STATS 412 – Introduction to Probability and Statistics

Welcome to Stats 412 (Introduction to Probability and Statistics)! This syllabus is for students enrolled in lecture section
001 (Dr. Miller) and lecture sections 002 and 003 (Dr. Fink). We are working together to provide a robust course that you
can access either synchronously or asynchronously. Students in all lecture sections will have access to both Dr. Fink’s and
Dr. Miller’s synchronous class meetings and lecture recordings. All lecture recordings will be posted to Canvas, so you
can access the materials asynchronously as well.

Instructors
Dr. Jack Miller Dr. Nadiya Fink
Pronouns: they/them/their Pronouns: she/her/hers
Office: 427 West Hall (not on campus Winter 2021) Office: 443 West Hall (not on campus Winter 2021)
Email: jabmille@umich.edu (preferred over phone) Email: nafink@umich.edu
Phone: 734-931-0411 (Google Voice) Office Hours via Zoom: see Canvas
Office Hours via Zoom: Tuesdays 8:30-10:30AM ET (access information in Canvas)
(access information in Canvas)
Instructor's Webpage:
https://sites.lsa.umich.edu/jabmille/

GSIs
Tianqi Chen Yichao Chen Sunrit Chakraborty
Pronouns: he/him/his Pronouns: she/her/hers Pronouns: he/him/his
Email: tqch@umich.edu Email: yichaoc@umich.edu Email: sunritc@umich.edu
Office Hours via Zoom: see Canvas Office Hours via Zoom: see Canvas Office Hours via Zoom: see Canvas

Course Objectives
Stats 412 introduces topics in probability and statistics for engineering and the sciences, with emphasis on understanding
fundamental concepts, interpretation, and communication. This course includes an introduction to probability theory;
statistical models, especially sampling models; point estimation; confidence intervals and hypothesis tests; and regression
analysis.

Prerequisite
MATH 215 or MATH 285 (Calculus III, multivariable calculus)

Course Website
Canvas is our course management system. You can access the course website at https://canvas.it.umich.edu/. The
suggested browsers are Chrome, Firefox, and Safari. It is strongly suggested that you explore and become familiar not
only with the site navigation, but with content and resources available for this course. The Canvas Student Guide has
additional information to help you. Within the course, the page Student Support Services at University of Michigan has
links for several resources on campus that you might find helpful, including some COVID-specific resources.

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Addressing Issues of Differing Abilities
If you think you need an accommodation, please let your instructor know at your earliest convenience. Some aspects of
this course, the assignments, the in-class activities, and the way the course is usually taught may be modified to facilitate
your participation and progress. As soon as you make us aware of your needs, we can work with the Services for
Students with Disabilities (SSD) Office in G664 Haven Hall to help us determine appropriate academic accommodations.
SSD (734-763-3000; https://ssd.umich.edu/; ssdoffice@umich.edu) typically recommends accommodations through a
Verified Individualized Services and Accommodations (VISA) form. Any information you provide is private and
confidential and will be treated as such.

Learning Objectives
By the end of the course, you will be able to:
1. Use graphical displays and numerical summaries to describe data and sample statistics.
2. Apply fundamental properties of probability to calculate the probability of a random event.
3. Identify and determine appropriate use of discrete and continuous probability distributions.
4. Find the probability mass function or probability density function of a function of random variables and apply it
to questions of interest.
5. Find the maximum likelihood estimator for a function of random variables.
6. Determine whether inference is appropriate by stating assumptions and checking the necessary conditions.
7. Estimate population parameters from data sets and use the distributions of sample statistics to carry out a
hypothesis tests and/or compute confidence intervals for these population parameters.
8. Communicate the results of inference to others.
9. Describe the relationship between two quantitative variables and, if appropriate, compute and interpret results
of simple linear regression.

Emphasis on Process
It is very important to us that you learn to question what you are doing in statistics and concentrate on the concepts of
the course instead of focusing on just the calculations and answers to particular questions. Understanding the process of
doing statistics is important to your success as a user (and perhaps future practitioner) of statistics. Here are our four
steps involved in the process of doing statistics:
1. Think about what you want to do.
2. Check any conditions/assumptions to make sure that it is okay to proceed.
3. Do it. (This is usually the step that involves calculations.)
4. Communicate your results in context.
Statistics is not mathematics; we use mathematics as a tool to do statistics. Focusing on the process will help you
become a better problem solver and a better budding statistician.

Learning Resources and Texts

• Required Textbook: Statistics for Engineers and Scientists (5th edition), William Navidi (hard copy ISBN 978-1-
259-71760-4)
Note: Any free and/or reduced cost option of the text (including PDF versions) from a source not provided in this
syllabus will likely be incorrect and may possibly substantially lower your grade in the course (e.g., exercises in the
free/reduced cost text may appear correct when they are not). You are responsible for having access to the correct
edition of the text. The least expensive option for accessing the text is from the publisher for $55
(https://www.mheducation.com/highered/product/statistics-engineers-scientists-
navidi/M9781259717604.html#buying-options)
• Required course notes: Available on Canvas, have available for class meetings.
• Datasets: Data from the text can be found in our Canvas course. The files are in Excel format.

