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\centerline{Montserrat 105N -- Analyzing Environmental Data}
\centerline{Syllabus -- Spring 2020}
\vskip 10pt
\leftline{Professor: John Little}
\leftline{Office: Swords Hall 331}
\leftline{Office Phone: (508) 793-2274}
\leftline{Office Hours: TBD,} 
\leftline{$\qquad$ and by appointment}
\leftline{Course Homepage:  {\tt http://mathcs.holycross.edu/\~{}little/Mont201920/Spring20.html}}
\vskip 10pt
\noindent
This year, the Natural World cluster will explore the fundamental question, 
``How natural is our world?'' If we define nature as ``untouched by humans,'' 
then it turns out that nature has completely disappeared from the world around 
us. Wildernesses are managed. Animals that had been eradicated earlier by humans, 
such as wolves, have later been reintroduced into their former habitats by humans. 
Humans modify their food genetically. Humans have even started to manipulate 
themselves, for instance by seeking cures for human diseases through genetic 
therapies. The news of a Chinese scientist editing the genes of twins was met 
with outrage from many. And yet we also know that humans gravitate toward 
``natural" places and ``natural'' things. We like our parks and river walks, 
and we pay a premium for ``natural" and organic food. So what's natural? And 
what's unnatural? Or if everything is already unnatural, then what's too 
unnatural? Together, we will explore why and how humans try to separate the 
physical world into parts that we label as ``natural'' and ``unnatural,'' 
and if this binary is even productive. Seminars will consider the ever-changing 
boundary between these two categories from conceptual, ethical, moral, 
philosophical, creative, historical, scientific, and quantitative perspectives.
\vskip 10pt
\noindent
Natural World Cluster Events (Required)
\vskip 10pt
\begin{itemize}
\item Mindfulness Exercise at Joyce Contemplative Center, and dinner -- February 2,3,4
(which seminars will go which day is still to be determined)
\item Performance by {\it Las Cafeteras}, March 24, 7:00pm -- location TBA
\end{itemize}	
\vskip 10pt
\begin{verbatim}
Natural World Seminars

NATURALLY UNNATURAL                           ENVIRONMENTAL JUSTICE
Professor Teresa Fenichel                     Professor Kendy Hess
(fall) Reason & Self-Mastery                  (fall) Justice in Theory
(spring) Freedom & Self-Creation              (spring) Justice in Practice

ENVIRONMENTAL MATHEMATICS                     THE STORY OF HERE
Professor John Little                         Professor Sarah Luria
(fall) Modeling the Environment               (fall) Mapping Nature at Holy Cross
(spring) Analyzing Environmental Data         (spring) Mapping Change in Worcester

WHY AREN'T WE ALL FROGS?                      WRITING/READING PLACE
Professor Julia Paxson                        Professor Stephanie Reents
(fall) What is the Nature of Embryos?         (fall) 13 Ways of Writing Nature
(spring) Can Embryos Become Unnatural?        (spring) The Myth of the Frontier

HABITAT EXPLORATIONS                          (UN)NATURAL FOOD IN AMERICA
Professor Sylvia Schmitz-Burgard              Professor Christopher Staysniak
(fall) Germany's Greening                     (fall) The Rise of Modern Food
(spring) Bauhaus: Design for Democracy        (spring) A More Natural Food System

Montserrat Student Ambassadors
Rebecca Henion
Jacqueline McCarthy

Natural World Cluster Librarian
Barbara Merolli
O'Callahan Science Library
508-793-2643
bmerolli@holycross.edu
\end{verbatim}

