I. ASCRC General Education Form (revised 3/19/14)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms X III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
* Require a Symbolic Systems Request Form.
designation)
Dept/Program Educational Leadership
Course #
EDLD 486/EDU 421
Course Title
Prerequisite
Statistical Procedures in Education
M 115
Credits
03
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Instructor
Patty Kero
Phone / Email X5586
Program Chair John Matt
Dean
Roberta Evans
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
The purpose of this course is to present the necessary statistical theory and practice to ensure
the student is capable of both analyzing and conducting formal quantitative research in an
exemplary manner; appropriate use of statistics and statistical procedures is requisite to ethical
and informed understanding. EDLD 486 relays statistical concepts and procedures, as well as
allowing students to study and perform research with critical analysis.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
rigorously present a mapping between a realworld system and a human abstraction of the
system.
Instructor uses Bloom's Taxonomy to go
encourage students to work towards
application, analysis, and synthesis of the
concepts; research paper topics include:
Income (annual income in dollars)
and level of education (years of education)?
The number of verified practice
hours of driving time and the score of the
student on the state-mandated driving exam?
Amount of time spent with families
per week and a student’s GPA at the end of
the semester?
applies analysis, reasoning and creative
Students are required to critically review a
thinking in the understanding and manipulation published quantitative research article/paper
of symbolic codes.
that has major research errors and prepare a
written report that specifically
identifies statistical, methodological, logical,
and/or other research errors.
utilizes alternative methods of communication, Instructor guides student use of Excel and
perception, and expression in order to
SPSS, requires writing exercise, table
encourage rigorous thinking.
building, and reflection on the use of
statistics in real world examples (news,
scholarship, etc).
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. demonstrate an understanding of the symbols Through qualitative and quantitative exams,
and the transformations of the system.
students will be required to demonstrate
knowledge of statistical procedures.
2. relay and interpret information in terms of the Through a review of published literature,
given symbolic system.
students must consider existing research,
identify errors in methodology/statistical
procedures, and report on the research and
issues therein
3. apply creative thinking using the symbolic
Through performance of action research,
system in order to solve problems and
students are required to communicate
communicate ideas.
findings, apply critical thinking skills, and
demonstrate knowledge of the process for
conclusion/interpretation of
data/recommendations based on findings
VII. Assessment: How are the learning goals above measured? Please list at least one
assignment, activity or test question for each goal.
1 Midterm/final
2. Weekly quizzes for each concept
3. Review research article/write 5 chapter abbreviated research paper
VIII. Justification: Normally, general education courses will not carry pre-requisites, will
carry at least 3 credits, and will be numbered at the 100-200 level. If the course has more than
one pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
EDLD 486 is provided by a graduate studies department, and thus both sections of the
course carry a 400 level designation. Sections of the course are designated for graduate
and undergraduate students, so UG students are paced with students of similar
knowledge. The pre-req of M 115 is an assurance that students are capable of performing
basic mathematical functions (linear, algebraic) necessary to understand the concepts
presented in EDLD 486.
IX. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe learning outcomes related to the above criteria and learning goals.
Please see attached.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.