Course Notes: Stats and Data Literacy (Math 102.106) — Unit 1 to 3 Overview, Access, and Practices

D2L Access, Surveys, and Time Window

• Sign in to D2L and access the survey link posted for the class; you can hover to see it if needed.
• The survey/link availability: it will be available for about two hours after the end of class, and then it vanishes.
• In D2L, the Content tab contains:
  • Course overview information
  • Introduction to the course syllabus
  • Information on the tutoring center
  • Possible grade schemes for groups
  • Document repository: home for resources you request or that the instructor finds beneficial
• Course structure: three units total; first unit materials are already being uploaded in the Content area
• Textbook access: free OpenStax online textbook linked in D2L (or accessible directly on the OpenStax site). A hard-copy-friendly approach is provided by extracted definitions by chapter and a summary; the content is recreated in an HTML file for easier navigation.
• Accessibility and legal compliance (Illinois): resources must be accessible under state law. Requirements include document readers, multiple formats, and alt text for images. The instructor terms the accessibility effort as a battle with a red, angry accessibility “dude” that must be turned green to meet legal standards.
• If you hear the instructor rant about the green accessibility dude, that’s the context for why the documents are formatted to meet accessibility standards.

Instructor and Contact Details

• Instructor: Dr. Kristen Campbell, commonly called Chris.
• Email: two addresses are provided. Preference is to use the student email to avoid spam and ensure messages aren’t buried among other messages.
• Office phone: listed but not recommended as a primary contact; the instructor has a history of missing voicemails and prefers email for reliability.
• Office location: F128, with on-campus walking tour planned to point out important class locations; a staff member will accompany you to help locate the office.
• Availability: in-person office hours are currently listed as three blocks (before class, between classes, after class) in the downstairs office; plus two hours per week via Zoom by appointment on Fridays (times to be determined based on student needs).
• Note about communication: times and blocks may be adjusted as the schedule is finalized; information will be posted in D2L when set.

Course Structure, Schedule, and Environment

• Course load: three credit hours, four contact hours per week. Expectation: you pay for three hours of class time, you’ll have four contact hours.
• Meeting pattern: three days per week in the primary room (Mon, Tue, Thu); Wednesdays are in the downstairs room (F126).
  • Rationale: Math is one of the few departments that often uses four meeting days; space availability for computer rooms can be tight.
• Classroom resources: a printer is available in the room for student use; to print, you must be signed into one of the classroom computers.
• Technology policy: there is no textbook, no online homework system, and no mandatory technology for the class. The instructor will demonstrate how to use Google Sheets (free) and Desmos (free graphing calculator). You may use any other tools you prefer (Excel, TI-84, etc.).

Course Description, Learning Outcomes, and Assessment Structure

• The syllabus includes the course description and learning outcomes. Some cells in the outcomes grid are empty because the class will decide how mastery is demonstrated and how the grade is weighted.
• Grading and weightings: the class will decide how mastery is demonstrated and how much each component counts toward the final grade; this will be discussed and decided in-class the following day.
• Possible grade schemes for groups are available in D2L. Schemes may be instructor-assessed, student-assessed, or a mix, including self-assessment tools. The instructor is flexible and has not committed to a single fixed scheme.
• A core constraint: group work is integrated into the grade scheme; there needs to be an “escape valve” for situations where groups aren’t contributing equally to prevent grade manipulation or unfair outcomes.
• The class will decide on the role of group work and how to grade it, balancing fairness and accountability.
• You will review in advance: what has helped you learn best in past courses (e.g., cumulative finals, daily quizzes, written homework) and what you want the grade structure to be. A balance between individual work and group work will be established.
• Embedded librarian support: an embedded librarian (Stacy Shaw) will be available through D2L to help locate data sources and verify sources for projects.

