Boston College
OPER1135 Business Statistics
Summer 2017
Course Info
OPER135 01
Tuesday/Thursday
Contact Info
Linda Boardman Liu
Office Info
Office Hours
9:00 AM – 10:15 AM
Fulton 220
linda.b.liu@bc.edu
Fulton 342
617-552-2416
TBD, by appointment, or by chance
Course Description
We designed this course to provide students with a foundation in statistical analysis techniques widely
used in organizations in both for-profit and not-for-profit settings. Topics include an introduction to
statistics, managing data, and analyzing data using descriptive statistics, probability, chi-square test,
correlation, t-test, analysis of variance, and linear regression. The focus is on creating, interpreting, and
reporting results. We teach the course from an applied perspective and include a software-use
component to enable students to gain hands-on experience with conducting statistical analysis using
spreadsheets & statistical software. This course will support other CSOM coursework, professional
work, and [dare I say] your everyday life as you will be able to apply the skills and theories discussed in a
variety of disciplines.
Learning Objectives
By the end of the course, you should be able to:
• Recognize the situations in business where statistical analysis can enhance problem solving and
improve performance.
• Perform fundamental quantitative business analysis.
• Select appropriate tools for quantitative analysis and interpretation of data, including:
o data collection and presentation
o descriptive statistics
o probability and statistical inference
o linear and multiple regression
• Demonstrate competence with Excel as a tool for quantitative analysis and data presentation.
• Demonstrate the ability to perform analyses, interpret results, and communicate their
implications effectively.
We assess student achievement of these objectives through the course requirements: HW problem sets,
short writing exercises, quizzes, exams, case analysis, and class participation.
Course Structure
The course will consist of readings, case analysis, discussions, in-class exercises and (naturally)
quantitative analysis in problem sets. It is important that you come to class prepared having read the
assigned materials; thought about the issues raised, and worked any quantitative problems. This is not a
typical lecture-style course, where we tell you about statistics: we believe that some of the best learning
comes through exploration and problem solving. The more interaction and discussion we have the more
we will all gain from this course.
OPER1135 – Business Statistics
A Canvas course site has been set up for this course; we will update it regularly to include assignments,
additional handouts and problem solutions as appropriate. Canvas is the Learning Management System
(LMS) being used at Boston College. Access Canvas through the Agora portal or via
https://bostoncollege.instructure.com/
Course Materials
•
Required Text – Business Statistics, a First Course, Sharpe, DeVeaux & Velleman, Custom Version
for Boston College, Pearson, 2017 or 2016 or 2015. (Abbreviated as SDV). Note that you can sign up
for the eBook and get started with a 14 day free access trial. The MyStatLab.com on-line modules
are where you will complete all homework problem sets; MyStatLab also provides access to review
problems, various self-learning tools, StatCrunch statistical software, videos, and other useful items.
You have options here: eBook, custom-printed bound book or open-market used book (get the 2nd
edition of the text if you go open market).
• Regardless of which (if any) print option you choose, you must (at a minimum) register for
the MyStatLab course that is linked to our Canvas course, which provides you with the eBook
version of the course textbook. We have posted instructions for registering for MyStatLab on
Canvas in the first class readings. Start there.
• The eBook can be purchased through MyStatLab directly from Pearson. The eBook is an
online version of the full color text, it is searchable, you can highlight while reading, place
book marks, and can read it on your PC, laptop or a tablet (yes, there is an app for that!). The
eBook provides access to the full MyStatLab online course modules, StatCrunch, and all
online textbook resources, including weekly quizzes and homework assignments. Using the
14 day free access can help you assess whether an eBook is the right choice for you and your
learning style.
• The custom-print bound book can be purchased through the Bookstore and if purchased
thru the bookstore will come with a MyStatLab access code. Use the code to register at
www.MyStat.Lab.com, accessed through our Canvas course site. Note that you MUST have
the MyStatLab access with your text.
