BUSN 3000
Course Information:
CRN 55262 MWF 9:10 am – 10:00 am (Zell B. Miller Learning Center 148)
CRN 55263 MWF 3:00 pm – 3:50 pm (Zell B. Miller Learning Center 148)
OFFICE HOURS Monday 10:20 am - 11:20 am (Office) Wednesday 7:50 am-8:50 am (Office Hours Zoom Link)
FALL 2022 SCHEDULE (TENTATIVE) & COURTESY LECTURE SLIDES:
8/17 Unit 1 Notes (Mark's Slides)
8/19 Practice Unit 1
8/22-24 Unit 2 Random Sampling and Obtaining Good Quality Data
8/26 Practice Unit 2
Weekend: Install JMP on your computer (see syllabus for directions) or ensure that you can access it using vLab.
8/29-31 Unit 3 Analyzing Data Day 1
9/2 Unit 3 Analyzing Data Day 2 and (We will use JMP today! Please attend class.)
9/5 NO CLASS, LABOR DAY HOLIDAY
9/7 Afternoon Guest Lecture: Dr. Ocloo - Z-scores, JMP examples, Day 1 Review of Units 1-3 (See eLC for Quiz 1 review module)
9/8 - 9/9 Quiz 1 open
9/9 Unit 4: Foundations of Inference (PDF) Emphasis: z-scores, SAT vs. ACT example, proportions from repeated samples, sketching distributions with the empirical rule
9/12 Foundations of Inference continued. (Sign up for test ASAP, schedule time in the DRC if you have accommodations) . Please follow the directions on Unit 4, slide 23 to install the distribution calculator add in from JMP.
9/14 Day 2 of Test Review (Download the Distribution Calculator add-in using the directions from Unit 4, slide 23 before coming to class)
9/15-9/16 Test 1 (In-person in Caldwell)
9/16 NO CLASS ON FRIDAY DUE TO EXAM
9/19 Unit 5: Hypothesis Testing (PDF) (One Sample Test for Proportions, extra help on slides 32-47)
9/21 Sample Size, Type 1 and Type 2 Errors (Reread slides 19-31). Make-up day: Tuesday 9/27 3-5 pm or drop by between 5-8 pm.
9/23 Case study, directions announced via e-mail
9/26 Unit 5 review, Homework 5 extended for Salaam's students. Due 9/30
9/27 Make-up day: Tuesday 9/27 3-5 pm or drop by between 5-8 pm.
9/28 Unit 6: Confidence Intervals for Proportions practice. (Mark's Slides)
9/30 Agenda:
Unit 6: Slide 16 How to choose p when determining sample size
Unit 6: Slides 17-21 Relationship between hypothesis testing and confidence intervals
10/3-6 Unit 7: Confidence intervals & Hypothesis testing for means
10/7 Unit 7 practice and solutions
10/10 Unit 8: Hypothesis tests and confidence intervals for two means (Two sample t tests)
10/12 Quiz 2 Review
10/13-14 Quiz 2
10/14 Unit 8: Paired tests & JMP (Old Zoom Class )
10/17 Unit 8 Case Study & Review. JMP use will be emphasized, so please bring your computer.
10/19 Test 2 Review
10/20-21 Test 2
10/24 Unit 9 Chi Square Models (Goodness of Fit test slides 1-15)
10/26 Chi Square Models (Test of Independence slides 16-27) & Case Study
10/28 Fall break (No class)
10/31 Unit 9 Practice (Please download the practice from eLC)
11/2-4 Unit 10 Regression
11/7-9 Unit 11 Multiple Regression
11/11 Recap of Quiz 3 Content Begins: Unit 10 Regression Review with Unit 10 Fill-In Notes
11/14 Unit 11 Multiple Regression Review with Unit 11 Fill-In Notes
11/16 Unit 9 Chi-Square Models Review with Unit 9 Fill-In Notes
11/17-18 Quiz 3
11/18 Unit 12 Time Series
11/21 Unit 12 Time Series Fill-In Notes
11/23-25 Thanksgiving Break (no class)
11/28 Unit 12 Time Series Fill-In Notes
11/30 Test 3 review (Units 9-12)
12/1-2 Test 3
12/5 Final Exam review (Units 5-8)
12/6 Final Exam review (Units 1-4)
PROSPECTIVE STUDENTS: ANSWERS TO FREQUENTLY ASKED QUESTIONS
Every section of BUSN3000 has the same tests, quizzes, homework, and labs. Sections only differ by primary instructor.
Lecture attendance is not required. While we will not penalize you for not attending class, you are still responsible for what is said in lecture. You will need to catch up on your own in eLC if you are absent.
The syllabus is your friend. This is a medium-large course which results in many student emails per day. I typically answer administrative questions that were already addressed in class or in the syllabus at the very end of the week.
About me: I do not teach tricks that are devoid of mathematics. I view mathematics as necessary for the long-term evolution and safety of society and as a civil rights issue. When I teach, my goal is that students will find the mathematics to be so full of common sense that they can pass the class and go on to med school, breeze through industry data analytics interviews, or conduct independent analyses of problems within their own businesses.
While we skip much of the underlying calculus and analysis that are the theoretical underpinnings of statistics, I do teach conceptually. I have students work on problems in class so that they can identify areas of difficulty and inform me in the moment. JMP is used extensively, but it is imperative that you understand what JMP is calculating and how to interpret it. Big hint: Many of the topics of this course come up in FAAMG interviews. Knowing how to use JMP will not suffice for getting through such interviews. Pay attention in class and read your slides; you will be fine.
There are a plethora of black-box point-and-click statistics programs and apps that can solve problems for you. Exams may contain problems that make these types of programs useless. Focus on learning conceptually and you will be fine. Math should make sense and I love working with students to ensure that the math makes sense for them. I offer office hours in abundance to help meet this goal. If my typical hours do not work for you, make an appointment.
If all of this sounds good to you, feel free to sign up for my class!