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STAT C1000
Welcome to Stat C1000 Online (#0045: February 9th to May 9th, 2026)
I believe we all have the capacity to do college-level statistics. In this class, we'll tap into that capacity as a family of teachers and learners who are responsible for each other's academic success. As your teacher and fellow learner, I am grateful for the opportunity to work with you as we demystify statistics. I am also grateful to be part of your journey toward achieving your educational goals. Together, through our good hard work and sustained effort, we can all be successful and reap the rewards of education’s promise.
This page includes my contact information, information about the course, and information about me.
When you finish this page, be sure to visit the other pages: Getting Started, Grades, and Important Info. On a computer, the links to these pages are typically in the upper-right corner. To find the links on a cell phone, open the menu icon (3 horizontal bars in the upper left corner).
avoid frustration
avoid frustration
People learn better when they are not frustrated, so please reach out to me, your classmates, or the free Cuyamaca College tutoring services BEFORE you get frustrated. I'm here to support you, and I want to work with you whenever possible! My contact information is provided below, on our course homepage, and in Module 1 of our Canvas course. You can also reach out to your classmates; to learn how, see the Regular & Effective Contact page in the Orientation & Tools for Success module. Likewise, you'll find additional resources for avoiding frustration on the Technical Help, Canvas Support, & Tutoring page in the Orientation & Tools for Success module. Finally, you'll find other support services on the Student Services & More page in Orientation & Tools for Success module.
Student hours
Student hours
This is a 100% online course, so there are no regularly scheduled class meetings. However, I am still available to meet with students on Zoom.
The Zoom link is on the Course Syllabus & Student Hours page in the Orientation & Tools for Success module of our Canvas course. Participation in student hours is optional. Drop in if you have questions or want to chat. If the day or time listed below do not align with your schedule, I may be available by appointment to meet when it is more convenient for you (including some weekends). Please do not hesitate to ask for a Zoom appointment that works better for you!
Monday 6:00 pm - 7:45 pm (Priority Calc III)
Monday 6:00 pm - 7:45 pm (Priority Calc III)
Priority is given to Calculus III students. However, if no Calc III students are waiting, Statistics students may drop in as well.
Tuesday 6:00 - 7:45 pm (Priority Statistics)
Tuesday 6:00 - 7:45 pm (Priority Statistics)
Priority is given to Statistics students. However, if no Stats students are waiting, Calc III students may drop in as well.
Contact me
Contact me
If I'm not immediately available, I will respond to messages received Monday through Thursday within 24 hours. I will respond to messages received over the weekend first thing Monday morning (or sooner).
Message me through the Canvas Inbox
This is the best way to contact me. You'll learn how to use the Inbox in Module 1 of our course on Canvas.Personal cell phone 619-373-4432
Text or call between 8:00 am and 7:00 pm, Monday through Friday (and on weekends if it's an emergency). My responses to text messages will be very short. For a more thorough response from me, use the Canvas Inbox.Campus email terrie.nichols@gcccd.edu
WARNING: This is the worst way to contact me. I often miss emails sent to my campus email account. Once you have access to our course in Canvas, please use the Canvas Inbox instead.Drop in during my student hours
See the Student Hours section on this page.Make an appointment to meet with me: I may be available by appointment to meet outside of my scheduled student hours (including some weekends). To request an appointment, send a message to me via the Canvas Inbox or call.
about the course
about the course
In this course, we will look at the properties behind the basic concepts of probability and statistics and focus on applications of statistical knowledge. We will learn about how statistics and probability work together.
The subject of statistics involves the study of methods for collecting, summarizing, and interpreting data. After finishing this course, you should be comfortable evaluating the appropriate use of data and be able to extract information from articles and display that information effectively. You will also be able to understand the basics of how to draw statistical conclusions.
This course will begin with descriptive statistics and the foundation of statistics, move onto probability and random distributions, the latter of which enables statisticians to work with several aspects of random events and their applications. Finally, we will examine a number of ways to investigate the relationships between various characteristics of data.
Catalog Description
Catalog Description
(4 hours – 4 units) The use of probability techniques, hypothesis testing, and predictive techniques to facilitate decision-making. Topics include descriptive statistics; probability and sampling distributions; statistical inference; correlation and linear regression; analysis of variance, chi-square and t-tests; and application of technology for statistical analysis including the interpretation of the relevance of the statistical findings. Applications using data from disciplines including business, social sciences, psychology, life science, health science, and education. AA/AS GE, CSU, CSU GE, IGETC, UC credit limit
Student Learning Outcomes (SLO)
Student Learning Outcomes (SLO)
With a good-faith effort, growth mindset, and successful completion of the activities in this course, you will be able to:
Use analytical, numerical, and graphical methods to solve statistics problems.
Solve multi-disciplinary application problems and interpret the results in context.
Perform statistical analysis using technology such as SPSS or other equivalent statistical software.
about me
about me
Background
Background
I know the life struggles many of you face while pursuing your educational goals. I faced some of the same struggles when I went to college. Many years ago, as a single mother of three young sons, I enrolled at Cuyamaca College. Initially my only goal was to make myself more employable so that I could support my children. But then I enrolled in a beginning algebra class, and I fell in love with mathematics. I knew that I had to do whatever it took to become a math teacher at Cuyamaca College (not just any college - but the college that supported me and gave me the second chance I needed). At the time many people counseled me to choose a different career path because landing a full-time teaching job at a community college was difficult. I ignored their advice, changed my major, and persevered until I finally earned a Master's degree in Mathematics at San Diego State University. Two years later I landed a full-time teaching gig at Cuyamaca College. I've been here for nearly 30 years (first as a student and then as a teacher). This College feels like home to me.
Foreground
Foreground
I'm a math teacher, a vegan, a friend, an animal-lover, a daughter, a sister, a mom, and a grandma. My favorite activities are hiking, backpacking, playing with kids, hanging out with friends and family, reading, and working with students. I love my coworkers and this College. I appreciate most music, but I most often listen to the blues and country. I think dogs and grandbabies give the best kisses.
Teaching Philosophy
Teaching Philosophy
I believe in second chances. I believe that learning can happen in the absence of teaching, but teaching cannot happen in the absence of learning. I believe in possibilities. I believe in student capacity. I believe that you and I both belong right here - at this college - right now. I value diversity - diverse cultures, diverse opinions, diverse lifestyles, and diverse ethnicities. I believe in setting and respecting boundaries. I believe in forgiveness. I embrace change. I believe in the natural order and intrinsic beauty of mathematics. I value a growth mindset (and endeavor to change mine when it is fixed). I believe in annihilating equity gaps. I believe in working with students to mitigate gaps in their math skills and study habits. I believe in supporting students when they fall behind. I believe in hard work (but I value lazy Sunday mornings). I believe in teamwork. I value this planet and all of its inhabitants. I believe in earning it. I believe in productive struggle. I believe in fighting injustice. I believe there is no such thing as a bad student. So, what does all of this have to do with my teaching philosophy? Everything. Because I believe the best teaching and learning occurs when we authentically engage one another within the context of our student-teacher relationship.
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