Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Peter Petocz
Contact via peter.petocz@mq.edu.au
E4A 529
Unit Convenor
Ayse Aysin Bilgin
Contact via ayse.bilgin@mq.edu.au
E4A 528
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
STAT375
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit integrates the core concepts of previous statistics units in the practical context of solving real research problems by the application of statistical ideas and methods. In particular, the unit aims to give students exposure to the statistical and non-statistical issues that arise in statistical problem solving, and to provide an experiential background in statistical consulting. Students develop the ability to appreciate the nature of statistical problems and discuss the statistical problem solving cycle; listen to a client's statement of a problem and ask appropriate questions for clarification; recognise appropriate statistical techniques for use in a variety of problems, and apply these techniques competently; recognise situations in which familiar techniques do not apply and search the literature for appropriate alternative techniques; write reports at an appropriate statistical level for a client or a colleague; give a verbal summary of a statistical investigation at a level appropriate for the audience; and discuss the ethical aspects and implications of professional statistical work.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Assessment Task 1 | 5% | TBA |
Assessment Task 2 | 0% | TBA |
Assessment Task 3 | 25% | TBA |
Assessment Task 4 | 0% | TBA |
Assessment Task 5 | 10% | TBA |
Assessment Task 6 | 40% | TBA |
Assessment Task 7 | 10% | TBA |
Assessment Task 8 | 10% | TBA |
Due: TBA
Weighting: 5%
Self Reflection on Previous Learning
Due: TBA
Weighting: 0%
Literature Review on Statistical Consulting
Due: TBA
Weighting: 25%
Statistical Analysis and Report
Due: TBA
Weighting: 0%
Self Reflection and Peer Feedback on Client Meetings
Due: TBA
Weighting: 10%
Project Plan
Due: TBA
Weighting: 40%
Project report (written) and presentation (oral) + memos/minutes of group meetings (including client meetings), 30%+10%+formative
Due: TBA
Weighting: 10%
Self Reflection on Group Process, technical aspects of the group project and statistical consulting experience
Due: TBA
Weighting: 10%
Participation on Lectures and Tutorials
You should attend the following classes each week:
2 hour lecture beginning in Week 1
2 hour tutorial beginning in Week 1
Boomer K, Rogness N & Jersky B, Statistical consulting courses for undergraduates: fortune or folly, JSE, 15(3), 2007. (Electronic version QA276.18)
Chatfield C, Problem Solving: A Statistician's Guide, 2nd ed., Chapman and Hall, London, 1995. (QA276.12 .C457 1995)
Derr J, Statistical Consulting: A Guide to Effective Communication, Duxbury 2000. (HA29 .D386/2000)
Boen J & Zahn D, The Human Side of Statistical Consulting, Lifetime Learning Pubs, Belmont CA, 1982. (Not available in library)
Hand DJ and Everitt BS (eds.), The Statistical Consultant in Action, Cambridge Uni Press, 1987. (Sections 1, 2 and 4 are available in Google.books)
Jersky B, Statistical consulting with undergraduates, ICOTS6, 2002.
Mackisack M & Petocz P, Projects for advanced undergraduates, ICOTS6, 2002.
Rothman E, Teaching students and staff consultancy skills, ICOTS7, 2006. Smith H & Walker J, Experiences with research teams comprised of graduate students, faculty researchers and a statistical consulting team, ICOTS8, 2010.
Finch S & Gordon I, Lessons we have learned from post-graduate students, ICOTS8, 2010.
McGinn M, Learning to use statistics in research: a case study of learning in a university-based statistical consulting centre, SERJ, 2010.
Wild C & Pfannkuch M, Statistical thinking in empirical enquiry, International Statistical Review, 67(3), 1-12.
Peter Petocz, Anna Reid (2010) On Becoming a StatisticianA Qualitative View. International Statistical Review. 78(2): 271-286.
ICOTS, SERJ and Int Stat Review papers are available at http://www.stat.auckland.ac.nz/~iase/publications.php
We will use iLearn for distribution of course notes, readings, data sets, solutions, announcements and discussions. We would like you to use the ‘Discussions’ to communicate with other students and the lecturers to enable transparency between all the students and the lecturers. You can access the unit iLearn site from http://ilearn.mq.edu.au using your Student ID number and myMQ Portal password. If you have any problems go to the http://www.mq.edu.au/iLearn/student_info/
If you have a personal question, please send an e-mail to one of the lecturers through the iLearn e-mail facility or alternatively a regular e-mail using your Macquarie University student e-mail account.
The lecturers will make announcements via iLearn. Accordingly, you should make sure you log in and read the posts at least twice a week.
WEEK |
TOPIC |
Staff |
(1) |
Introduction to Statistical Consulting, Literature Review |
A2B2, P2 |
(2) |
Working in a group (skills required for effective group work) |
P2 |
(3) |
Asking the right questions (oral communication skills) |
A2B2 |
(4) |
Writing a statistical report (written communication skills) |
P2 |
(5) |
Data preparation for analysis |
A2B2 |
(6) |
Statistical graphics |
P2 |
(7) |
Statistical thinking |
A2B2 |
|
Mid semester break (two weeks) |
|
(8) |
Public Holiday (No Class) |
|
(9) |
Ethics and statistics |
P2 |
(10) |
Project Work – Mini lectures |
P2 |
(11) |
Project Work – Mini lectures |
A2B2 |
(12) |
Project Work – Mini lectures |
A2B2 |
(13) |
Presentations of final projects |
A2B2, P2 |
The order of the lectures might change, as some classes depend on the availability of clients and guest lecturers.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
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28/07/2014 | The Assessment Tasks are clarified. Office locations are added. |