\vskip 10pt
\noindent
{\it General Description}
\vskip 10pt
This course is a part of the Natural World Cluster of the Montserrat 
program.  This means that at various times we will be addressing one 
or several of the following:
\vskip 10pt
\begin{packed_item}
\item The general aims of Montserrat -- continued development of your
thinking, writing, and communication skills, and the connection of
living, learning and doing in college education,
\item The theme of the Natural World Cluster (see cover page for this
syllabus), and
\item The specific subject matter of this seminar -- mathematical
techniques used for modeling and understanding our natural environment.
\end{packed_item}
\vskip 10pt
{\it Some groundrules}
\vskip 10pt
Many class meetings will be devoted to discussions, oral presentations,
or work in smaller groups, so your active participation will be important
for the success of what we do. 
\begin{packed_item}
\item Unless specifically directed otherwise, please \emph{turn off}
all cell phones, pagers, I-phones, I-pads, computers and other similar
electronic devices for the duration of each class meeting -- your full 
attention will be required.
\item No distracting or ``provocative'' clothing, headgear, or other 
personal items in class, please.
\item In on-campus events, off-campus trips, etc. you are representing
this seminar, the Montserrat program, and by extension, Holy Cross in a wider 
community.  Take responsibility and regulate your behavior accordingly. 
\item In discussions, there may be times that you disagree with Prof. Little or with
a classmate.  Please feel free to express that and be prepared to say 
why and back up your ideas.  But please keep the conversation civil and respectful.
\end{packed_item}
\vskip 10pt
\noindent
{\it This seminar}
\vskip 10pt
At the start of this third decade of the 21st century, humans are grappling
with a number of tough decisions concerning the effects we have had on 
the natural world.  The effects of climate change are becoming ever
more visible and severe.  Through December, 2019 and January, 2020, for
example, virtually the whole continent of Australia has been in the
grip of a terrible heat wave with essentially uncontrollable wild
fires.  Humans have lost homes and had their lives severely disrupted in
many ways. Some estimates place the number of associated animal deaths over
one billion as I am writing this (January 8).  

Our ability to develop plans to address this ongoing crisis and to understand the political, 
economic and social issues involved depends on being able to deal with
\emph{quantitative information} and infer patterns from data and measurements
of the state of the world.  This semester, our mathemtical study will focus
on some basics of \emph{statistics and data analysis}.  We will also
see ways these topics can be applied to study environmental issues. 