Unit Overview and Project Structure

• Unit 1: Definitions, formulas, and the basics of chart types. This unit also covers characteristics of good charts versus deceptive or misleading charts and what constitutes good statistics versus deceptive statistics.
• Unit 2: Probability Theory. This unit is taught with an active, group-based approach over three weeks, including a practical game-based exploration of probability.
  • A game-based approach: reference to the board game Katam? (the instructor uses the phrase Katán; the idea is to play the game to understand probabilistic strategies).
  • Week 1: Provide formulas and examples; play the game to explore how probability theory helps you win; at the end of the week, groups write up their strategies and share in a discussion post.
  • Week 2: Groups review others’ strategies; steal or adapt ideas to form a new strategy; revise and improve.
  • Week 3: Tournament of groups; each group acts as a player and the class identifies the best strategy for winning using probability theory.
  • A concrete example used in class: if a bag contains eight blue balls, five black balls, and six yellow balls, what is the probability of drawing two yellows without replacement? This is used as a gateway to practice probability calculation and discussion of dependent events.
• Unit 3: Final unit (not fully detailed in the transcript). It includes drawing conclusions from data and the overall synthesis of the three units through three major group projects.
• Group projects: three basic projects with outlines due and presented; emphasis on presenting the approach to answering a question rather than paraphrasing a textbook.
• Question framing: students locally identify solid, theoretically proper statistical questions and pull data from verifiable sources (via embedded librarian support) to answer those questions.
• Decision points: the class will decide whether to keep groups and questions the same or mix them up in subsequent weeks.

Embedded Librarian and Data Resources

• An embedded librarian (Stacy Shaw) will be introduced on the Thursday session and explained how she can help you locate data sources and scholarly articles from verifiable, strong sources.
• The embedded librarian role is to ensure you can find appropriate data sources and citations without getting stuck in the data-gathering phase.

Assignments, Submissions, and Accessibility

• Personal Values Affirmation (PVA) exercise:
  • Purpose: a confidential exercise to help the instructor know you better; it is not public and you are free to omit anything you’re uncomfortable sharing.
  • Format: two sides of a page; select 10 things that are most important to you, then narrow to three on the back page and write an essay/letter explaining why these are important.
  • Submission: digital upload to the Assignments tab in D2L or handwritten submission in class; PDFs recommended for Apple users to avoid opening issues; access permissions must be granted when sharing Google Docs.
  • Open window: the PVA is open for submission through Thursday at midnight and does not count toward the course grade at this time.
• Life Report: a separate assignment introduced for tomorrow that will be shared with classmates; sharing is optional.
• Submissions: Every assignment can be submitted either as a hard copy in class or via the Assignments tab in D2L. You can also handwrite and turn it in.
• About Apple users: export documents to PDF for submission; ensure others have access to shared Google Docs if you use the Google Suite.
• Textbook access and references: in-class links lead to the OpenStax textbook and the embedded HTML/definitions; you can access the textbook directly if you prefer.
• Deadlines mentioned: the slide submission deadline is listed as the 25th in the speaker’s slides, but everything remains flexible and subject to change based on class decisions.

Instructor Personal Background and Reflections

• Education and career path:
  • Initial attempts: attended Illinois Wesleyan University and Harper College but did not complete at first attempts.
  • Returned to school and earned a two-year degree at Harper College, then transferred to NIU for a bachelor’s degree (anthropology, history minor).
  • Switched to math; completed a master’s degree and a PhD in theoretical math with a focus in analytic number theory, specifically q-continued fractions and q-hypergeometric series. Describes themselves as a code breaker by training.
• Personal traits and interests:
  • Diagnosed as autistic, likely ADHD, and with dyslexia; has aphantasia (inability to visualize when closing eyes).
  • Interests include reading, art (prefers watercolor and oil pastels), some sculpture, and watching documentaries.
  • Hobbies include dogs and dog-sitting; currently no pets at home due to partner’s preferences. Past pet: a dog named Oscar.
• Travel and life experiences:
  • Extensive travel in Europe during high school; six weeks, six countries; experiences ranged from Spain to Yugoslavia; some dangerous or challenging experiences described (hostage situation with a tour group, an unsafe hosting arrangement in France, a detainment at the border in Yugoslavia).
  • Strong opinions about travel and preferences: prefers staying in the United States and prefers driving routes (Route 66, Route 69 correction noted in a digression; favorite driving route is through Colorado).
• Personality and teaching philosophy:
  • Values ethics, safety, and curiosity; aims to create a more interactive, collaborative classroom rather than a lecturer-centered approach.
  • Emphasizes transparency and fairness in grading; prefers not to rely solely on top-down grading; encourages student input and group-based learning.
• Select student inquiries and class context:
  • Students in various majors (health science, business, psychology) and undecided; the instructor encourages ensuring transfer goals align with course outcomes.
  • The instructor notes the need to verify transfer requirements with a student’s target program and school.
• Final reminder and closing:
  • Students are encouraged to attend for the next day’s activities and to participate in setting up group structures, learning outcomes, and the overall course process.