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Course Logistics
• You are encouraged to attend class meetings synchronously as if classes were meeting in person. It’s easier to
block out those times in your schedule to attend lecture via livestream than it is to try to find other times to
watch the lecture recordings.
• Homework assignment deadlines and exam dates are specified later in this syllabus.
• Deadlines are an unavoidable part of being a professional and this course is no exception. Course requirements
must be completed and posted or submitted on or before specified due date and time. Due dates and times are
defined by the current time in Ann Arbor. Ann Arbor is in the Eastern Time Zone (ET). Please note that all
students, including students living in distance time zones or overseas, must comply with this course time for
homework assignments and exams. Late work will not be accepted.
• Throughout the course, we encourage you to post questions related to course content in Piazza so that other
students can benefit from the answers.
• If the nature of a question is more personal, you should email your lecturer (Dr. Miller or Dr. Fink) directly by
using your University of Michigan email. When emailing us, please place in the subject line the course
number/section and the topic of the email (e.g., Stats 412 – Homework 4 Question). This will help us
tremendously in locating your emails quicker when we scan the considerable number of emails that seem to
make it into our inboxes each day.

Emergency Statement
In the event of a major campus emergency (including any changes due to COVID-19), course requirements, deadlines,
and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other
circumstances. Updates will be posted on Canvas.

Attending Class
All sections of Stats 412 are online due to COVID-19. Lectures will meet synchronously according to the following
schedule:
• Section 001 (Dr. Miller): MoWe 8:30-10:00AM
• Section 002 (Dr. Fink): MoWe 11:30AM-1:00PM
• Section 003 (Dr. Fink): TuTh 2:30-4:00PM
Class meetings will be held through Zoom (access links in Canvas). Your audio will be muted upon entry. Feel free to
unmute yourself to ask questions during lecture. You can also use the Chat feature in Zoom to ask (and answer)
questions. One upside of the adjustments to virtual instruction has been that the “backchannel” has allowed students to
see (and answer) each other’s questions. Note: If you miss the livestream for any reason, make sure to watch the
relevant recording(s).

Class Recordings
Recordings are not meant to be a replacement from attending class synchronously, but we recognize that some students
may not be able to attend live (e.g., disparate time zones) and others may miss class on some days. For these reasons,
recordings for class will be made available:
• Section 001 recordings can be found at https://umich.instructure.com/courses/405735/external_tools/25194
• Section 002 recordings can be found at https://umich.instructure.com/courses/405735/external_tools/31945
• Section 003 recordings can be found at https://umich.instructure.com/courses/405735/external_tools/31946
• Note: It’s winter in Michigan. On driving-unfriendly days, the recordings for “driving-unfriendly” days can be
found at https://umich.instructure.com/courses/405735/external_tools/25194

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How to Succeed in This Course
If you want to be a successful online student, follow the tips below:
• Take ownership of your learning.
• Hold yourself accountable.
• Attend livestream lectures (or, if necessary, keep up with lecture recordings).
• Ask questions when you have them, either in class or out of class.
• Do the assigned homework.
• Participate in class by asking and/or answering questions in the chat.
• Contact your instructor if you are having difficulties (earlier, rather than later) or would like to know more about
statistics.
• Don’t forget Dr. Google and Professor YouTube as resources.
• Treat this course as you would any face-to-face course at the University of Michigan.

Instructor Feedback and Response Time

We are providing the following list to give you an idea of our intended availability throughout the course.
• Email: We will be available via email and will respond as soon as we are available (generally within 24-48 hours).
Emails on weekdays after about 5:00pm ET until about 7:00am ET and on weekends may not be responded to
until the following school day.
• Piazza: Members of the instructional team will check Piazza at least two times per week. Keep in mind that
Piazza is a venue for you to answer questions for each other. We will just be checking to add/correct
information. Personal questions should be directed to your instructor (Dr. Fink or Dr. Miller).
• Grading and feedback: You can expect homework assignments and exams to be graded within one week of the
due date.

Virtual Office Hours

Virtual office hours are a synchronous session (via Zoom) to discuss questions related to concepts and/or assignments.
The most up-to-date schedule for office hours will be posted on Canvas. To connect to office hours, go to the Zoom tab
in Canvas and click on the meeting for the office hours you are attending. When you come to office hours, please say
“Hello” to let us know that you are in the Zoom room, so that we can hop back over to Zoom if we are working in other
windows on our computers. Our aim is to serve as many students as possible, so multiple students can be in virtual
office hours at the same time. If you need to meet with Dr. Fink or Dr. Miller privately, let us know so we can move to a
private breakout room in Zoom. When two or more students are in office hours, feel free to help us answer others’
questions (and please rotate asking questions between students).