• A used copy of custom-print bound book is also a viable option, you might be able to buy
one direct from another student … remember you will also need to purchase the MyStatLab
access through Pearson, so factor this requirement into your buying decision.
• If you opt for buying a traditional book (or an older version of the book) on the open market,
remember you will also need to purchase the MyStatLab access through Pearson, so factor
this requirement into your buying decision.
•
Required Text – Naked Statistics: Stripping the Dread from the Data, Charles Wheelan; W.W.
Norton & Company, Inc., 2013. (Abbreviated as NS). You have options here: an eBook or traditional
bound book (new or used) available thru the bookstore or online; you might consider this the first
book in your nascent personal business library.
•
Canvas resources – includes class slides, topical notes, articles of interest, other course resources.
Printing from the learning management system is generally less expensive than having these
materials reproduced in a case packet.
•
Access to (and basic familiarity with) Excel 2013 (or 2016) for Windows or Excel 2016 for Mac –
ideally on your own laptop, or on your own PC, thru the BC apps server, or at a BC computer lab.
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OPER1135 – Business Statistics
•
A calculator – (and absolutely not a cell phone for exams) that you will use in class, for various
exercises and exams. You do not need a graphing calculator for this course – and we will not cover
the functions of a graphing calculator as part of the course technology.
Learning Environment
This course has been designed as an interactive learning environment. If you were looking forward to
endless hours of lectures for the next 6 weeks, you will be sadly disappointed. The assigned readings,
homework problems and cases provide the foundational information that will be built upon in class.
Class sessions will expand on these concepts and will consist primarily of interactive exercises,
experiments, case discussion, and collaborative learning. In order to participate productively and
contribute to the in-class work, it is important that you read the assignments and prepare any assigned
pre-work. We won’t be able to cover everything in depth or detail in class sessions; you are responsible
for all material assigned in the text book, readings, and in homework sets.
We cover large amounts of material quickly in this class, and assume that you are familiar with the
content of the assigned chapters. Since each session builds on previous sessions, it is important that you
remain up-to-date with the material, and that you master the fundamentals early in the course because
follow-on material assumes such mastery.
Course Requirements and Grading:
There are 4 components that combine to an overall course grade.
Homework: Quizzes & Problem Sets & Writing Exercises
As detailed on the course calendar, (almost) every week features a brief quiz that covers the basics of
the readings for that week. All are required; we will drop the lowest 2 quiz grades. Quizzes should be
completed online via MyStatLab.
There are 10 homework assignments in the form of problem sets, assigned at the end of (almost) every
week that include material covered in the preceding week. These are clearly laid out on the course
calendar and are generally due on Sunday nights. We will use the 8 highest homework grades toward
your overall course grade. Submit all problem set homework online thru MyStatLab.
There are 7 short writing exercises throughout the semester. These are designed to have you practice
communicating analysis effectively. We will use all writing exercise grades in the overall course grade.
Submit these exercises on Canvas.
We will not accept any late or make-up quizzes, problem sets, or writing exercises.
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OPER1135 – Business Statistics
Analysis Memos
At several points in the semester, we will work on an in-class exercise that requires a memo to be
submitted after class with your group’s analysis. There will be 3 memos during the semester. Submit all
memo assignments on Canvas via the Assignment tab. We will discuss the format for memos in class.
We will not accept any late or make-up memos.
Exams
Exams will be based on the material covered in class, in problem sets, and in the assigned readings and
cases. These exams will be given in class on the dates specified in the syllabus. A calculator (that is not
a cell phone) may be used.
Integrative Data Analysis Project
The course will include a team-based project designed to apply the concepts and principles of statistical
analysis to a specific business question using a variety of data sources. For the project, you will work in
small groups to plan the analysis, perform the analysis, and communicate your findings effectively to
‘senior management’. We will provide you with information about using data sets near the end of the
semester, and your analysis work will be completed both during class ‘labs’ and outside class,
culminating in a brief team presentation. The details and specific deliverables for the integrative project
assignment will be posted on Canvas near the start of the project.
