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
(submit
II. Mathematics
III. Language
VII: Social Sciences
VIII: Ethics & Human Values separate forms if requesting more than one
X III Exception: Symbolic Systems *
IV: Expressive Arts
IX: American & European
X: Indigenous & Global general education group designation)
V: Literary & Artistic Studies XI: Natural Sciences
VI: Historical & Cultural Studies w/ lab  w/out lab 
* Require a Symbolic Systems Request Form.
WILD240-80 Dept/Program Wildlife Biology Course #
Course Title Introduction to Biostatistics / Honors
Prerequisite MATH 162
II. Endorsement/Approvals
Credits
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor Paul M. Lukacs
Phone / Email 5675 paul.lukacs@umontana.edu
Program Chair Winsor Lowe
Dean James Burchfield
III. Type of request
New One-time Only Renew X
Reason for Gen Ed inclusion, change or deletion
Description of change
Change
10/9/14
Remove
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
Introduction to Biostatistics provides students with the underpinnings of statistical techniques and reasoning frequently used in wildlife biology, ecology and other biological disciplines.
The course will introduce concepts in probability, estimation, and experimental design. The course is intended to be highly interactive with motivating examples coming directly out of current statistical applications in biological problems.
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

1. rigorously present a mapping between a real-world system and a human abstraction of the system.
2. applies analysis, reasoning and creative thinking in the understanding and manipulation of symbolic codes.
Probability theory and statistical analyses are presented mathematically.
Probability theory and statistics are used to address biological problems. Students apply mathematical concepts of probability and statistics symbolically.
3.
utilizes alternative methods of communication, perception, and expression in
Material is presented in equations and computer code as well as verbally to increase order to encourage rigorous thinking.
depth of understanding.
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 and the transformations of the system.
Students will be expected to present mathematical expressions in probability theory and statistics.
2. relay and interpret information in terms of the given symbolic system.
Students interpret statistical problems, relay the information in terms of mathematical equations and verbally.
3.
apply creative thinking using the symbolic system in order to solve problems and communicate ideas.
Students solve statistical problems related to biological questions and present the results symbolically and verbally.
VII. Assessment: How are the learning goals above measured? Please list at least one assignment, activity or test question for each goal.
1.
Students will be expected to use formulae presented in class to address problems in probability and statistics.
An ecologist is tracking survival of radio-collared lynx. The annual survival probability for a lynx is 0.8. If 9 lynx are radio-collared, what is the probability of observing at least 7 of the 9 lynx surviving for a year?
2.
Students will be required to interpret mathematical equations, understand when it is appropriate to use one versus another and understand the implications how they differ.
Define population variance and sampling variance. Provide the equation for each metric.
When sample size is very large, how do the two quantities differ?
3.
Students will be required to apply their statistical knowledge to real-world biological problems.
Two studies are conducted to examine survival of bull trout in the Blackfoot River. The true survival annual probability is 0.8 for both studies. Study #1 includes 50 fish. Study #2 includes 100 fish. Which study will have a larger variance in the number of fish that survive?
Explain your answer

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).
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.
See attached syllabus.
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.