More specifically, we will study the following topics.  Our major mathematical topic for the
semester will be techniques for analyzing and understanding the patterns
present in data:
\begin{itemize}  
\item The starting point: Statistics for describing the ``shape'' 
of a data set -- measures
of central tendency such as means and medians, measures of spread such
as interquartile ranges, the standard deviation, graphical ways to 
represent all of this
\item Measurement as sampling from a population, 
\item Discrete and continuous probability distributions, 
\item Parameter estimation
\item Statistical inference techniques -- how scientists and 
statisticians demonstrate evidence for the existence of patterns
in populations
\end{itemize}
We will not make use of any calculus or mathematics more advanced 
than ideas about functions, graphs, algebra, some geometry, etc.
So everyone should have seen all the mathematical prerequisites and
some of the basic ideas behind material we study may be familiar 
from mathematics courses you took in high school.  What will probably
be different, though, is the consistently applied and environmental
focus of everything we do. 
\vskip 10pt
\noindent
{\it Earth Lab}
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Our seminar will be participating in the cluster-wide {\it Earth 
Lab Project}, whose goals are to:
\begin{itemize}
\item highlight the ongoing climate crisis,
\item educate the Holy Cross community about the issues
involved,
\item continue the work begun by the College administration
and staff to address these issues in concrete ways on campus, and 
\item (possibly) to join in actions by local groups to
address these issues in the wider Worcester community (or even more widely).
\end{itemize}
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\noindent  
{\it Nothing quite like this has been tried before as a cluster-wide
project in the Montserrat program}.  This means that we are all 
in unfamiliar territory.  However, based on your responses to the second essay
assignment last fall, I think that there is sufficient ``buy-in'' 
for these ideas to make this a successful effort(!)  I still
anticipate this will require a great deal of flexibility
and improvisation as this spring semester progresses.  \emph{Please 
be aware in particular that this means the course schedule
posted on the course home page will probably change several 
times and the timing of assignments will have to be figured out as
we go through the semester}.  
\vskip 10pt
\noindent
Our first activity in the spring 
(immediately after we return from the semester break) will involve 
an ``audit'' of the use of various resources by the residents of 
Brooks-Mulledy--things such as:
\begin{itemize}
\item water usage for toilets, showers, etc.
\item total travel by individuals, teams, etc.  
\item total energy usage for heating, lighting, 
electronics, etc.  
\item total generation of trash and other waste
from food packaging, drink containers, waste paper, etc.
\item total energy cost of the food consumed by 
residents based on dietary choices, etc.
\end{itemize}
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\noindent
The goal there will be simply to get a clearer picture of how
we are using resources and what our total carbon footprint is.  
\vskip 10pt
When we have gathered and analyzed the results, then we will try to 
identify whether things can or should be changed, what we
can agree to, and what we might want to propose to the campus
and the administration.   Given the topics
our class has studied and will study in the spring, one clear 
role for us would be to lead in analyzing the data 
collected by the ``audit'' mentioned above and then 
communicate our findings to the Cluster and then the campus
community.     
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\noindent
{\it Course Objectives}
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\noindent
The major objectives of the seminar will be:
\vskip 10pt
\begin{packed_enum}
\item To participate in and contribute to the common activities of the 
Natural World Cluster of the Montserrat program, most specifically 
the {\it Earth Lab} project.  
\item To acquaint you with, and develop your skill in applying,
various techniques of {\it data analysis and statistics}.  The 
data from our environmental impact audit will be a primary resource here. 
\item To study ways that these mathematical ideas can be
used to address larger environmental questions
\item To further your development as speakers and writers, 
especially as we develop ways to engage and educate the campus community 
through the {\it Earth Lab} project.   
\item To create a group atmosphere where civil and 
constructive conversations can take place concerning difficult questions.  
Many of the topics we discuss will have controversial aspects and reasonable 
people can have very different viewpoints on them.  Recognizing that, everyone 
(including Prof. Little, of course) should listen carefully and seek to 
understand where others are coming from, especially when your first
inclination might be to disagree.   (Good academic {\it writing} can also 
be seen as a conversation between the writer and others who have thought 
about similar questions.  So this way of doing things will carry over into 
the way we approach writing assignments as well.)
\end{packed_enum}
\noindent
{\it Texts}
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\noindent
The texts for the course are:
\begin{packed_enum}
\item[1)] Little, J. \emph{Modeling and Data Analysis -- An Introduction with Environmental
Applications}, American Mathematical Society, 2019 -- (I will again post the preliminary version on Moodle)
\item[2)] Several readings to be distributed in electronic form from the course homepage.
(I will indicate these on the day-by-day course schedule.)
\end{packed_enum}
\vskip 10pt
\noindent
{\it Course Schedule}
\vskip 10pt
A detailed day-by-day course schedule and listing of required and suggested outside events
will be maintained on the course homepage (and will be accessible through the 
Moodle course management system).  \emph{Even more than usually, as 
noted above, that listing is a tentative schedule that will evolve and 
change as we proceed through the semester.  You will probably want to refer to it frequently
in order to keep up to date on what is happening in class.  
Any important changes will also be announced in class as far in advance as possible.}   
\vskip 10pt
\noindent
{\it Assignments and Grading}
\vskip 10pt
\begin{packed_enum}
\item[1)]  {\it Midterm exam} -- 20 \% of course grade.  Tentative date: Friday, March 13.  
\item[2)]  {\it Individual problem sets} (about 7 through the semester) -- 10 \% of course grade
\item[3)]  {\it Writeups from group project days} (about 5 assignments) -- 10 \% of course grade
\item[4)]  {\it Two roughly 3 page papers} (information and guidelines to be distributed later) -- 
20 \% of course grade
\item[5)]  {\it Final Project} -- A larger assignment over the second 
half of the semester leading to a research paper of about 15 pages, and 
an oral presentation.  (This might be part of the Academic Conference as we 
discussed last fall, or to some group of seminars from the cluster.)  \emph{Note:} The
project will take the place of a final exam so there will not be a scheduled 
final for this class.   Breakdown of grading:
\begin{itemize}
\item Paper -- 20\% of course grade
\item Presentation -- 10\% of course grade
\end{itemize}
\item[6)]  {\it News Journals}: Obtain {\it two notebooks} for 
this class: one for your daily notes and workspace for the problem sets and other assignments, 
and a second where you will write short summaries of or comments about news articles about some environmental
topic you have read (these can be the same one you used last semester).  
Some suggestions for places to look will be maintained on the course homepage.  
Aim for one or two of these entries per week.  {\it Start now and keep up with this!}  
(10\% of course grade)
\end{packed_enum}
\vskip 10pt
I will be keeping your course average in numerical form throughout the semester, and only converting to a letter for the final course grade. The course grade will be assigned according to the following conversion table (also see Note below):
\vskip 10pt
\begin{packed_item}
\item A -- 94 and above
\item A- -- 90 - 93
\item B+ -- 87 - 89
\item B -- 84 - 86
\item B- -- 80 - 83
\item C+ -- 77 - 79
\item C -- 74 - 76
\item C- -- 70 - 73
\item D+ -- 67 -- 69
\item D -- 60 - 66
\item F -- 59 and below.
\end{packed_item}
\vskip 10pt
\noindent
Note: Depending on how the class as a whole is doing, some downward adjustments of the above letter grade boundaries may be made. No upward adjustments will be made, however. (This means, for instance, that an 85 course average would never convert to a letter grade of B- or below, although it might be a B+ in some circumstances.) If you ever have a question about the grading policy or your standing in the course, don't hesitate to ask me.
\vskip 10pt
\noindent
{\it Advice On How To Succeed In This Class}
\vskip 10pt
\noindent
{\bf A good ``work ethic" is key.}  As you should be able to tell
from the course description above, you do not need to be a 
``math genius'' to do well in this course.  But you will need 
to put in a consistent effort and keep up with the reading and 
assignments.