Assignments (Course Requirements)

During this term, the graded work for Stats 412 includes 11 homework assignments and 3 exams. Your final course total
will be based on the greater of Method 1 and Method 2, where the methods have the following weighting of assessment
components:
Method 1 Method 2
Homework 20% Homework 10%
Highest percentage exam 35% Highest percentage exam 40%
Middle percentage exam 30% Middle percentage exam 30%
Lowest percentage exam 15% Lowest percentage exam 20%
Note: Often students ask if the final exam in the class is cumulative. It is not cumulative, per se. However, statistics as a
discipline is cumulative in nature (so it is cumulative in that sense).

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Grading Scale
Final course grades will be assigned based on the following grading scale once your final course total has been
computed:
A+ [97,100] B+ [87, 90) C+ [77, 80) D+ [67, 70) E Below 60
A [93, 97) B [83, 87) C [73, 77) D [63, 67)
A- [90, 93) B- [80, 83) C- [70, 73) D- [60, 63)
Notes:
• Canvas will not show your correct percentage in the class because HW assignments and exams are weighted in a
way that Canvas cannot handle.
• Past grades in the course have been very good, so there will not be a “curve.” The median grade in the course is
a B+. If an adjustment is necessary, it will be announced after final grades have been calculated (no
announcement means no adjustment). Please do not ask for special consideration for your grade.

Exams
There are three exams during the term. Since we are meeting virtually this term, the exams will be given within
Gradescope. You will have 120 minutes to complete each of Exam 1 and Exam 2 and will be able to access (and
complete) the exam at any time during a 16-hour window. Exam 1 and Exam 2 will be written for a regular 80-minute
class period. You will have 180 minutes to complete the Final Exam any time during a 36-hour window. The Final Exam
will be written for a regular 2-hour final exam period. The additional time is built in for all exams as a buffer for
uploading your solutions to Gradescope.
• Exam 1: The window for Exam 1 is 8:00AM-11:59PM ET on Thursday, March 4. To maximize the time you have for
the exam, begin your exam by 9:59PM ET.
• Exam 2: The window for Exam 2 is 8:00AM-11:59PM ET on Thursday, April 1. To maximize the time you have for
the exam, begin your exam by 9:59PM ET.
• Exam 3: The window for Exam 3 is from 8:00AM ET on Tuesday, April 27 until 8:00PM on Wednesday, April 28. To
maximize the time you have for the exam, begin your exam by 5:00PM ET on Wednesday, April 28.
Exams for this term are “open everything” (including Google, WolframAlpha, etc.) except collaboration with other
humans (e.g., social media, texting, DMs). Formula sheets and statistical tables will be provided with exams as reference.
Since you have an ample window during which to take the exams, there should be no reason for a make-up exam. Even
so, if you do have a conflict, follow the procedure outlined below.
Have an exam conflict or a VISA form from SSD? For exam conflicts or documented accommodations for testing, fill out
the form at http://tiny.cc/Stats412_W21_SSD by 8:00AM ET on Friday, February 12. The Google form will prompt you to
include a copy of your verified individual services accommodation (VISA) form documentation issued by the Services for
Students with Disabilities (SSD) Office (G664 Haven Hall, 734-764-3000). If you have just started working with SSD and
plan to get documentation, please notify your as soon as possible. Note: If you do not get your SSD documentation to us
or do not tell us that you are working with SSD to get accommodations by the specified date, no guarantees can be
made about accommodations. Per the SSD office, no instructor is required to provide accommodations unless
documentation is provided (at least) two weeks before the desired accommodation.

