To be able to identify procedures appropriate (and inappropriate) to a given situation and to carry out appropriate statistical procedures. To be able to interpret results from those statistical methods and communicate with other people. Recognize the limitations of specific statistical methods. To develop the view that statistics and mathematics is an evolving discipline, interrelated with human culture, and understands its connections to other disciplines. Students finishing a core curriculum course will be able to NEW UTRGV Core Objectives demonstrate the following objectives: is a habit of mind characterized by the comprehensive CRITICAL THINKING (CT) exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. This definition meets the that critical THECB’s direction thinking includes creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information; and is aligned with the for critical thinking UTRGV’s SLO skills. In this course student will encounter a wide variety of problems asking them to apply tools learned for statistical analysis to new situations to assist in making conclusions. This process provides the backbone of the critical analysis of problems involving data that occur in almost every field of study. Student learning objectives 1, 2, 3, 5, 6, and 7 align with this core objective. They will be assessed through specific questions on the tests used in the course. include the development, expression, and COMMUNICATION SKILLS (COM) revision of ideas through the effective use of language (writing, reading, speaking, and listening) across a variety of forums. Communication involves learning to work in many genres and styles while using different technologies, can result in mixing texts, data, and/or images, and develops through diverse experiences across the curriculum. This definition meets the that communication skills include THECB’s direction effective written, oral, and visual communication; and is aligned with UTRGV’s SLO for communication skills. A strong focus of this course is to develop in students the ability to discuss mathematical and statistical ideas with fluency to both experts in mathematics and those with less experience. For many problems the process of the solution is as or more important than the solution itself, making communication a natural skill developed by the course. In the area of health, the communication of correct mathematical and statistical conclusions is of the utmost importance in the practice of the tools learned in this course. Student assessments (both summative and formative) used for student learning objectives 2, 3, 6, 7, and 8 will address the development of students’ communications skills in the course.
To be able to identify procedures appropriate (and inappropriate) to a given situation and to carry out appropriate statistical procedures. To be able to interpret results from those statistical methods and communicate with other people. Recognize the limitations of specific statistical methods. To develop the view that statistics and mathematics is an evolving discipline, interrelated with human culture, and understands its connections to other disciplines. NEW UTRGV Core Objectives Students finishing a core curriculum course will be able to demonstrate the following objectives: CRITICAL THINKING (CT) is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. This definition meets the THECB’s direction that critical thinking includes creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information; and is aligned with the UTRGV’s SLO for critical thinking skills. In this course student will encounter a wide variety of problems asking them to apply tools learned for statistical analysis to new situations to assist in making conclusions. This process provides the backbone of the critical analysis of problems involving data that occur in almost every field of study. Student learning objectives 1, 2, 3, 5, 6, and 7 align with this core objective. They will be assessed through specific questions on the tests used in the course. COMMUNICATION SKILLS (COM) include the development, expression, and revision of ideas through the effective use of language (writing, reading, speaking, and listening) across a variety of forums. Communication involves learning to work in many genres and styles while using different technologies, can result in mixing texts, data, and/or images, and develops through diverse experiences across the curriculum. This definition meets the THECB’s direction that communication skills include effective written, oral, and visual communication; and is aligned with UTRGV’s SLO for communication skills. A strong focus of this course is to develop in students the ability to discuss mathematical and statistical ideas with fluency to both experts in mathematics and those with less experience. For many problems the process of the solution is as or more important than the solution itself, making communication a natural skill developed by the course. In the area of health, the communication of correct mathematical and statistical conclusions is of the utmost importance in the practice of the tools learned in this course. Student assessments (both summative and formative) used for student learning objectives 2, 3, 6, 7, and 8 will address the development of students’ communications skills in the course.
syllabus-math-1343.docx