Course Overview: D2L, OpenStax, Units, Group Work, and Support

Course Platform, Structure, and Supports Overview

  • D2L (Desire2Learn) setup and access

    • Sign in to D2L and link to your Gmail account
    • A survey link is posted for you to take; you can hover to reveal it or wait for it to appear
    • Link visibility may be time-bound (e.g., not visible until a specific time)
    • The link will be available for about two hours after class ends if you need more time, then it will vanish

  • D2L: what’s in Content tab

    • Course overview information
    • Introduction to the course syllabus
    • Information on the tutoring center
    • Possible grade schemes for groups
    • Document repository for resources you request or that are beneficial

  • Textbook and readings

    • Three units total; first unit materials uploaded in D2L
    • Free online textbook: OpenStax (linked in D2L or accessible directly on the OpenStax website)
    • The instructor pulled out definitions by chapter and a summary to support learners who prefer hard copies
    • The digital file was recreated as an HTML file for easier access

  • Accessibility and legal compliance (Illinois state law)

    • All resources must be accessible
    • Requires document readers, multiple formats, and alt text for all images
    • The instructor battles a “red angry dude” in D2L to meet accessibility standards (turning documents “green” when compliant)
    • This process can be lengthy; patience is expected when preparing course materials

  • Instructor identity and contact preferences

    • Instructor: Doctor Kristen Campbell (goes by Chris)
    • Two email addresses provided; best to use the student email to ensure messages aren’t buried in spam
    • Office phone number is listed but not recommended as the primary contact; the instructor tends to miss voicemails and prefers other communication channels
    • Office location: F128
    • Walking campus tour planned to show important class locations; one staff member will be present in the office

  • Course details and scheduling

    • 3 credit hour course; 4 contact hours (i.e., students pay for three hours a week but receive four contact hours)
    • In-person meeting schedule: four days per week
    • Monday, Tuesday, and Thursday: in this room
    • Wednesday: in F126 (downtown space for the class)
    • Computer room usage and printing
    • Computer rooms used for instruction and access to a printer
    • Printing available for last-minute papers if you sign into a classroom computer
    • Printer use is unrestricted beyond reasonable/ethical use (no printing of inappropriate content)
    • Office hours
    • In-person: 8 hours across the day, including half an hour before classes and an hour break between classes, plus half-hour at the end of class
    • Online: an additional two hours available each week via Zoom by appointment on Fridays; time blocks to be determined by student needs

  • Technology and required materials

    • No mandatory textbook or online homework system
    • Tools demonstrated in class: Google Sheets (free) and Desmos (free graphing calculator)
    • You may use any technology you prefer (e.g., Microsoft Excel, TI-84 calculator)
    • No required purchases for the course

  • Course description and learning outcomes

    • The syllabus includes course description and learning outcomes that must be communicated and assessed
    • There are highlighted cells in the outcomes grid that are intentionally left blank to be decided as a class
    • Grading components and their weights will be determined collaboratively with the class
    • Examples of possible assessment schemes (not fixed): cumulative final, daily quizzes, written homework, or a mix
    • Group work is mandatory and central to the grading scheme; students will establish how groups are graded
    • An “escape valve” mechanism is required in case students aren’t contributing (to protect fairness and integrity)

  • Group work and assessment framework

    • The class will decide how to assign weight to group work and other components tomorrow
    • Group work will form a core part of the grade; peer assessment and self-assessment elements are considered
    • There will be a discussion about whether to use instructor assessment, student assessment, or self-assessment for group components
    • An embedded librarian is available through D2L to help locate verifiable data sources and articles
    • The embedded librarian is Stacy Shaw; introductions will be provided on the platform

  • Unit structure and learning approach

    • Unit 1: Definitions, formulas, and basics of chart types; evaluation of good vs. deceptive statistics
    • Embedded librarian support in data sourcing and credible sources
    • Unit 2: Probability Theory; a hands-on, game-based approach
    • Unit 3: Concluding with drawing conclusions from data and presenting findings
    • Three major projects in groups with outlines and presentations
    • Decision on whether to keep groups and topics across units or reshuffle

  • Unit 2: Probability Theory – teaching approach and activities

    • The class will explore probability through the game Has anybody played the game Katam? (game analogy used) to illustrate strategies
    • Week 1: Introduce formulas and provide examples; groups draft strategies and document on a discussion post; share and compare strategies
    • Week 2: Groups review and “steal” ideas from others; revise strategies and try again
    • Week 3: Tournament-style competition where each group competes as a player to determine the best strategy for the game
    • The instructor contrasts this with traditional problems like urn problems (e.g., drawing colored balls) to show practical application of probability formulas
    • Example problem concept mentioned (for illustration): if a bag contains 8 blue, 5 black, and 6 yellow balls, what is the probability of drawing two yellows without replacement?

