Linfield College Syllabus

Department:               Continuing Education (DCE)
Course Number:        MAT 301/Online
Course Title:              Statistics/3
Credits:                      Three Credits

Instructor:                  M. Malek Daaboul

Instructor Contact:    Address:

17558 SW Kemmer View Ct.
 Beaverton, Oregon 97007

Phone:       

(503) 591-1866

Email:

mdaabou@linfield.edu
Alternative email daaboul@comcast.net

Term:                                      January term 2008
Dates/Time:                           Wednesday: 01/02/2008 – Wednesday: 02/06/2008

 

I.          Course Description:

The purpose of this course is to present a first course in statistics appropriate for students in a wide variety of disciplines.  A major objective of such a course is to acquaint the student with the basic ideas of descriptive and inferential statistics.  This includes:

 Concepts are introduced and reinforced with examples and exercises from a wide range of fields, from sports to medicine. 

II.        Prerequisites, Helpful Knowledge and skills:

The student should have a sound knowledge of College Intermediate Algebra (MAT 115) or equivalent.

III.       Learning Objectives/Outcomes:

After completing this course the student should have the knowledge of the principles, concepts and applications of descriptive and inferential statistics.  Many of these principles and concepts are applicable to solving problems in business and economics, life science, and social science as well as other aspects of the student’s professional and personal life.  Consequently, the student should expect the benefits of studying Statistics to serve him/her in those areas.

IV.       Methodology:

The mode of delivery will be Sullivan Videos on CD/lectures notes, homework assignments, class discussions of students postings, and three examinations.  Class Online Group discussion of the subject matter concepts and interactive dialogue among students and the instructor is expected/encouraged to ensure clear understanding of statistical concepts and its applications to problem-solving, decision making in business and economics, life science, social science and other disciplines.

V.        Resources:

Text:   Statistics: Informed Decisions Using Data, 2nd Edition

            By Michael Sullivan, III

            Prentice Hall, ISBN: 0-13-187149-8

VI.       Evaluation & Grading:

The student’s learning is evaluated continuously through class interactions, assignments (Not Collected Nor Graded),  and three examinations (Graded).

The course grade is based on the three exams

 The course grade is based on the student performance on the three examinations and class participation.

Exam 1:

Chapters 1, 2, 3, & 5

30%

Exam 2:

Chapters 6, 7

30%

Exam 3:

Chapters 8, 9, & 10

30%
Class Participation 10%
Total 100%

Class participation:  Students are expected to participate in class discussion of key concepts and their applications to real life scenarios.

Students are expected to have at least four postings per week.This could be posting questions about concepts or problems that the student need help with or responding to other students questions.

Grading scale:

            How points and percentages equate to grades

 

100-95

A

 

76-73

C

94-90

A-

 

72-70

C-

89-87

B+

 

69-67

D+

86-83

B

 

66-63

D

82-80

B-

 

62-60

D-

79-77

C+

 

59 or <

F

COURSE POLICIES

 

Incompletes A grade of Incomplete (I) is given only in emergency situations. The student must request an Incomplete in writing and must obtain my permission. All uncompleted work must be completed within the time limits I set. If you simply don’t turn in the final assignments or the final exam, your course grade will be calculated with the missed portion counting for 0 points.

Academic honesty: Cheating and plagiarism will not be tolerated. Any student found to be engaging in either of these activities at any point in the course will receive a failing grade for the assignment and/or entire course and may be subject to further college sanctions.

Rules of Discussion: The classroom should be a safe haven within which individuals can discuss the widest possible range of topics without fearing retribution, ridicule, or attack. In order for this to happen, we must assume that we are all persons of intelligence and good will who may ultimately disagree, sometimes to a profound degree, with one another but whose characters are not impugned or intelligence disparaged because of this disagreement. The classroom is not a forum for proselytizing, nor it is a soapbox for diatribes by either students or faculty. For the academic endeavor to succeed, we must treat each other with civility, courtesy, and respect. All perspectives and questions are welcome, as long as they are impelled by a genuine desire for knowledge, can be articulated thoughtfully, and supported by sound reasoning.

 


VII.    Course Outline:

Weekly Schedule

Click on Chapter # to see Practice Problems Assignments

Weeks 01-02

1.  Data Collection (Ch. 1, Sections 1.1 – 1.4)
2.  Organizing & Summarizing Data (Ch. 2, Sections 2.1 – 2.4)
3.  Numerically Summarizing Data (Ch. 3, Sections 3.1 – 3.5)
4.  Probability (Ch. 5, Sections 5.1 – 5.5)

EXAM I

(Chapters 1, 2, 3 & 5)

30% of the grade

Weeks 03

6.      Discrete Probability Distributions (Ch. 6, Sections 6.1 – 6.3)
7.      The Normal Probability Distribution (Ch. 7, Sections 7.1 – 7.5)

EXAM II

(Chapters 6 & 7)

30% of the grade

Weeks 04 - 05

8.      Sampling Distribution (Ch. 8, Sections 8.1 – 8.2)
9.      Confidence Intervals (Ch. 9, Sections 9.1 – 9.5)

10. Hypothesis Testing (Ch. 10, Sections 10.1 - 10.7)

EXAM III

(Chapters 8, 9, & 10)

30% of the grade

Biography:  Malek Daaboul has a broad industrial background with a record of contribution in marketing, sales, customer support, engineering, manufacturing, information technology, and business management.  Strong planning and management skills complemented with a thorough technical and analytical background.  Worked at Owens Illinois in Toledo, Ohio for about nine years in different capacities: Manufacturing Engineer, Senior Operations Research Analyst, and Systems Software & Technical Supervisor.  He then worked for Tektronix in Beaverton, Oregon for about Six years as Technical Services Manager before joining Sequent Inc. in Beaverton, Oregon for about four years as Computer Resources Group Manager and Later as Rightsizing Marketing Manager.  Then He worked for IBM Global Services in Portland, Oregon for about four years as a Senior Business Management Consultant/Solutions Manager and for Oracle Corporation in Portland, Oregon for about two years as Consulting Services Practice Manager.  Responsibilities at IBM and Oracle included business development in Oregon, marketing, and selling consulting services as well as overall management of consulting engagements and executive relationships.  Malek has been teaching undergraduate and graduate (MBA) courses since 1974. Courses taught include Strategic Marketing Management, Industrial Marketing, Services Marketing, International Marketing, Management Decisions Making, Decision and Executive support Systems, Economic Decision Making, Managerial Forecasting, Operations Research, Operations Management, Information Technology and Mathematics. He has masters degrees in electrical and industrial engineering and done Ph.D. work (two years) in systems engineering.