Class Participation/Contribution/Attendance
This portion of the course deliverable is based upon your engagement and participation in class as
demonstrated through your ability to contribute to a positive learning environment. Engaging in
discussions of the readings and cases, clarifying concepts and ideas, participating in exercises and
simulations, asking questions that help the entire class better understand a concept, working an in-class
problem, and sharing relevant professional experiences constitute superior class participation and you
will receive a high grade in this area. You will receive a low grade if you are consistently unprepared,
unengaged, or do not participate in discussions or activities. Active participation also includes offering
meaningful in-class summaries or quality contributions to the online learning community by identifying
and sharing real world applications of the various topics we cover in class (such as found in a news
article); these can be posted on Canvas. Although not designated as a specific percentage of the overall
course grade, we do make detailed note of your participation (or lack of participation) and that
information informs final grading if necessary and appropriate.
Class participation helps in learning the material, and attendance is a prerequisite to participation.
Missing more than 1 class for any reason will have a negative impact on your overall course grade.
Grading
Homework: quizzes & problem sets
Writing Exercises
Exam 1
Exam 2
Case Analysis
15%
20%
25%
25%
15%
Boston College uses a traditional letter grading scale for course grades: A, A-, B+, B, B-, C+, C, C-, D+, D,
D-, F. My view is that students earn grades by demonstrating mastery of the course material: my goal is
for you each to learn the material and do as well as you are able in the course. I work to make grading
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OPER1135 – Business Statistics
as consistent, fair and transparent as possible. To that end, there is no forced curve (up or down) in this
course, and in general we do not offer extra credit assignments. I expect you will all work hard, do well
and be successful in this course!
Food For Thought
One must learn by doing the thing; for though you think you know it, you have
no certainty, until you try. – Sophocles
We can show you and tell you about statistical analysis, and you can do all the readings, but unless and
until you actually do the analysis yourself, you will struggle to learn or apply the concepts. We highly
recommend that you do the homework, read the readings, and engage in the class. If you procrastinate
or fall behind, it is difficult to catch up. Like any college level course, you can assume that you will spend
about 6 hours in preparation time outside class for every 3 hours in class, so please plan accordingly.
Become an active learner of this topic – look for examples of statistics in your everyday world (e.g.,
batting averages, the probability of heart disease given high cholesterol, or why an economic indicator is
reported as a median not a mean) and apply your skills to understanding these statistics that you are
exposed to every day. Engage in the material and topic, both in and outside class. Work with each
other – we benefit from working in groups and believe you will as well.
Prerequisites
Basic competency in Excel, Word and PowerPoint is assumed.
Computers & Analysis Tools
It is assumed that you are familiar with and able to use a personal computer and have a basic knowledge
of Excel. Organizations of all types use the Microsoft suite of software tools, and more often than not
are using Windows-based computers. We will be actively using StatCrunch and/or Excel 2013/2016
(including the Data Analysis Tool Kit) for this course, so please bring a laptop to class. If you do not have
a copy of Excel on your computer, Boston College students can download Office for free at
http://www.bc.edu/software/applications/office.html If you are a Macintosh user, make sure you are
using Office 2016, as the data analysis toolkit is not available in previous versions of Excel for Mac.
There are some differences between Excel for Windows and Excel for Mac, most of these differences are
basically in the interfaces, not in the formula names, functions, or other spreadsheet logic. I will be
using Excel for Windows in class and in other examples, so if you opt for the Mac version of Excel, you
will need to find the Mac features and interfaces independently. Of particular note, the Data Analysis
Tool Kit (which runs regression and other statistical analyses) does not exist for previous versions of
Microsoft Excel for Mac, so make sure you have the right version, which means access to the Data
Analysis Tool Kit.
