MAT - 455 - Mathematical Statistics

New Course (Effective 2024-25)

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General Catalog Information
Next

  • GETTING STARTED

    All fields marked with an asterisk are required and must be completed prior to launching

    Uploading files:  Select Files icon (in the vertical strip to the far right); click Browse to locate your file, the click Upload

    You may Save All Changes at any time while working on your proposal, and you can leave and return to Curriculog to continue working on a proposal. Your proposal will be located in the My Proposals tab; click on your proposal to open it.

    Finally, don't hesitate to call the Academic Affairs Office if you need help along the way (ext. 2206)

  • Step 1: Complete all required and applicable fields for your new course

  • Department*
    Click in the Select an option field and scroll to select your department. Save All Changes will populate the appropriate department/school information for the approval process.
  • Course Title*
    Mathematical Statistics
    Mathematical Statistics
    Enter the title of your course.
  • Course Prefix*
    MAT
    MAT
    Enter your course prefix all in CAPS
    Course Number*
    455
    455
    Enter your course number AFTER you have contacted the Registrar's office.

  • Be sure to contact the Registrar's Office to confirm your requested course number is not already in use or has not been previously used in academic history.

  • Attach a course outline/ syllabus*
    Course outline must include: title, prefix, number, catalog description, student learning outcomes, topical outline of course content, how grading will be assessed, grading scale and author of outline/syllabus. To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).
  • Select One*
    Your selection will populate the appropriate curriculum committee (CCRC/GFEC or BOTH) in the right pane. If you select shared resource, you must complete a new course proposal for each course.
  • * Abbreviated Course Title
    Mathematical Statistics
    Mathematical Statistics
    Enter an abbreviated course title, if needed. (Max 30 characters/spaces)
  • Catalog course description (see help text).*

    An introduction to the theory of mathematical statistics, population and sampling distributions, point estimation, interval estimation and hypothesis testing.

    Provide the course description ONLY in this field. Additional course information will be added in the fields that follow. The catalog course description should be concise. One to three brief sentences or phrases are usually enough. A complete sentence is not always necessary. The catalog course description should not use abbreviations unless there is a standard acceptable abbreviation. The catalog course description should not include phrases such as: The students will or This course focuses on
  • Expected Student Learning Outcomes*

    Upon successful completion of this course, students will be able to:

    1. Perform standard statistical inference such as point estimation and hypothesis testing.
    2. Derive and assess point estimators and confidence regions.
    3. Determine appropriate procedures to use for statistical inference.
    4. Interpret the results of statistical analyses.
    Add this phrase at the beginning of your SLOs: Upon successful completion of this course, students will be able to: Please use numeric bullets.
  • Check the appropriate box(es) if you wish to add an attribute to this course. Check all that apply.*
    Check the appropriate box to add an attribute(s). If there are no attributes, select None. For each attribute selected, please complete the respective section(s) below.

  • Note:  If this is a shared resources course, a cross-listed course, or submitting for approval of an attribute, refer to the respective fields below for additional information to be included in your course outline/syllabus.

  • * Frequency Code*
    Click on "Select an option" to choose your code; more than one frequency code can be selected, if applicable.
  • Credit Hours*
    (3 cr. hr.)
    (3 cr. hr.)
    Example: (3 cr. hr.)
  • Can the course be repeated for additional credit?*
  • If yes, specify maximum number of credits total; OR
  • If yes, what is the maximum number of times the course can be repeated
  • Select grade mode*
    Click on "Select an option" and select your desired grade mode.
  • Justification for new course*

    The existing MAT 446 is far too broad in its scope and is being divided into two separate courses:  MAT 450-Probability and Statistics, and MAT 455-Mathematical Statistics to provide better depth of content and to bring our course offerings in this area into closer alignment with courses offered by our sister colleges.  Syllabi from both Binghamton and Buffalo are attached.

  • Justification of course level*

    The prerequisite for this course is MAT 450.  The advanced content, difficulty of the topic, and complexity of the ideas justifies an upper-level undergraduate designation.  Both Binghamton and Buffalo list this as a 400-level course.

  • Lecture/Lab Hours
    Enter any lecture/lab hours information in this field. This information should not be included in any other fields.
  • Are there Prerequisite(s) and/or Corequisite(s)?*
  • If yes, please specify prerequisite and/or corequisite course(s).

    Prerequisite: MAT 450.

    List course prefix and number only. Do not provide the course title.
  • Provide justification for each prerequisite listed above.

    MAT 455-Mathematical Statistics is intended as a second course in math-based statistics.  An understanding of calculus-based probability, probability distributions, and multivariable processes are required from the very start.  As further evidence, just about any textbook we could use would be the last half of the textbook used in MAT 450.