Homework
There are 11 homework assignments due during the term. Your lowest two homework scores (including 0s due to no
submission) will automatically be dropped at the end of the term. Homework assignments will be posted on Canvas and
in Gradescope. Homework assignments are due by 11:59PM ET on the following dates:
HW Due by 11:59PM on HW Due by 11:59PM on
1 Thursday, January 28 7 Thursday, March 18
2 Thursday, February 4 8 Tuesday, March 30
3 Thursday, February 11 9 Thursday, April 8
4 Thursday, February 18 10 Thursday, April 15
5 Tuesday, March 2 11 Wednesday, April 21
6 Thursday, March 11
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• You may handwrite and/or type your homework solutions—just be sure that your assignment is readable in
Gradescope (see details about using Gradescope below).
• For True/False homework problems, there is no need to justify a “True” answer, but you should always justify a
“False” answer unless explicitly stated in the assignment. (And it’s always helpful to justify a “False” response—
future you will appreciate current you doing this when future you goes to review the homework.)
• While you may work with others on homework assignments, your answers must always be in your own words.
• Late homework is not accepted for any reason (this includes any part of the homework you forgot to attach
with your submission). Remember that sometimes technology issues happen, so you should plan ahead to
make sure that your homework is submitted to Gradescope by the time it is due. Homework assignments are
due by 11:59PM ET on the dates specified above (you can check the current time in Ann Arbor at
https://time.is/ET).
• Solutions to the homework assignments will be posted on Canvas by 5:00PM ET the day after the assignment is
due. Each homework assignment is worth the same weight towards the homework part of your grade, even
though the assignments have different numbers of points.
Using Gradescope
• There is a link to Gradescope within Canvas. If you have not used Gradescope before, we suggest you go to
Get Started and watch For Students: Submitting Homework.
• To turn in homework:
1. Create: Create a PDF that will be uploaded to Gradescope. See this guide to learn how to create a good
scan when submitting handwritten material. A few suggested scanning apps are Scanner Pro, Genius
Scan, and Evernote Scannable. (If you are taking photos of your assignment, take photos of just the
assignment (i.e., don’t include the entire desk with your coffee cup) with good background lighting and
in the correct orientation of the page.) Do not upload HEIC files.
2. Upload: In Gradescope, upload the document as a PDF. Check to make sure that the document is legible
in Gradescope. Please also make sure the document is in the correct orientation.
3. Assign: Gradescope will prompt you to associate the questions stated in the submission form with the
answers you supplied in your PDF on a page by page basis.
4. Important: If you fail to correctly associate each question with the answer page in your uploaded file,
any unassigned (or incorrectly assigned) question will earn zero credit. Go back and check that you
correctly associated each question with the answer page in your PDF by clicking on the questions in the
outline (right side of screen). This will ensure that the grader can see your submitted homework
assignment.
Homework Tips
• Start your homework early—waiting until the day the assignment is due has proven problematic for
students both in terms of understanding and completion. You are encouraged to start homework as soon as
we encounter the material. Note too that you can use the odd questions in the book as practice—the
answers for these questions are in the back of the book.
• Include any graphical displays and/or computer output that you use as part of your homework. Make sure to
label the displays/output and to reference them in your homework by associating the output with the
correct question in Gradescope.
• Don’t round until you get to the final answer. (We are all in fields that require precision and rounding too
early can exacerbate rounding errors later.)
• Significant figures are less important in this course than are reasonable answers. As a guideline, means,
variances, and standard deviations should be reported to one more decimal place than is in the original data.
Probabilities should be reported as a decimal and should be reported to three or four decimal places, as
needed.
• Process, as described in class and mentioned earlier in the syllabus, is more important than calculations in
terms of point allocations on homework assignments. Students who have ignored or deemphasized the
processes we use tend not to score as high on homework and exams as those who follow our processes.

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Full Credit Policy
Full credit for each homework or exam problem can only be earned through showing your justification for or work on
each problem. Answers that require work but have none will not receive full credit. With all assignments in Stats 412,
show any work beyond trivial calculations. Almost all free-response questions are eligible for partial credit, provided
appropriate work is shown. Showing calculator input is insufficient for full credit and has resulted in lost points for
students in the past. You may use technology for homework and exams (see below), but to be eligible for full credit you
must show the setup so we can see your conceptual understanding.

Calculators/Other Technology for Homework and Exams

You may use any calculator and/or online technology. To be eligible for full credit, you must show the setup so we can
see your conceptual understanding. Examples will be provided in class.

Regrade Policy on Homework and Exams

You may ask for a regrade if
• Your answer matches the answer in the solutions, but the grader did not realize it. Your explanation should
make it clear why you believe your answer is the same.
• Your answer is different from the solutions, but your answer is also correct. Your explanation should make it
clear that you have read through the solutions and should indicate why you think that your answer is equally
good.
Regrade requests must be filed through Gradescope within one week of release of the grade in Gradescope. The time
window for the final assignment(s) will be shorter near the end of the term.
Changes in scores in Gradescope are not automatically changed in Canvas, but they will be made prior to the calculation
of final grades. This is a process that is done by hand and takes time—please be patient and do not ask us to make
changes on your timeframe.
Note: Any requests made after the regrade window will not be considered, so make sure to look through your graded
work to see if you have a regrade request. At the end of the term, we will not consider any requests to go back to look at
assignments that you wish you had asked for a regrade on.