If you are a Mac user, and wish to run Office for Windows, you have a few choices. The BC Application
Server allows authorized BC users (such as yourself) to access and use certain applications as a network
application, including Excel 2013 for Windows. To access the apps server, you first need to download
and install the Citrix Receiver. Follow this link to access the “how to” for using the apps server and
installing the Citrix Receiver: http://www.bc.edu/content/bc/offices/help/teaching/app_server.html
Another choice is to take your Mac to the Campus Technology Resource Center in O’Neill 248 and they
can install Boot Camp and Windows on your Mac (this is free for students). You can then run OS X for
your Macintosh programs, but also have the Windows version of Excel installed in the Windows
environment on your Mac. You may need to leave your computer for 24 – 48 hours, and will need to restart your Mac when you want to switch from Windows-mode to Mac mode. Bring an external hard
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OPER1135 – Business Statistics
drive with you if you want them to backup your hard drive before they install boot camp. Another
option is to purchase a virtualization application like VMware Fusion or Parallels Desktop. The upside of
these types of applications is that you can switch easily between Windows mode and Mac mode; the
downside is that these are not supported by BC technology so they can’t help you if you run into
problems.
Academic Integrity
I expect you to adhere to the highest standards of honesty and integrity—in your dealings with me and
with one another. Please read and take to heart all provisions of the honor system in place at Boston
College, including policies relating to academic honesty. You are expected to comply with all university
policies regarding academic integrity, those policies will be followed to the fullest and violations will not
be tolerated. You are encouraged to review the university policy on academic integrity for additional
guidance, including a detailed listing of activities warranting sanction. Anyone who fails to adhere to
these requirements and/or otherwise engages in unethical behavior (including false representation of
self or one’s work efforts, use of unauthorized aids, etc.) will be referred to university administration for
further action.
University policy on academic integrity:
http://www.bc.edu/content/bc/offices/stserv/academic/integrity.html
You are welcome to work with your classmates in study groups as desired. Remember that even when
you study and prep together, you are each individually responsible for completing the required
assignments.
Students Needing Accommodations
Boston College is committed to working with all students. If you have a disability and would like to
request accommodation for this reason, please register with Kathy Duggan (kathleen.duggan@bc.edu),
Associate Director of Academic Support Services, The Connors Family Learning Center (learning
disabilities and ADHD) or Paulette Durrett (paulette.durrett@bc.edu), Assistant Dean for Students with
Disabilities (all other disabilities). Advance notice and appropriate documentation are required for any
accommodations.
Final Comments…
This syllabus is subject to change as we progress through the semester; please ensure you stay abreast
of any modifications to the assignments and other deliverables. Changes will be discussed in class and
posted on Canvas.
I am looking forward to working with all of you!
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OPER1135 – Business Statistics
Date
5/17/17
5/22/17
5/24/17
Topic
In the Beginning….
getting started with
statistics
Exploring Data:
sources, structure,
uses
Descriptive
Statistics:
Categorical
Variables
In class …
Exercises & Activities
• “Who Are You”
exercise
• MyStatLab
overview
SDV: Ch. 2, 4
NS: Ch. 1, 2
Creation and use of…
• Frequency tables
• Bar charts
• Pie charts
• Contingency and pivot tables
•
“Good Graphing”
lab
•
•
•
•
•
“Move to BC” lab
•
“Credit Cards” lab
UNIVERSITY COMMENCEMENT – NO CLASS
Descriptive
SDV: Ch. 5
Statistics:
NS: Ch. 3
Quantitative
Variables
Taste of Regression:
Correlation
5/29/17
Before class …
Foundational Readings
Things to Know…
The syllabus (carefully)
• Set up your MyStatLab / online book
“Data Crunchers” WSJ
access
SDV: Ch. 1, 2
• What is metadata
Complete Syllabus Quiz • Ways to classify variables
(on Canvas)
SDV: Ch. 6
NS: Ch. 4
•
•
•
•
Creation and use of histograms
Centrality & dispersion
What is an outlier?
Be able to calculate and explain
fundamental numerical descriptive
statistics (5-number summary, IQR,
median vs. mean, skew, standard
deviation, z-score, etc.)
