class: center, middle ## Welcome to Math 141! <img src="img/DAW.png" width="500px"/> <span style="color: #91204D;"> .large[Kelly McConville | Math 141 | Week 1 | Fall 2020] </span> --- ## Announcements * If you would like to switch lab sections, please fill out [this form](https://forms.gle/qWh8HiGRsScWvbmXA) by Friday and go to your regularly scheduled lab this week. -- * Complete the [Initial Participation Assignment](https://docs.google.com/document/d/1cAlH0bT6OckIXkxJ4DVAhXeRD_ejJONQwP99pjntMGg/edit?usp=sharing) in your lab's channel of the class Slack Workspace + Due before your first lab session. --- ### What are the goals of Math 141? -- * To learn how to extract knowledge from data. -- * To be able to work through the Data Analysis Process: -- <img src="img/DAW.png" width="50%" style="display: block; margin: auto;" /> * Please check out the [syllabus](https://reed-statistics.github.io/math141f20/syllabus.html) for the **Learning Outcomes**. --- ## What will we DO in Math 141? -- * Analyze data from a variety of sources. + Contextualize + Visualize + Summarize + Wrangle + Model + Quantify uncertainty + Communicate -- * Learn to conduct our analyses using the statistical software, `R`. + Adopting a reproducible workflow -- * Develop our "statistical thinking" skills + What is "statistical thinking"? + It is not the same as "mathematical thinking". --- ## Course Structure * You need to be in a **lecture section** and a **lab section**. -- * You should have all been invited to the course Slack Workspace. + If not, please contact Lauren Rabe (lrabe@reed.edu). -- * We will use Gradescope for submitting work. + More on that in lab. -- * We will use the Reed RStudio Server: [rstudio.reed.edu](rstudio.reed.edu). + More on that in lab. -- * The primary textbook, [ModernDive](https://moderndive.com/), and the supplemental textbook, [OpenIntro](https://drive.google.com/file/d/0B-DHaDEbiOGkRHNndUlBaHVmaGM/view), are both free online. --- ## Forms of Assessment * Weekly lab assignments: + Practice concepts + Code review turned in labs during lab session -- * Exams: + Format: Takehome Exam followed by Oral Exam + Mid-term and Final -- * Quizzes: + On recent class material for quick feedback -- * Group project: + Apply concepts learned to a research question --- ## Forms of Assessment * Participation: + In class and lab sessions + Office hours: Must attend at least 2 office hours during the first four weeks of the semester. + On Slack: Each week contribute one content-related post to Slack -- * What Slack posts count? + Asking a question about course content + Answering someone else's question + Posting a useful resource and why you found it helpful + Creating an example that illustrates a recent concept --- ## Basics of Slack <img src="img/slack_components.001.jpeg" width="800px"/> --- class: center, middle background-image: url(img/jessica-knowlden--AvRbJOVUKA-unsplash.jpg) background-size: cover --- ## Engagement .pull-left[ <img src="img/jessica-knowlden--AvRbJOVUKA-unsplash.jpg" width="400px"/> ] .pull-right[ * Being actively present is key. {{content}} ] -- * During class and lab, remove distractions. + Close email, social media, news, etc. + Hide your phone. {{content}} -- * What you get out of Math 141 will depend on what you put into it. {{content}} -- * I have high expectations but know that all of you (regardless of your stats or computing background) have the ability to meet them. {{content}} --- ## The Team <img src="img/dream_team.png" width="95%" style="display: block; margin: auto;" /> --- ## Identity * Some of my identities place me in dominant groups while others in marginalized groups <!-- cisgender woman, statistician, data scientist, raised by a single, high school graduated mother, white --> -- * Identity is complex. Privilege is complex. -- * Acknowledge that my perspectives and experiences have shaped how I teach this course -- * Hardest for me to see how my dominant group identities have shaped my perspective + Called the *privilege hazard* -- * Strive to bring examples and scholarly contributions that value knowledge from folks with a wide variety of identities, especially those from marginalized perspectives -- * Strive to be a open listener and recognize your thoughts as a generous offer and a vote of confidence in my ability to hear and be transformed by you -- * Ask that you reflect on your own identities, privileges, and power and how they impact your engagement with Math 141 --- ## Code of Conduct We expect all members of Math 141 to make participation a harassment-free experience for everyone, regardless of age, body size, visible or invisible disability, ethnicity, sex characteristics, gender identity and expression, level of experience, education, socio-economic status, nationality, personal appearance, race, religion, or sexual identity and orientation. We expect everyone to act and interact in ways that contribute to an open, welcoming diverse, inclusive, and healthy community of learners. Examples of unacceptable behavior include: using sexualized language or imagery, making insulting or derogatory comments, harassing someone publicly or privately, or other unprofessional conduct. Instead you can contribute to a positive learning environment by demonstrating empathy and kindness, being respectful of differing viewpoints and experiences, and giving and gracefully accepting constructive feedback. This Code of Conduct is adapted from the [Contributor Covenant](https://www.contributor-covenant.org/version/2/0/code_of_conduct.html), version 2.0. --- ## Ways to Get Support * Participate in the Math 141 Slack Workspace -- * Come to [Zoom Office Hours](https://reed-statistics.github.io/math141f20/office_hours.html) -- * Create study groups with your fellow lab members --- ## Course Website [https://reed-statistics.github.io/math141f20/](https://reed-statistics.github.io/math141f20/) * Syllabus -- * Schedule + Which will be always two weeks ahead of where we are in class -- * A list of important due dates -- * Office hours -- * Course Climate + Code of Conduct --- ## Data in Math 141 * We will use data from this moment. + COVID-19 + Racial justice -- * I understand that these topics have likely had profound impacts on your lives. -- * We will focus class time on the key course objectives but will use these current topics to empower ourselves and to see how we can productively participate with data. --- class: middle, inverse, center ## What is "Statistical Thinking?" --- ## What is "Statistical Thinking?" * The course assistant has posted the link to a Google Doc in the `in-class` channel on Slack. * You are going to work through this worksheet in groups of 3-ish for the remainder of class in a Zoom Breakout Room. * Once I put you in Breakout Rooms, one person should make a copy of that doc and share it with the group members. * I will bring everyone back at the end.