Public Health Science 3 s.h.
This course is designed to introduce evidence-based public health through the various sciences that inform and shape public health research and practice, public policy, and population-based interventions, with particular emphasis on biostatistics and epidemiology. Prior knowledge of biostatistics, epidemiology, and/or public health are not necessary to complete this course successfully. Topics include but are not limited to population health, sampling, public health measures, descriptive and inferential statistics, probability, hypothesis testing, defining causes of health outcomes, epidemiologic study designs, identifying alternative explanations for observed associations between exposure and disease, and the application of biostatistical and epidemiological principles to understanding public health challenges like heart disease prevention, cancer screening, and vaccination. This course is team taught by instructors from the departments of Biostatistics and Epidemiology. Grades will be based on midterm exams, a cumulative final exam, weekly homework assignments, weekly preparatory assignments, and attendance and participation.
At the end of the course the student will be able to:
- Understand how epidemiology and biostatistics generate and evaluate data to support evidence-based public health research and practice
- Within a public health context, apply and interpret foundational biostatistical and epidemiological methods and communicate results accurately
- Locate, use, evaluate, and interpret public health information that is accessible in their day-to-day lives
Principles of Computing 3 s.h.
Introduction to computing for students seeking a broad overview of the discipline. Students acquire necessary concepts and skills to apply computing principles and resources effectively in their chosen profession. Topics include networking and communications, privacy, ethics and security, the limits of computing, and algorithmic problem solving. Lab assignments explore a variety of software tools to support decision making with an emphasis on HTML and CSS for building web pages, a gentle introduction to JavaScript programming language to program web pages, spreadsheet advanced features and database management systems for data processing and querying. This course is not part of the computer science or informatics majors or minors. The course is taught by a faculty member; lab sections are led by TAs.
Quantitative or Formal ReasoningIntroductory course in computer science and the study of algorithms appropriate for students in data-intensive disciplines. Topics include how computers work, simple algorithms and their efficiency, networking, databases, artificial intelligence, graphics, simulation and modeling, security and the social impact of computing. The course also includes a gentle hands-on introduction to programming concepts with Python. The course is taught by a faculty member, lab sections are led by TAs.
Quantitative or Formal ReasoningThis is the introduction-to-programming course in the computer science major and minor curricula. Prior programming experience is not required, although some students will have had some previous exposure to programming. It emphasizes object-oriented programming style and methodology. The lecture is taught three times a week. The 75-minute discussion periods, led by a TA, are used to discuss programming exercises, hold quizzes, and to answer questions in a small classroom atmosphere. Concepts are presented in the context of working examples and exercises. Language syntax and computing paradigms are studied. Programming projects are used to reinforce key programming notions, including iteration, data types, functions, and objects. Projects may include graphics, string processing, and network applications. Lectures are taught by a faculty member; discussion sections are led by TAs.
Elementary Functions 4 s.h.
This course includes in one semester the essentials of analytic geometry, high school algebra, and trigonometry needed for calculus. It is roughly equivalent to MATH:1005 and MATH:1010 compressed into one semester. Emphasis is on the role of functions and analytic geometry. Topics include functions, coordinate systems; properties and graphs of algebraic, trigonometric, logarithmic, exponential functions; inverse trigonometric functions; and properties of lines, circles, and other conics. This course is not intended for those learning graphing, logarithms, exponentials, or trigonometry for the first time. Such students should take the appropriate lower-level course or courses such as MATH:1005 or MATH:1010. Students are encouraged to use the Math Tutorial Laboratory. The course is taught in individual sections by TAs.
Mathematics for Business 4 s.h.
This course includes the algebraic techniques and modeling that arise in management and economic sciences and is intended for those who need more work in precalculus techniques before taking MATH:1380. Topics include algebraic techniques, functions and functional models, exponential and logarithmic functions and models, linear programming, and an introduction to calculus. Examples and applications are from management, economic sciences, and related areas. The course is at a slightly higher level than MATH:1005 and has more emphasis on exponential and logarithmic functions and modeling. Each week there are three hours of lecture by a faculty member and two hours of discussion sections led by TAs. Requirements usually include two one-hour evening exams, a final exam, and quizzes during discussion periods. Students are encouraged to use the Math Tutorial Laboratory for additional help.
This course consists largely of precalculus topics, but also includes a substantial treatment of probability (probability is important in biology and usually not emphasized in high school). It is similar to MATH:1020, except for the biology emphasis and probability topics. The "precalculus" topics include relations, functions, coordinate systems, graphing, polynomials, trigonometric functions, and logarithmic and exponential functions. Probability topics include random experiments and random variables, algebra of sets, methods of enumeration, sampling, conditional probability, and distributions of discrete types. Examples and applications are chosen from the biological sciences. Students are encouraged to use the Math Tutorial Lab. Grades are based on exams, homework, and quizzes. Three hours of lectures are given weekly by a faculty member are complemented by two small-group discussions led by a TA.
One-semester survey of calculus for students in biological or life sciences; nontheoretical treatment of differential and integral calculus; brief introduction to differential equations and probability with calculus, with applications to the life sciences.