\vskip 10pt
\noindent
{\bf Come to class.}  Unless you are deathly ill, have a genuine family 
emergency, are away at a game or meet of a college athletic team, etc. 
plan on showing up here at 9:00 am every Monday, Wednesday, 
and Friday this semester.  Many of the class meetings will be 
structured around discussions or student presentations.  Your participation 
is expected and needed for the success of the course!

\vskip 10pt
\noindent
{\bf Take notes and use them.} This may seem obvious, but it is worth 
saying!  Used intelligently, your notes can be a valuable resource as 
you work on problem sets and prepare for an exam.

\vskip 10pt
\noindent
{\bf Use the texts and class notes actively.} Reading about mathematics
is not like reading a novel.  You will probably need to read and think over things 
more than once.  You may want to work through examples to understand
some of the topics that we do.  

\vskip 10pt
\noindent
{\bf Set up a regular study schedule and work at a steady pace.} It's not easy 
to play catch-up in a mathematics course (even when the course is part of a 
first-year program with additional goals beyond the mathematics).  You should 
expect to budget at least 6 hours in a typical week for work outside of class. 
The best way to use your time is to do a few problems, some reading from the 
books, and reviewing of class notes every day.

\vskip 10pt
\noindent
{\bf Most importantly, if you are having difficulty learning something, 
get help as soon as possible.}  You can do this by asking questions during 
class (any time something isn't clear), or seeing me during office hours.
\vskip 10pt
\noindent
{\it Statement on Academic Integrity}
\vskip 10pt
All education is a cooperative enterprise between teachers and students.  This cooperation works well only when there is trust and mutual respect between everyone involved.  To be become an engaged and advanced learner, you must be able to think and work both independently and in concert with your peers.  
 
The College academic honesty policy states: 
``As an institution devoted to teaching, learning, and intellectual inquiry, Holy Cross expects all members of the College community to abide by the highest standards of academic integrity. Any violation of academic honesty undermines the student-teacher relationship, thereby wounding the whole community. The principal violations of academic honesty are plagiarism, cheating, and collusion.

Plagiarism is the act of taking the words, ideas, data, illustrative material, or statements of someone else, without full and proper acknowledgment, and presenting them as one's own.

Cheating is the use of improper means or subterfuge to gain credit or advantage. Forms of cheating include the use, attempted use, or improper possession of unauthorized aids in any examination or other academic exercise submitted for evaluation; the fabrication or falsification of data; misrepresentation of academic or extracurricular credentials; and deceitful performance on placement examinations. It is also cheating to submit the same work for credit in more than one course, except as authorized in advance by the course instructors.

Collusion is assisting or attempting to assist another student in an act of academic dishonesty.''

The full statement on Academic Integrity 
in the College Catalog is available at
\vskip 10pt
\centerline{\tt https://www.holycross.edu/sites/default/files/files/registrar/academic$\_$integrity$\_$policy$\_$0.pdf}
\vskip 10pt
\noindent
The temptation to engage in an act of academic dishonesty will almost certainly arise, but the chance to possibly enhance a single grade is not worth the loss of your personal integrity. 
NOTE:  If in doubt about what you plan to do or write violates academic honesty policy,
please ask Prof. Little for guidance before acting.