  • Provide justification for each corequisite listed above.
  • Can the prerequisite(s) be taken concurrently with the proposed course?*
  • Are there any course restrictions? *
    e.g. by major, by class level, by GPA, by degree
  • If yes, please describe the restriction(s)
  • Will this course require additional fees which will be billed to students (materials, travel, lodging etc...)?*
    PLEASE NOTE: New student fees require university and SUNY approval.

  • To request a new course fee you must complete the Student Fee Request Form.  This form can be found by using the search tool on SUNY Cortland's homepage.

  • Will this course be a part of a shared resources offering?*
    New Course proposal forms must be submitted for each shared resources course.

    If yes, attach the course outline for both the undergraduate and graduate course, clearly defining the requirements and expectations for earning undergraduate and graduate credit.

  • Catalog notes
    Catalog Notes are included in the college catalog and provide additional course-related information helpful to the student (e.g., indicating a Raquette Lake trip is required or fees, etc.), and should not include course information already provided within this proposal.
  • Is this course a requirement of a new or exisiting program? *
    If yes, provide program name below AND submit a new program proposal or a program alteration proposal. Typically, course and program proposals will be reviewed at the same time.
    If yes, is this an existing or new program?
  • Provide program name
    Statistics Minor
    Statistics Minor
    For an existing program, enter the program name as it appears in the College Catalog (e.g. Early Childhood and Childhood Education (Birth-6) [EDD] ); or enter new program name. A program code will be provided by the Registrar's Office.
  • Do the contents of this course overlap with offerings of other departments?*
  • If yes, include comments from those departments regarding the addition of this course.
    You may copy and paste your comments in this text box, or comments can be attached by uploading a word or PDF file.
  • List other courses now offered in the same general area, including by other departments.
  • Will this course be part of a cross-listing (equivalent) offering? (Does not include shared resource)*
    Please note cross-listed courses are considered equivalent in the Banner system.
    If yes, please specify cross-listed course(s)
    Provide the course prefix and number ONLY.

  • If this will be a cross-listed course, attach the course outline/syllabus for both courses, which clearly defines course title, course content, and catalog description that includes the statement "also listed as....".   The department associated with the cross-listed course must submit a new course form (or course alteration form) requesting the cross-listing.

  • Will new expenditures be required for this new course?*
    e.g. equipment, library holdings or other support. To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).

    If yes, attach a detailed summary and indicate that consultation with appropriate personnel has occurred.

  • STEP 2:  Complete the course scheduling information below.

  •  

  • COURSE SCHEDULING INFORMATION
  • Schedule Type - How will this course be typically offered? Select One from the dropdown menu.*
  • Does this course have a separate, scheduled lab or recitation component? *
    If yes, provide coure prefix and number
  • Is this a mutually exclusive course?*
    Mutually exclusive indicates significant overlap in two or more courses. Only one of the courses may be completed for credit. Students are not permitted to enroll in a mutually exclusive course when another is taken. This differs from cross-listed which are courses that are equivalent ("also listed as" in the College Catalog).
  • If yes, list course(s) [course prefix and number only]
  • Is this a Capstone Course (UG)?*
  • Is this a Graduate Culminating Activity Course (GR)?*
  • Is this course a required part of a fully online degree program?*
  • Will this course be offered exclusively as an online course?*
  • Does this course qualify as full-time work on a thesis or independent study (GR Only)?*

  • STEP 3:  Validate and Launch Proposal

    When all required fields are complete you can validate and launch the proposal. The proposal will remain at your level for editing after launching. You can exit Curriculog and return to continue working on your proposal. Your proposal will be located in the My Proposals tab; click on your proposal to open it.

    To Launch: scroll to the top or bottom of this pane and select Validate and Launch Proposal. 


    STEP 4:  Be sure to complete the respective course attribute section(s) below before you approve, if applicable.


    STEP 5:  Approve your proposal. 

    When you have completed the proposal, you must Approve your proposal.  By approving your proposal, this will move it to the next step in the approval process; please make sure the proposal is complete before you approve it.

    To approve:  select the Decisions icon on the far right vertical strip, then in the Your Decision area, click Approve, then Make My Decision. 

General Education
Next

  • Complete this section ONLY if this course is being submitted for approval for a General Education attribute.

    You may go to the GE webpage to access the General Education Course Proposal Guidelines.

  • Select General Education category for this course
  • First Semester/Year Course to be Offered
  • Course Overview
    This should not be the catalog description.
  • How does this course meet the goal of this GE Category?
  • How will each of the learning outcomes for the identified GE Category be fulfilled?
  • How will faculty teaching the course be informed of the course inclusion in SUNY Cortland GE Assessment process?
    e.g. syllabi review, outcome assessment

  • Attach a course outline which includes the following:

    1. The catalog course description.

    2. GE category, goals, and learning outcomes.

    3. Subject topics and readings

    4. How the writing requirement of a minimum of 5 pages will be completed.

Liberal Arts
Next

  • Complete this section ONLY if this course is being submitted for approval for LASR designation.

