course overview math 1107 kennesaw state university department of mathematics c.j. alverson

Course OverviewMath 1107

Kennesaw State University

Department of Mathematics

C.J. Alverson

Administrative Overview

• Real-time learning, web-based materials

• No assigned homework

• Minimal lecture

• No graded group-work

• No curves

• Minimal administrative structure

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

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.

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.

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

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

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.

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.

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

Assessment

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

The Final

The final examination covers everything.

You must take the final examination.

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

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.

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.

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-83/84.

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.

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.

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.

Remediation

Private Tutors

Student Development Center

Carmichael Student Center Suite 267

Testing Diagnostics

Free Tutors

Study Support

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

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.

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.

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.

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.

Hyperlinks

• Old Main Course Index:

http://www.mindspring.com/~cjalverson/

• New Main Course Index:

http://www.cjalverson.com

Student Success

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.

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.

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.

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.

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.

Know The Syllabus

Acquire and review class-related materials,

including the syllabus and other related

materials.

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.

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).

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.

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.

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.

Negligent Test BehaviorNegligent 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.

RemedyThe 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.

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.

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.

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.

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.

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.

Remedy – Time TravelThe 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.

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.

Frequent Fliers

Advice to students repeating the course

Frequent Fliers

Frequent fliers come in two varieties:

Remedial frequent fliers require multiple passes at

the same class in order to pass the course.

Upgrade frequent fliers require multiple passes at

the same class in order to raise their grade to an A

or B.

A number of students repeat the course in

order to pass the course.

Unless the basic weaknesses that led to earlier

failures in the course are corrected, it is likely that

the result of the current attempt will be a sub-C

letter grade.

It is essential that the student understand the root

causes of the earlier failures, and avoid them during

the current attempt/course.

Root Causes of FailureStudents fail courses for a variety of reasons:

Inadequate basic or pre-requisite skills – in this setting

the student may lack key skills in arithmetic, algebra and

reading or writing.

Outside disruptions, isolated or ongoing.

Negligent Student Syndrome – More on this separately.

Weak Skills

This course builds on a basic set of arithmetic,

algebraic, reading and writing skill sets.

It is difficult to comfortably pass or excel in this

course without these basic skill sets.

If you have deficiencies in these skill sets, get

outside help in a timely fashion.

Adverse Mathematical History

Some students have an adverse history of mathematics:

Stated difficulties in mathematics courses

History of poor grades or serial failures

Tendency to delay or avoid mathematics

Outside Disruptions

Acute (Isolated) outside disruptions in real life can contribute to academic under-performance or failure in courses taken during a limited period.

Chronic (Ongoing) outside disruptions in real life can contribute to academic under-performance or failure in courses taken over extended periods of time.

Upgrading a Course

Some students repeat a course in order to

upgrade a letter grade to A or B.

Such upgrades may make a student more

competitive in internal admission processes.

No Guarantees

Repeating a course will not guarantee a better letter grade.

Carefully understand the requirements for an A or B.

Understand the reasons for not initially earning an A or B.

Carefully track your progress in the course.

At times, I’ll come across like Godzilla, and you may, at times, feel like Tokyo. But like Tokyo (after a bit of rebuilding), you’ll usually come out

stronger and better afterwards.

The Godzilla versus Tokyo Pedagogy