\vskip 10pt
\noindent
{\it Specific Guidelines for this Course}
\vskip 10pt
In this course, the midterm examination will be closed-book. No sharing of information with other students in any form will be permitted during that. On group discussion write-ups, 
close collaboration with the other members of your group is expected. 
On the individual problem sets, discussion of the questions with other 
students in the class and with me during office hours is allowed, 
{\it even encouraged}.  However, your final problem solutions should 
be prepared individually and the wording and organization of your final 
problem solutions should be entirely your own work.  Moreover, if you do 
take advantage of any of the above options for discussion of problems with 
others, you will be required to state that fact in a footnote accompanying 
the problem solution. Failure to follow this rule will be treated as a violation 
of the College's Academic Integrity policy.  For the papers, 
if you do consult a source other than the course texts, include a full 
reference in a bibliography section at the end of your paper, and identify 
any direct quotations.  Information about the acceptable formats for doing 
this will be distributed with the paper assignments.  
\vskip 10pt
\noindent
{\it Policy on Excused Absences}

This is available at:
\vskip 10pt
\centerline{\tt http://www.holycross.edu/sites/default/files/files/registrar/excused$\_$absence$\_$policy.pdf}
\vskip 10pt
\noindent
{\it Disability Statement}
\vskip 10pt
Any student who feels the need for accommodation based on the impact of a disability should contact the Office of Disability Services to discuss support services available. Once the office receives documentation supporting the request for accommodation, the student would meet privately with Disability Services to discuss reasonable and appropriate accommodations. The office can be reached by calling 508-793-3693 or by visiting Hogan Campus Center, room 215A.

\vskip 10pt
\noindent
{\it Statement on Diversity and Inclusion}
\vskip 10pt
It is my intent that students from all diverse backgrounds and perspectives be 
well-served by this course, that students' learning needs be addressed both in 
and out of class, and that the diversity that the students bring to this class 
be viewed as a resource, strength and benefit. It is my intent to present materials 
and activities that are respectful of diversity: gender identity, sexuality, disability,
age, socioeconomic status, ethnicity, race, nationality, religion, and culture. 
Your suggestions are encouraged and appreciated. Please let me know ways
to improve the effectiveness of the course for you personally, or for other students 
or student groups.

\end{document}


Academic Integrity Policy (Formerly the Academic Honesty Policy). Each student is responsible for knowing what constitutes violating the policy.  The policy is in the College Catalog and can be accessed at this link:

https://catalog.holycross.edu/node/1381/#AHP

     The policy in PDF format is on the Registrar’s website:

https://www.holycross.edu/sites/default/files/files/registrar/academic_integrity_policy_0.pdf

In addition to the name change, please note a few changes to the policy.  First, for an initial violation of the policy, in addition to being placed on academic probation for two semesters, students must also participate in a workshop on academic integrity.  The Center for Writing and Library Services will conduct the workshop (organized through the class dean).  Second, in addition to referring to hardcopy handbooks for citing sources, the policy now includes the link for information on the Library’s website.  Finally, the appeal for a penalty for dismissal that is upheld by the Committee on Academic Standing will now go to the Provost and Dean of the College.

 

Excused Absence Policy.  A few years ago, we collected all the information in the College Catalog that addresses excused absences.  We listed that information under the Excused Absence Policy.  The policy is in the College Catalog and can be accessed at this link:

https://catalog.holycross.edu/node/1381/#EAP

     The policy in PDF format is on the Registrar’s website:

http://www.holycross.edu/sites/default/files/files/registrar/excused_absence_policy.pdf

 

Disability Statement.  All academic accommodations for students need to be approved through the Office of Disability Services (http://www.holycross.edu/health-wellness-and-access/office-disability-services).  In its effort to be sure that every student is aware of the process to request accommodations, the Office of Disability Services suggests including a disability statement in your syllabi. They suggest the following text and offer to assist in tailoring this statement for your course:

“Any student who feels the need for accommodation based on the impact of a disability should contact the Office of Disability Services to discuss support services available. Once the office receives documentation supporting the request for accommodation, the student would meet privately with Disability Services to discuss reasonable and appropriate accommodations. The office can be reached by calling 508-793-3693 or by visiting Hogan Campus Center, room 215A.