Key Formulas and Numbers to Remember

• Probability rule (general formula commonly used in Unit 2):
  • $P(A \cup B) = P(A) + P(B) - P(A \cap B)$
• Course load and schedule details:
  • Course credits: $3\text{ credit hours}$
  • Contact hours: $4\text{ contact hours}$
• Random example used in class for probability:
  • A bag with balls: $8 \text{ blue}, 5 \text{ black}, 6 \text{ yellow}$
  • Question example: probability of drawing two yellow balls without replacement.
• Accessibility requirement language (non-math, policy): all resources must meet accessibility standards; documents must have alt text and multiple formats to be accessible.
• Important deadlines mentioned: the Life Values Affirmation submission window (open until Thursday at midnight, not graded yet), and slide submission reference for the 25th (subject to change).

Practical Takeaways for Study and Preparation

• Access and resources:
  • Log into D2L regularly; check the Content tab for unit materials and the Document Repository for helpful resources.
  • Use OpenStax as the main textbook; supplement via HTML extractions if you prefer a digital index by chapter.
• Collaboration and grading:
  • Expect to participate in group work; be prepared to help determine how group work is graded and how the class will track individual contributions.
  • Expect to use the embedded librarian to source data and verify references for group projects.
• Tools and technology:
  • You can use Google Sheets and Desmos for statistical work; you may also use Excel or a graphing calculator if you prefer.
  • No mandatory purchases needed for this course.
• Assignments and privacy:
  • Personal Values Affirmation is optional and confidential; you can submit digitally or on paper.
  • Life Report is an upcoming assignment; sharing is optional.
• Campus navigation:
  • Expect a campus tour to locate the instructor’s office and other key locations for the class.
• Personal approach and culture:
  • The instructor emphasizes ethical assessment and transparency in grading; collaboration and mutual accountability are central to the course design.

Notes on Accessibility and Inclusivity

• The OpenStax/OpenAccess approach is used to support diverse learners, including those who prefer hard copies or multiple formats.
• The instructor’s accessibility discussions highlight the importance of alt text, document readers, and multiple formats to comply with state law and ensure all students can access course materials.
• If you require accommodations or alternative formats, communicate through the preferred student email to ensure timely support.

End-of-Session Lookahead

• Tomorrow’s plan includes setting the syllabus in more detail, expanding on the life report, and discussing the Personal Values Affirmation results.
• Thursday: group formation and discussion on what makes a good statistical question; start identifying topics.
• Friday: potential Zoom office hours; details will be posted once schedules are confirmed.
• The instructor plans to walk you through the campus and important class locations before continuing with group work on Friday.

Contextual Remarks for Students

• This course emphasizes inquiry-driven learning: you will identify real statistical questions, use data sources, and present your findings through three major group projects.
• You are encouraged to be proactive in communicating with your instructor and with peers to design a grading scheme that works for the class while maintaining fairness and integrity.
• The embedded librarian is a resource to assist with research and data sourcing; take advantage of this support to strengthen your projects.