Applications and principles of nonparametric statistics. Classical rank-based methods, and selected categorical data analysis and modern nonparametric methods. Statistical packages such as R.
STAT 518, an applied nonparametric methods course, would be an ideal course for the students in the statistics department's Master's of Applied Statistics (M.A.S.) program, as well as graduate students pursuing a Certificate of Applied Statistics (C.A.S.). Currently, STAT 518 is only taught in a traditional classroom lecture format. Thus it is inaccessible to the large majority of M.A.S. students who work off campus and rely on courses with distance-learning delivery. Converting STAT 518 to a distance-learning class would open it up to a brand new audience. Furthermore, the nature of STAT 518, with its emphasis on applications and data analysis using software, rather than theory, make it ideal for an online delivery. Traditional on-campus undergraduates would still be able to take STAT 518, which would be taught in a distance-learning studio. They could attend they classes live as before, or they could watch online either live or on a delayed basis, which would allow them to take STAT 518 even if its meeting time conflicting with another class.
David: The time allocation has to have 2100 minutes per credit hour; a total of 6300 minutes for this course. Note that this includes both direct interaction with the instructional content AND their time to complete all assignments (including study time).
Please heed also these comments from Tena Crews:
They will need a full 6300 minutes laid out per module and not per topic. See the INDEV checklist at http://www.sc.edu/faculty/distributed_ed_delivery_schedule.shtml. That will be most helpful.
I’ll also tell you a few more things the INDEV committee will flag.
1) Change the grading system to Standard Letter Grade unless they are really doing Pass/Fail.
2) Edit the learning outcomes to measureable words – not “understand”
3) Look at all the other things in the checklist noted above.
Removed prerequisite information from the course description. This administrative change should not delay the processing and approval of this course for distance delivery. It is noted that the proponent hopes to be able to offer this course as an online course in Fall 2017 (not 2018).
Please resubmit as soon as you've addressed these issues and given the entire proposal a thorough reading.
Comments from the InDEV On-Line Courses Committee
USC Palmetto College
Ref: STAT 512
1. The proposal form suggests that the prerequisites are being changed to "no prerequisites". If so, remove the description and the list of prerequisites from the syllabus. If not so, change the proposal form to reflect the prerequisites correctly.
2. Add learning minutes for the two midterm exams to the table and to the Breakdown of Student Learning Minutes description. The total duration of the midterms should be counted in the total learning minutes. Note: The final exam, should not be counted (which is currently correct in the syllabus).
3. Add a statement in the syllabus specifying the time it will take the instructor to return feedback and grades on coursework assignments.
4. Add a description in the syllabus of the final exam, such as if it is comprehensive, how long a student will have to complete it, etc., and how it will be conducted - online (if so, how it will be secured, and what a student will have to do to access it), or with a proctor, or in-class.
5. The course is submitted as a 100% asynchronous course. However, the two midterm exams (and likely the final?) are described as in-class live exams. Even though, the syllabus describes what a student should do if they cannot come to campus or if they cannot come to campus at the specified time, it seems these cases are expected to be exceptions rather than the norm. We would like you to explicitly clarify in the syllabus:
a) if the students are required to come to campus to take the exam.
b) if the students are required to take the exam specifically during the regularly-scheduled class time.
c) a) and b) for the final exam.
If the students are required to come to campus to take the exam, this should be explicitly stated in the syllabus.
If the students are required to take the midterms and/or the final at a specifically scheduled class time, then the course is not 100% asynchronous and a corresponding % amount should be declared as a synchronous component in the proposal form. There should be a clear statement about that in the syllabus as well.
6. Somewhat related to 5 above: There is a NOTE in "Course Schedule" stating "This course is both synchronous and asynchronous...", which is very confusing. If the proposal form classifies the course as 100% asynchronous, there cannot be a statement contradictory to that. If you want to state that the lectures can be watched/attended live or watched recorded at a later time, just state that. If you want to state that the course is 95% asynchronous and 5% synchronous (due to the exam-taking requirements or anything else), change the proposal form accordingly and write such a statement in the syllabus. The latter will require to also add more details in the syllabus about the synchronous and the asynchronous components.
STAT 518 was previously approved for distributed learning; therefore the INDEV committee is forwarding it within APPS. The INDEV Committee does recommend that the recommendations from them be addressed at the next level after the INDEV Committee.
Thank you for submitting your proposal to the Committee on Curricula & Courses. We are moving your proposal forward to the Faculty Senate. We appreciate your patience and commitment to undergraduate and graduate education.
Will be added to the 2018-19 Undergraduate and Graduate Bulletin in February 2018.