This course is a one-semester survey of calculus primarily for students in the biological or life sciences. It includes a non-theoretical treatment of differential and integral calculus and a brief introduction to differential equations and probability with calculus, with applications to the life sciences. Three lectures given weekly by a faculty member are complemented by two small group discussions led by a TA. Students desiring a one-semester terminal calculus course may take this course; life science students wanting a more thorough course or planning to take mathematics beyond first-year calculus should take MATH:1850 and MATH:1860 (traditional calculus sequence) instead of this course. A graphing calculator is usually required. Students are encouraged to use the Math Tutorial Laboratory for additional help.
This is the first semester of a five-semester mathematics sequence for engineering students, but not restricted to engineering students. This course is a redesigned version of a traditional first-semester calculus course with a little more emphasis on techniques of integration. The course is taught by a faculty member in a lecture of about 120 students meeting three times a week and with two one-hour discussion sections taught by a TA. Students are encouraged to use the Math Tutorial Laboratory for additional help.
Calculus I 4 s.h.
Fundamental concepts, limits, methods, and techniques of differential calculus of a single variable; definite and indefinite integrals, substitution rule, fundamental theorem of calculus; applications including graphing, extreme values, areas, and volumes.
Topics include fundamental concepts, methods, and techniques of integral and differential calculus of a single variable. The sequence MATH:1850 and MATH:1860 is one of the basic entry-level mathematics courses for students in the mathematical and physical sciences. The course is designed to be a half-year course; it is not, in general, recommended that students plan to take MATH:1850 and not MATH:1860. Engineering students and others who plan to take MATH:1560, MATH:2550, and MATH:2560 should take MATH:1550. The course is taught in either of two formats. In one format, students meet in sections of 60, three times per week with a faculty member, and two times a week for discussions with a TA in sections of 20 students. The second format has four meetings per week in a class of about 30, with one instructor (faculty or experienced TA). With either format, Math Lab tutoring is offered for additional help.
Critical thinking and its application to arguments and debates.
Socrates held that the only way to arrive at the truth is by an honest and objective use of critical reasoning. This course covers some of the main methods and principles that can be used to objectively evaluate whether an argument is good or bad. These techniques will be illustrated by considering controversial topics in ethics, science, and religion, among others. We look at how to recognize an argument before evaluating it, and Socrates' distinction between sophistry (persuasive techniques) and philosophy (rational argument). Methods for objectively evaluating deductive and inductive arguments will both be discussed. We also consider the difference between deductive proof and providing evidence for (or against) a given theory such as evolution or creationism.
Students who have acquired reasoning skills by learning and practicing these distinctly philosophical methods obtain better scores on professional school entrance exams such as the LSAT, GMAT, MCAT, and GRE. These skills are extremely valuable in almost any course or job that involves creative thinking, writing and analytical work.
The course satisfies the General Education requirement in Quantitative and Formal Reasoning. It is also a good way of preparing for other courses in philosophy such as Introduction to Philosophy, Twentieth-Century Philosophy, Analytic Ethics, and of course Introduction to Symbolic logic (which is a requirement for a major in Philosophy).
Coursework involves doing a relatively small amount of scheduled reading from the textbook, and discussing the homework exercises at the end of each section in the textbook. Online homework exercises provide immediate and customized feedback. Exams are closely modeled on the exercises, most of which are answered in class.
This course has no prerequisites.
Our textbook will be the fifth edition of Baronett's Logic (OUP), in the form of an eBook. The ICON Direct program will be used to provide required course materials via your ICON course site. Your U-Bill will be charged automatically after your course has started, unless you opt out prior to the last day for tuition and fee reduction course deadline. Specific opt out information will be provided in the course syllabus and in the opt out tool.
Tools necessary to analyze and solve puzzles in politics (i.e., Why do countries go to war rather than negotiate? Why do lifelong enemies become allies? Why do majorities act irrationally?); questions approached from a quantitative perspective (unlike most political analyses), in particular, game theory—a branch of mathematics that investigates how rational players act in situations (like those in politics) of strategic interaction.
Why do countries go to war rather than negotiate? Why do lifelong enemies become allies? Why do majorities act irrationally? Why are you stuck with doing the dishes week after week? This class provides you with the tools necessary to analyze and solve these and other puzzles in politics. Unlike most political analyses you will encounter in life, which typically are based on some mushy combination of “intuition” and “experience,” we will approach these questions from a rigorous framework, building up a set of simple tools that can help illuminate politics (both in its usual public sense and in the interpersonal sense that happens when a group of people decide who will do the dishes).
This course has no prerequisites. No substantive knowledge about politics is assumed (in fact, thinking you already understand politics will probably work against you in this class). In terms of mathematical difficulty, the most difficult thing we will do (besides adding, subtracting, etc) is subtracting negative numbers and doing some algebra, and even that rarely. Instead, the key is the willingness to work with abstract terms and think logically about how the world works.
Required reading materials will be available online.
Quantitative or Formal Reasoningone year of high school algebra or MATH:0100
Understanding research and the ability to interpret statistics are two key characteristics of a trained scientist. This course is designed to introduce students to the science of psychology by building a foundation of knowledge in psychological research methods and the associated statistical procedures. Students will develop an understanding of univariate and bivariate data, measurement, survey design, descriptive statistics, correlation, and regression analysis. Upon completion of this course, students should be able to design, analyze, and interpret research using a correlational design.
Statistics and Society 3 s.h.
Statistical ideas and their relevance to public policy, business, humanities, and the social, health, and physical sciences; focus on critical approach to statistical evidence.
one year of high school algebra or MATH:0100