Technology for Data Analysis

There is no one particular statistics package or programming language required for Stats 412. Two suggested options for
data analysis in Stats 412 are R and JMP. If you like to code, check out R. JMP is a statistical software package published
by SAS. You may also use other statistical software packages if you like (e.g., Minitab, SPSS, STATA). If you can code in R
or Python (or other languages), work in Matlab or Maple (or others), work with Minitab or SPSS (or others), use your
calculator, use online resources (e.g., WolframAlpha), etc., then use whatever is most comfortable to you. This flexibility
is why I do not require a particular technology. However, I discourage the use of Excel, because it is not a statistical
software package.
• R: If you like to code, there is a free software environment available called R. You can learn more about R at
https://www.r-project.org/. You might also find helpful resources at http://mosaic-web.org/. If you would like
further documentation on using R, check R for Data Science (Hadley Wickham and Garrett Grolemund, O’Reilly
Media). Another resource is Discovering Statistics Using R, Andy Field, Jeremy Miles, and Zoe Field, SAGE
Publications Ltd, ISBN 978-1446200469. Note: We are not teaching R in Stats 412. If you would like a formal
course to learn R, check out Stats 306.
• JMP: You can use JMP at any campus computer lab (see https://its.umich.edu/computing/computers-
software/campus-computing-sites, currently most labs are closed due to COVID-19—check here for up-to-date
information) or access it via Virtual Sites (see https://its.umich.edu/computing/computers-software/campus-
computing-sites/virtual-sites) for details on how to use Sites software remotely with Virtual Sites. Once you
connect to Virtual Sites, you can select the Start button and then search for JMP and open it. It may take a while
for the JMP program to open, so be patient. Make sure to log off Virtual Sites when you are finished using it.
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 There is documentation for using JMP in our Canvas course site. Use it as a guide as you need it. If you would like
further documentation on using JMP, we suggest Practical Data Analysis with JMP (second edition), by Robert
Carver, SAS Institute, ISBN 978-1612908236.

Technology for Class Discussion

Our Canvas site has a link to Piazza for class discussion. The system is highly catered to getting you help fast and
efficiently from classmates and the instructional team. Rather than emailing questions to the teaching staff, I encourage
you to post your questions on Piazza. If you have any problems or feedback for the developers, email team@piazza.com.
Here are the course guidelines for posting on Piazza:
• Be considerate in your postings, especially when commenting on other students’ posts.
• Take the time to formulate your postings clearly.
• Your postings must abide by the LSA College’s academic integrity policies (link can be found later in the syllabus).
For example, postings that give hints on solutions to homework problems violate these policies, unless they are
provided by the instructor or GSIs.
• You have the option to make your postings anonymous to other students, but not to the instructor.
The Stats 412 instructional team members will do our best to check the Piazza discussions a couple of times a week. If
you need a question answered, remember that we still have email and good old-fashioned (albeit virtual) office hours.
Notes:
• Questions that have already been answered in class or in the syllabus or on Canvas or on Piazza will not be
answered.
• Piazza not be available on exam days.

Technology During Class Meetings

• During a regular term, here is our advice: When using technology during class, please be respectful of your
neighbors. Your activity on the laptop is visible to them, and can be distracting. Instagram, Netflix, YouTube, etc.,
as well as homework for other classes, should all be enjoyed outside of the classroom, not during class.
• Now we share with you the following: Your use of technology to do something other than pay attention in class
(e.g., having multiple tabs open, texting with friends, checking out Instagram) will be distracting you from your
own learning. I highly suggest that you don’t try to multitask during class. There has been research done about
how/why multitasking doesn’t work. For just one publication, check out this piece that appeared in TIME Ideas.

Netiquette
Netiquette, a social code that defines “good” online behavior is something to keep in mind during your online course
interactions. Writing (on homework assignments, on exams, through email, or on Piazza) may be the only means of
communication you have with classmates and instructors, so it is especially important to do this effectively. Follow the
guidelines below to leave your mark as a knowledgeable, respectful, and polite student who is also positioned to
succeed professionally.
Be Scholarly
• Do: Use proper language, grammar, and spelling. Be explanatory and justify your answers and opinions. Credit
the ideas of others through citing and linking to scholarly resources.
• Avoid: Misinforming others when you may not know the answer. If you are guessing about something, clearly
state that you do not know the answer. (It’s okay to not know the answer to everything. We should always strive
to keep learning!)

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Be Respectful
• Do: Respect privacy, diversity, and opinions of others.
• Avoid: Sharing another person's professional or personal information.
Be Professional
• Do: Represent yourself well at all times. Be truthful and accurate. Limit the use of slang.
• Avoid: Using profanity or participating in hostile interactions.
Be Polite
• Do: Address others by name or appropriate title and be mindful of your tone. Treat people as if you were in a
face-to-face situation.
• Avoid: Using sarcasm, being rude, or writing in all capital letters. Written words can be easily misinterpreted as
they lack nonverbals.
(This Netiquette section has been adapted from ASU Online.)