  • Probability formula reference (conceptual note and example)

    • Union probability formula: P(A ∪ B)=P(A)+P(B)−P(A ∩ B)P(A \,\cup\, B) = P(A) + P(B) - P(A \,\cap\, B)
    • Urn example: with 8 blue, 5 black, 6 yellow (total 1919 balls), probability of drawing two yellows without replacement:
    • P(Y<em>1 and Y</em>2)=(619)(518)=30342=557≈0.0877P(Y<em>1 \text{ and } Y</em>2) = \left(\frac{6}{19}\right)\left(\frac{5}{18}\right) = \frac{30}{342} = \frac{5}{57} \approx 0.0877

  • Personal values, life story, and self-disclosure activities

    • Personal Values Affirmation exercise (private submission to the instructor)
    • Not public; you may choose to share nothing if uncomfortable
    • Two-page exercise: page 1 lists 10 important values; page 2 narrows to 3 and a reflective piece (essay or letter) explaining why these are important
    • Submission options: digital via D2L assignments folder or handwritten and turned in
    • Open until Thursday at midnight; Apple users advised to export to PDF for compatibility; Google Drive links should grant access to the document
    • Life Report assignment (to be explained and submitted later; part of aStudent introduction activity)
    • Tomorrow’s plan: establish the syllabus, review the life report, answer questions; Thursday: group formation and start identifying good statistical questions

  • Instructor background and teaching philosophy

    • Personal background: flunked out of Illinois Wesleyan University and Harper College, then re-entered higher education and completed a two-year degree; transferred to NIU, earned a bachelor's in anthropology, a master’s, and a PhD in theoretical math
    • Area of expertise: analytic number theory, including q-continued fractions and q-hypergeometric series; described as a “code breaker by training”
    • Personal traits and interests: autism (self-described), probable ADHD, dyslexia, and aphantasia; enjoys reading, art (watercolor and oil pastels), and occasional sculpture
    • Travel and life experience: extensive travel in Europe during youth with varied experiences; currently prefers domestic travel within the U.S.; nostalgic for Route 66 driving; favorite landscapes are the mountains of Colorado; dislikes Venice in July due to mosquitoes and crowds
    • Pets: no pets currently; previously had a dog (devil dog) who passed away; dog sitting for friends is common; partner not ready for a new dog
    • Educational philosophy: values ethical behavior, safety, and curiosity; aims to avoid gatekeeping and to maintain accessible teaching; emphasizes collaboration and reflective assessment to ensure fair grading
    • Personal reflections and humor: uses light humor (e.g., “green dude” accessibility battle), discusses weather and classroom comfort, and keeps a casual yet informative teaching style

  • Student-facing logistics, etiquette, and expectations

    • Be present and engaged to have your voice heard; attendance and participation matter for group work
    • Questions about transfer plans, majors, and whether the course aligns with health sciences or business programs are common; the instructor offers to check transfer guides when provided with target programs
    • Deadlines and flexibility: deadlines are adjustable and discussed in class; notable emphasis on flexibility and student input
    • Climate and comfort: notes about room temperature, coffee, and the classroom environment; acknowledges that the space can feel warm and paces vary throughout the day

  • Quick reference table of key terms and links (conceptual)

    • D2L: course content, surveys, and grading schemes
    • OpenStax: free online textbook linked in D2L
    • Accessibility standards: alt text, multiple formats, screen readers
    • Embedded librarian: Stacy Shaw (support for locating credible data sources)
    • Tools: Google Sheets, Desmos; Excel and TI calculators are acceptable alternatives

  • Recap of what to prepare for tomorrow

    • Bring questions about the syllabus and unit structure
    • Be ready to discuss possible grading schemes and how you want your group work to be assessed
    • Consider how you want to structure your learning experience (quizzes, final exam, group projects, etc.)

  • Final note

    • The instructor emphasizes collaboration, transparency, and an ethical approach to grading; students will shape the course’s assessment structure together

Quick Key Formulas and Examples to Remember

  • Probability of union (concept): P(A∪B)=P(A)+P(B)−P(A∩B)P(A\cup B) = P(A) + P(B) - P(A\cap B)
  • Two-draws without replacement from an urn (example):
    • If there are 66 yellows out of 1919 total, drawing two yellows without replacement:
    • P(Y<em>1 and Y</em>2)=(619)(518)=30342=557≈0.0877P(Y<em>1 \text{ and } Y</em>2) = \left(\frac{6}{19}\right)\left(\frac{5}{18}\right) = \frac{30}{342} = \frac{5}{57} \approx 0.0877
  • Course structure notation
    • 33 credit hours, 44 contact hours: 3 credit hours,4 contact hours3 \text{ credit hours}, 4 \text{ contact hours}