Create scatterplots
Interpret form & shape of scatterplots
Correlation conditions
Explain R-squared
MEMORIAL DAY – NO CLASS
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After class …
Assignments
OPER1135 – Business Statistics
Date
5/31/17
Topic
Beginning
Probability,
Updating
Probabilities
Discrete & Binomial
Probability
Distributions
6/5/17
6/7/17
Before class …
Things to Know…
• Definitions of probability terms (event,
outcome, trial, probability,
complement)
• Types of probability
• Probability rules
• Explain joint, marginal, conditional
SDV: 8.1 – 8.4 (skip • Define random, discrete, continuous
Poisson)
variables
NS: Ch. 6
• Expected value and variability of
discrete random variables
• Binomial conditions
• Expected value and variability for
binomial random variables
Foundational Readings
SDV: Ch. 7 (exclude 7.9)
NS: Ch. 5
EXAM 1
(1.5 Hours)
The Great and
Awesome Normal
Distribution
SDV: 8.5
Understanding
Sampling
SDV: Ch. 3
NS: Ch. 10
Sampling
Distributions:
Means &
Proportions
Confidence Intervals
for Proportions
SDV: Ch. 9
NS: Ch. 8
• Explain a probability density function
• Finding a normal probability from a
table and using Excel
• Properties of the normal distribution
including the empirical rule
• Population, parameter, sample,
statistic
• Define a simple random sample
• Explain types of sampling and
sampling bias
• Define standard error
• Explain trade-offs in
precision/certainty, critical value,
sampling distribution
• Explain centrality and dispersion in
sampling
page 8 of 9
In class …
Exercises & Activities
• “Shopping and
Gender” lab
• “How Bad Is It?”
discussion &
exercise
•
“Arline Arrivals ”
lab
•
“Normal or Not”
lab
•
“Rectangles” lab
•
•
M&M exercise
“Ultra Green Cars”
lab
After class …
Assignments
OPER1135 – Business Statistics
Date
6/12/17
6/14/17
6/19/17
6/21/17
Topic
Hypothesis Testing:
Proportions
Foundational Readings
SDV: Ch. 10
NS: Ch. 9
Hypothesis Testing
& Confidence
Intervals: Means
SDV: Ch. 10, preview 11
Hypothesis Testing
& Confidence
Intervals: Means
SDV: Ch. 11
Hypothesis Testing:
Comparing Means,
various types
SDV: 12.1 – 12.5
SDV: 12.7 – 12.8
Hypothesis Testing:
Proportions &
Counts
Simple Linear
Regression
Inference
SDV: 13.1 – 13.3, 13.5
MLR Basics &
Evaluation
MLR Categorical
variables
6/23/17
Before class …
Things to Know…
• Basic process for all hypothesis tests
• Critical value
•
•
•
•
•
Basic process for all hypothesis tests
Critical value/p value
Compare CI and H-tests
Errors in hypothesis testing
Use of normal distribution versus
student t-distribution
• How do you decide if groups are
related or independent
• Identify good examples of related
groups
• Which chi-square test applies to a
particular situation
In class …
Exercises & Activities
• Ultra Green Cars
in-class exercises
• Introduce “Iced
Coffee – who is
buying” lab
• Complete “Iced
Coffee – who is
buying” lab
•
“Iced Coffee –
sales” lab
•
”Sales Incentives”
lab
“Insurance” lab
•
•
“M&Ms, again”
and other counts
lab
“Restaurant
Ratings” lab
SDV: 14
• Review correlation, scatter plots, rNS: Ch. 11 (185 – 198)
square
“Solving Equation of a • LINE assumptions
Hit Film…” NYT
SDV: 15
• Checking assumptions for multiple
NS: Ch. 11 (198 – 207)
coefficients
•
•
“Detailed
Restaurant
Ratings” lab
SDV: 15
•
“Does Location
Matter” lab
• Coding schemes for categorical
variables
EXAM 2
page 9 of 9
After class …
Assignments