Academic Integrity
The College of Literature, Science, and the Arts “functions best when its members treat one another with honesty,
fairness, respect, and trust. The College holds all members of its community to high standards of scholarship and
integrity.” Since you already have some of the tools you need to be successful in Stats 412 and will learn others during
the course (We are happy to help you with the tools that you will be acquiring during the course), there is no reason for
you to approach this course with anything other than honesty and integrity.
Unfortunately, sometimes students slip up and do something that gives themselves (or someone else) some sort of
unfair advantage over other students. Some examples can be found at https://lsa.umich.edu/lsa/academics/academic-
integrity/academic-misconduct.html. Such actions are in direct opposition to the LSA Community Standards of Academic
Integrity, which read
“The LSA undergraduate academic community, like all communities, functions best when its members treat one
another with honesty, fairness, respect, and trust. The College holds all members of its community to high
standards of scholarship and integrity. To accomplish its mission of providing an optimal educational
environment and developing leaders of society, the College promotes the assumption of personal responsibility
and integrity and prohibits all forms of academic dishonesty and misconduct. Academic dishonesty may be
understood as any action or attempted action that may result in creating an unfair academic advantage for
oneself or an unfair academic advantage or disadvantage for any other member or members of the academic
community. Conduct, without regard to motive, that violates the academic integrity and ethical standards of the
College community cannot be tolerated. The College seeks vigorously to achieve compliance with its community
standards of academic integrity. Violations of the standards will not be tolerated and will result in serious
consequences and disciplinary action.” (https://lsa.umich.edu/lsa/academics/academic-integrity.html).
What does this mean for you? Don’t do something that gives you (or someone else) an unfair advantage in this course.
It’s really not worth it. Future you will appreciate that present you conducted yourself in ways that support the LSA
Community Standards of Academic Integrity. You will be able to hold your head high knowing that you earned your
grade in this course and, by extension, your degree from Michigan.
What does this mean for me? If we suspect you have done something that violates academic integrity on any graded
elements of the course, you will receive an email from Dr. Miller or Dr. Fink to tell you about our suspicion and how the
situation will be handled. Typically, students earn a 0 for the assignment on which academic misconduct is found.
University policy dictates that we must report every instance of suspected academic dishonesty to the Assistant Dean
for Undergraduate Education, no matter how small.
If you have a question or concern about what may be considered academic misconduct in Stats 412 and/or if you have
any questions regarding the Stats 412 academic integrity policy, please contact Dr. Miller or Dr. Fink. And again, let us
remind you that you have the tools you need to be successful in Stats 412 without giving yourself (or someone else) an
unfair advantage. We thank you in advance for being part of an academic community that is built on honesty, integrity,
and respect.

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Inclusive Classroom
Because data is collected by and about humans, it necessarily encodes aspects of our proclivities and biases. As a result,
this course may touch upon difficult topics related to race, gender, inequality, class, and oppression. We each come into
this class with different perspectives that can be shared to enhance our understanding of these issues. I ask that you
enter these conversations with respect, curiosity, and cultural humility. You should be open to alternative perspectives
and be willing to revise beliefs that are based on misinformation. As a general rule, your ideas and experiences can
always be shared during these conversations but please refrain from dismissing the experiences of others. Personal
attacks of any kind will not be tolerated.

Classroom Culture of Care

LSA is committed to delivering our mission while aiming to protect the health and safety of the community, which
includes minimizing the spread of COVID-19. Our entire LSA community is responsible for protecting the collective
health of all members by being mindful and respectful in carrying out the guidelines laid out in our Wolverine Culture of
Care and the University’s Face Covering Policy for COVID-19. Individuals seeking to request an accommodation related
to the face covering requirement under the Americans with Disabilities Act should contact the Office for Institutional
Equity.
In our classrooms all students are expected to adhere to the required safety measures and guidelines of the State of
Michigan and the University of Michigan, including sanitizing their work areas, maintaining 6 feet or more of personal
distance, wearing a face covering that covers the mouth and nose in all public spaces, and not coming to class when ill or
in quarantine. This course will also limit group gatherings while being thoughtful about classroom activities and exercises
that require collaboration.
Any student who is not able and willing to comply with campus safety measures for this [in-person/hybrid] course
should contact the course instructor or their academic advisor to discuss alternate participation or course options.
Students who do not adhere to these safety measures while in a face-to-face class setting, and do not have an approved
exception or accommodation, may be asked to [participate on a remote basis or - include if available option] disenroll
from the class.
For additional information refer to the LSA Student Commitment to the Wolverine Culture of Care and the OSCR
Addendum to the Statement of Student Rights and Responsibilities on the OSCR website.

Diversity and Nondiscrimination

Related to discrimination and harassment, University of Michigan’s Standard Practice Guide Policies include the
following statements:
“It is the policy of the University of Michigan to maintain an academic and work environment free of discrimination and
harassment for all students, faculty, and staff. Discrimination and harassment are contrary to the standards of the
University community. They diminish individual dignity and impede educational opportunities, equal access to freedom
of academic inquiry, and equal employment. Discrimination and harassment are barriers to fulfilling the University’s
scholarly, research, educational, patient care, and service missions. Discrimination and harassment on the basis of race,
color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion,
height, weight or veteran’s status as set forth in and/or the SPG 201.35, Nondiscrimination Policy Notice will not be
tolerated at the University of Michigan.”
The University is firmly committed to an environment free of discrimination and harassment as prohibited by this policy
and federal and state laws. The University has a compelling interest in assuring an environment in which learning and
productive work thrives. At the same time, the University has an equally compelling interest in protecting freedom of
speech and academic freedom and in preserving the widest possible dialogue within its instructional and research
settings.
The University of Michigan’s Statement of Student Rights and Responsibilities further states:
“Students at the University have the same rights and protections under the Constitutions of the United States and the
State of Michigan as other citizens. These rights include freedom of expression, press, religion, and assembly. The
University has a long tradition of student activism and values freedom of expression, which includes voicing unpopular

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views and dissent. As members of the University community, students have the right to express their own views, but
must also take responsibility for according the same right to others.
Students have the right to be treated fairly and with dignity regardless of race, color, national origin, age, marital status,
sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight, or veteran status, and as
revised in the University of Michigan Nondiscrimination Policy. The University has a long-standing tradition of
commitment to pluralistic education. Accordingly, the University, through this Statement, will not unlawfully
discriminate on the basis of protected group status.”