  •  

  • Please indicate how this course will fulfill the following criteria      (you must choose a minimum of 5):

  • Historical Perspective
  • Theoretical Considerations

    As in most higher-level mathematics courses, there is a lot of emphasis on theory and concepts. Rather than merely memorizing results or applying procedures, students are expected write mathematically correct arguments for theoretical results.

  • Relational-Complexity
  • Breadth of Knowledge

    This course requires and expands knowledge from several areas in mathematics (primarily from Integral and Differential Calculus, Statistics, Probability, and Discrete Mathematics). The two main topics of this course (probability, and statistics) present an important new idea to students: likelihood. Most of the ideas in math courses students have taken before this would have revolved instead around a very different idea: certainty. In contrasting likelihood with certainty, continuous variation with discrete variation, and probability with statistics, this course contributes to a well-rounded mathematical education.

  • Inquiry-Analysis

    A large part of this course deals with the concepts central to statistical analysis such as the central limit theorem, and data distribution.  Students will be expected to demonstrate facility with analysis, and interpretation of data, and then would be expected to draw appropriate inferences.  Students will also be expected to use mathematical techniques to investigate and justify conlcusions about the very tools of probability and statistics. This will be modeled in the classroom and students are expected to continue this on their own.

  • Critical Examination

    Statistics as a discipline provides the tools and the means to critically examine complexity in natural and social contexts such as ecology, sports, psychology, and economics.  Making sense of data is critical our understanding of the world about us.  Students will be expected to be able to explain how to use data to draw inferences, and make conclusions relevant to variety fields of inquiry.

  • Ethical Perspective
  • Independent Learning

    Students are expected to make conjectures based on examples they work on their own, as part of homework assignments. A lot of the learning in this course will take place outside the classroom when students engage in indepenent practice as they attempt to work problems alone or in groups.

Writing Intensive
Next

  • Complete this section ONLY if this course is being submitted for approval for Writing Intensive.

  • Instructor's name if different than the originator of this course proposal.

  • Attach a Syllabus with the following information clearly included:

    1) WI SLOs

    • students will undertake an effective writing process, making informed decisions about their writing with input from their instructor

    • students will write effectively in specific disciplinary genres

    3) evidence on the course schedule or in a special section for how writing is explicitly taught within class time. Next, please write a detailed response to how each WI requirement will be met.

    2) a calendar or course schedule that outlines all writing topics and writing assignments including drafts

  • 1.  All WI courses must ask students to write the equivalent of 15 typed pages, with two or more pieces of writing submitted in multiple drafts. Upper division WI courses may use a single project toward this 15 page minimum. (15 typed pages is equivalent to 3,750 words total as a minimum.)

  • 1A. Please describe the writing assignments for this course, noting page (or word count) and the number of drafts (including the final draft) for each assignment.

  • 2.  In WI courses, revision must be REQUIRED for at least some writing assignments. Revision must be based on an instructors feedback on their students writing through comments, conferences, or both. Students must be required to use instructor feedback to revise their work, as opposed to being invited or allowed to revise. Some examples of considering instructor feedback could include process notes, response to reviewers memos, reflections, conferences, or track-changes comparisons between drafts.

  • 2A. How will you respond to each students writing? How will you require revision in your course?

  • 3.  WI courses must have class time dedicated to teaching students how to write in a specific discipline. This could involve teaching students the strategies, moves, or conventions of a genre within your discipline, such as how to write a report, case study, or field notes. Explicit teaching of discipline-specific writing could involve in-class workshops, discussion of models or mentor texts, or assignments that teach students the concepts and conventions of a genre in your discipline.

  • 3A. What genres will students be taught in your WI course? When in your course schedule will you explicitly teach these genres, strategies, and/or how writing works in your discipline?
  • 4. Is writing a factor in at least 30% of the course grade?
  • 4A. If yes, give the percentage. If no, please explain how the grading structure demonstrates the value of the writing component in a students course grade.
Presentation Skills
Next

  • Complete this section ONLY if this course is being submitted for approval for Presentation Skills designation.

  • Please respond to each criteria illustrating how it is met through this course.

  • Students will make at least one presentation in the course and respond to questions and comments following the presentation.
  • Students must submit at least one outline with attached source list related to the presentation.
  • Students must evaluate their own presentation and those of other students, according to criteria provided by the instructor.
  • Faculty provide instruction in effective presentation skills specific disciplines including requirements and methods of preparation for oral assignments (i.e. structure, research, outlining, visual components, creativity and delivery). Highlight these on course syllabus.

  • User Tracking

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