will have one try per checkpoint. This means once the checkpoint is open, it must all be completed within the stated time limit. Understand, within Formative the time will continue to tick away once the checkpoint is started, even if you shut the window or turn the computer off.
Be sure to begin any of these timed assessments only when your entire computer setup is situated (no internet/connectivity, battery/power issues).
Pay close attention to the due dates of these checkpoints as they will not be extended.
Lecture checkpoints will be graded after their due date.
You will not see a score once it’s submitted since I will need to grade all show the work problems. Once the checkpoint is graded you will be able to see my feedback in formative.
Formative Checkpoints are all graded by hand. While grading I also give feedback. Please review all feedback that may offer pointers of where a mistake may lie, things to watch out for, where to refer back to in the lecture, etc.
Feedback is only viewable for a short time in Formative so be sure to take advantage of it as soon as it opens and before it closes.
Keep in mind a 70% or above is considered passing, anything below 70% means there are concepts you must go back over to ensure a 70% or above on future checkpoints and exams.
Formative checkpoints are low-stakes assessments. This is a low-stake assessment because once a checkpoint has been submitted before its due date/time, all students have the opportunity to edit their checkpoint.
Since checkpoints are timed, I allow students to edit the lecture checkpoints for a few reasons:
In case a student was unable to finish due to the time limit. This allows the student an opportunity to re-access their submitted checkpoint and complete any incomplete or missing solutions up until the checkpoint is due.
**NOTE: A checkpoint must be manually submitted to have the ability to edit.
If the checkpoint times out, it will not allow a student to edit so if you notice you have a minute left, you may want to hit submit to be able to edit before it's due.
The two lowest checkpoint scores will be dropped at the end of the semester after the oral final exam.
There will be 3 proctored exams this semester. Having these 3 exams before the final exam allows us to relieve a bit of pressure and ensures that students can break content into smaller chunks to study. Organization of your work is imperative. For problems that require you to show your work, solutions without supporting work will not receive credit.
All exams will be given and taken on a specified day at the class's scheduled time. There are no make-ups, anyone not able to attend the exam must reach out to me before the day of the scheduled exam. Once I have been contacted, the student and I will work together to find a solution that works for both of us. Those waiting to contact me on the day of the exam will need to have documentation as proof of why they are not able to take the exam or will most likely result in a zero due to not making the exam.
The Oral Final will consist of me asking questions about course concepts covered throughout the semester. This interview is done through Zoom to asses each student's own level of understanding and ability to demonstrate that understanding of course content without the aid of notes or having to reference course resources. All students will need to have their video and microphone on throughout the oral portion of the final.
Be sure to begin the exam only when your entire computer setup is situated (no internet/connectivity, battery/power issues).
Exams are taken individually during class. Understand, I want to know what you know. I need to assess each student's learning and understanding of the course content.
Student's own handwritten notes
The resources allowed for any checkpoint or exam in this class are approved prebuilt templates in Excel or Google Sheets
Resources stated in class that can be used on assessments
Apps that have textbook solution manuals or that give solutions to checkpoint and exam questions without the student doing anything more than inputting the question are not allowed. Any of these types of apps are considered cheating apps since they do not reflect their work (see CHC Student Integrity Policy).
It should not have to be said that outside help by a person, the internet, or an app on a checkpoint or exam are not allowed.
All students need to be aware they may be asked to verify their work/solutions using different modalities such as verbally explaining/describing a concept or process through a required ZOOM session with the instructor, using the recording feature within Formative, uploading their handwritten solution, etc.
A missed exam is an indication that you do not want to continue and may be dropped from the course.
There will not be any retakes allowed on exams.
Everyone will be given one attempt for each exam.
No exam will be dropped within this course.
All work submitted should be a student's own work and reflect their understanding. Anything submitted in this course should contain an explanation of the process and a justification of the answer using words, equations, graphs, diagrams, mathematical terminology, formulas, and verbiage used or discussed within our course.
Apps/programs that have textbook solution manuals or give solutions to assessment questions without the student doing anything more than inputting the question are not allowed. Any of these types of apps are considered cheating apps as they do not reflect the student's own work. It should not have to be said that outside help by a person, the internet, or an app (including but not limited to PHOTOMATH, CHEGG, COURSE HERO, etc) on a lecture checkpoint, quiz, or exam is not allowed.
All students need to be aware they may be asked to verify their work and solutions using different modalities, such as verbally explaining/describing a concept or process through a required ZOOM session with the instructor, recording features within the required programs, uploading handwritten solutions, etc.
The only resources allowed for any lecture checkpoint or exam in this class are the materials/resources posted in the modules.
Please review the Student Code of Conduct in the College Catalog. Cheating, plagiarism, copying, fraud, and/or lying may result in a grade of “F” for the assignment/test with no make-up work permitted. As stated above, this also includes the use of homework resources such as Chegg. Any of these infractions may also result in formal disciplinary action by the Associate Dean of Student Affairs as described in the Student Code of Conduct.
Note: Any information in this syllabus is tentative and may change at the discretion of the instructor at any time. I will notify you of any substantive changes to the syllabus.
Previous modules do not always stay published so please take the time to download each week’s content: lecture, notes, handouts, etc. so that you have them when you need them.