Student Support Services

Our Canvas course has a section called “Student Support Services at Michigan.” In that section, you will find links for
several offices on campus that are classified as Academic Support and Tutoring, Counseling and Health and Wellness,
Services for Students with Disabilities, and Support for a Diverse Community. It is important to us that you know the
resources available to you as a student, so we wanted to make sure that you have quick links to these resources.
• Student Life
• Counseling and Health and Wellness: Counseling and Psychological Services (CAPS); University Health Service
(UHS); Sexual Assault Prevention and Awareness Center (SAPAC); Department of Recreational Sports
• Services for Students with Disabilities (SSD)
• Support for a Diverse Community: Diversity Matters; Office of Multi-Ethnic Student Affairs (MESA) & Trotter
Multicultural Center; Program on Intergroup Relations (IGR); Spectrum Center (Office of LGBT Affairs); Veteran
and Military Services Program (VMSP)
• For general information on Personal Wellbeing for Students at the University of Michigan, see
https://www.uhs.umich.edu/well-being.
• Additional resources specific to COVID-19 appear in Canvas.

Students Called for Military Duty

The Veterans and Military Services unit at the University of Michigan has information for students who are called to
Active Duty Status. Should you be called to Active Duty, reach out to your academic advisor as soon as you receive your
orders.

Student Well-Being
Students may experience stressors that can impact both their academic experience and their personal well-being. These
may include academic pressure and challenges associated with relationships, mental health, alcohol or other drugs,
identities, finances, etc.
If you are experiencing concerns, seeking help is a courageous thing to do for yourself and those who care about you. If
the source of your stressors is academic, please contact your instructor so that we can find solutions together. For
personal concerns, U-M offers the following resources:
• Counseling and Psychological Services (CAPS) - confidential; 734-764-8312; for after-hours urgent support, call
and press 0; counseling, workshops, groups and more, counselors are embedded in some schools (check here
for a list of counselors embedded in schools other than LSA)
• Dean of Students Office - 734-764-7420; provides support services to students and manages critical incidents
impacting students and the campus community
• Ginsberg Center for Community Service Learning - 734-763-3548; opportunities to engage as learners and
leaders to create a better community and world
• Multi-ethnic Student Affairs (MESA) - 734-763-9044; diversity and social justice through the lens of race and
ethnicity
• Office of Student Conflict Resolution - 734-936-6308; offers multiple pathways for resolving conflict
• Office of the Ombuds - 734-763-3545; students can raise questions and concerns about the functioning of the
university.
• Services for Students with Disabilities (SSD) - 734-763-3000; accommodations and access to students with
disabilities
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 • Sexual Assault Prevention and Awareness Center (SAPAC) - confidential; 734-764-7771 or 24-hour crisis line
734-936-3333; addresses sexual assault, intimate partner violence, sexual harassment, and stalking
• Spectrum Center - 734-763-4186; support services for LGBTQ+ students
• Trotter Multicultural Center - 734-763-3670; intercultural engagement and inclusive leadership education
initiatives
• University Health Service (UHS) - 734-764-8320; clinical services include nurse advice by phone, day or night
• Well-being for U-M Students website - searchable list of many more campus resources
• Wolverine Wellness - confidential; 734-763-1320; provides Wellness Coaching and much more

Confidentiality and Mandatory Reporting

As instructors, one of our responsibilities is to help create a safe learning environment on our campus. We also have a
mandatory reporting responsibility related to my role as a lecturer. It is my goal that you feel able to share information
related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. We will
seek to keep information you share private to the greatest extent possible. However, we are required to share
information regarding sexual misconduct or information about a crime that may have occurred on U-M's campus with
the University. Students may speak to someone confidentially by contacting SAPAC’s Crisis Line at (734) 936-3333.

Student Sexual Misconduct Policy

The University of Michigan is committed to fostering a safe, productive learning environment. Title IX and our school
policy prohibit discrimination on the basis of sex, which regards sexual misconduct — including harassment, domestic
and dating violence, sexual assault, and stalking. We understand that sexual violence can undermine students’ academic
success and we encourage students who have experienced some form of sexual misconduct to talk to someone about
their experience, so they can get the support they need.
Confidential support and academic advocacy can be found with the Sexual Assault Prevention and Awareness Center
(SAPAC) on their 24-hour crisis line, 734-936-3333 and at https://sapac.umich.edu/. Alleged violations can be non-
confidentially reported to the Office for Institutional Equity (OIE) at institutional.equity@umich.edu. Reports to law
enforcement can be made to University of Michigan Police Department at 734-763-3434.

Drop Date
The last day to drop the course without a ‘W’ appearing on your transcript is Monday, February 8. The final drop
deadline is Monday, March 22.

Receiving an ‘I’ for the Course

Granting an incomplete in the course is up to the instructor’s discretion. You cannot receive an incomplete for the
course unless about 70% of the work in the course to date has been completed (e.g., almost all homework assignments
to date have been turned in and all exams to date have been taken). In addition, you must be earning at least a C- on
work to the point at which you ask for an incomplete. Extenuating circumstances will be handled on a case-by-case
basis. For more information on LSA’s policy on incomplete grades, visit https://lsa.umich.edu/advising/policies-
procedures/incompletes.html.

Course Evaluation
During the last few weeks of the course, you will be provided with an opportunity to evaluate this course and instructor
in Blue or through a link in Canvas. Your identity remains completely anonymous to instructors and department staff.
The evaluations you submit on the Canvas Teaching Questionnaire site are strictly confidential. Additionally, instructors
cannot view their end of the term evaluation reports until after grades for the class are submitted and reports have
been released. Your participation in course evaluation is an integral part of this course, and your feedback is vital to
improving education at the University of Michigan. Personally, we strive for continual improvement in our courses.
Students before you have helped shaped the course that you are taking, and we truly hope that you help us continue to

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improve the course for future students. We strongly urge you to participate in the evaluation system for all of your
instructors. Note: We do not ask for proof of completion of the teaching evaluation.

Tentative Course Schedule

Note: Coverage and dates will be subject to change, especially if there are changes due to COVID-19. Make sure to pay
attention to announcements on Canvas and in class about any changes to the course schedule.
Week Dates ISRS Section(s) Lecture Topic(s)
Tue Jan 19 – Administrivia/Motivation
1 Chapter 1; 2.1
Fri Jan 22 Sampling and Descriptive Statistics; Basic Ideas of Probability
Fri Jan 22 – Basic Ideas of Probability; Conditional Probability and Independence; Random
2 2.1, 2.3, 2.4
Fri Jan 29 Variables
Fri Jan 29 –
3 2.4, 2.5 Random Variables; Linear Functions of Random Variables
Fri Feb 5
Fri Feb 5 –
4 2.5, 2.6 Linear Functions of Random Variables; Jointly Distributed Random Variables
Fri Feb 12
Fri Feb 12 – Measurement Error; Bernoulli Distribution; Binomial Distribution; Poisson
5 3.1, 4.1, 4.2, 4.3, 4.7
Fri Feb 19 Distribution; Exponential Distribution
Fri Feb 19 –
6 4.5 Normal Distribution
Fri Feb 26
Wed Feb 24 Well-Being Break (no Stats 412 lecture on Wed Feb 24 and Thu Feb 25)
Fri Feb 26 –
7 4.5, 4.10, 4.11 Normal Distribution; Probability Plots; Central Limit Theorem
Fri Mar 5
Exam 1 on Gradescope (120-minute window between 8:00AM and 11:59PM ET)
Thu Mar 4
(no Stats 412 lecture on Wed Mar 3 and Thu Mar 4)
Fri Mar 5 – 4.9 Some Properties of Point Estimation
8
Fri Mar 12 6.1/6.2, 6.4, 5.1, 5.3 HTs/CIs for One Population Mean
Fri Mar 12 –
9 6.1/6.2, 6.4, 5.1, 5.3 HTs/CIs for One Population Mean
Fri Mar 19
Fri Mar 19 –
10 6.3, 5.2 HTs/CIs for One Population Proportion
Fri Mar 26
Tue Mar 23 Well-Being Break (no Stats 412 lecture on Mon Mar 22 and Tue Mar 23)
Fri Mar 26 –
11 6.5/6.7, 5.4/5.6 HTs/CIs for the Difference Between Two Population Means
Fri Apr 2
Thu Apr 1 Exam 2 on Gradescope (120-minute window between 8:00AM and 11:59PM ET)
(no Stats 412 lecture on Wed Mar 31 and Thu Apr 1)
Fri Apr 2 – 6.8, 5.7 HTs/CIs for the Population Mean of the Differences
12
Fri Apr 9 Statistical Significance, Type I/II Errors, Power
Fri Apr 9 – 6.6, 5.4 HTs/CIs for the Difference Between Two Population Proportions
13
Fri Apr 16 7.1, 7.2 Correlation; The Least-Squares Line
Fri Apr 16 – Uncertainties in the Least-Squares Coefficients; Checking Assumptions and
14 7.3, 7.4
Fri Apr 23 Transforming Data
Tue Apr 27 – Final Exam (your choice of 180-minute window between 8:00am ET on Tuesday, April 27 until
Wed Apr 28 8:00pm on Wednesday, April 28)

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