Advanced Mathematical Topics

Data Analysis Project

INTRODUCTION
The importance of data analysis is vital in any career, especially as it relates to a profession in STEM. In fact, the reality is
that no present-day industry can survive or stay competitive without analyzing available data and making informed
decisions for possible improvements from statistical information. Thus, learning how to gather, analyze and interpret data
is an important skill to learn, develop and apply in real-world settings.
Some essential benefits that data analysis offer are:

organizing findings from survey research or other means of data collection

gaining meaningful insights from the datasets
ruling out human bias through proper statistical treatments
making critical decisions from the findings.

This data analysis project will encompass students (a) defining a problem in a given academic field, (b) collecting data to
provide evidence and support for the defined problem, (c) creating a plan of action that propose solutions and resolutions
for the defined problem, (d) developing a product that will possibly help sustain your plan of action, and (e) constructing a
process to re-evaluate the validity of the plan of action and product created. Using the skills and knowledge learned in
fields such as mathematics, social studies, English, science, bio-medics and engineering will be essential in understanding
the complexities of the social, scientific, economic and historical perspectives of the chosen problem definition, the types
of resources needed to implement a plan of action, and the model to sustain the solution in this data analysis project.
A. DEFINING THE PROBLEM
Students will define and describe a problem that is in their chosen area of interest such as education, bio-medics,
engineering, psychology, sociology, economics, social studies, science, gender studies, and any other academic field. The
problem definition will need to answer the following questions: what is the problem or need, who has the problem or need
and why is it important to solve? In addition, the problem definition will need to include the social, economic, historical
and/or political perspectives, if applicable.
B. DATA COLLECTION & ANALYSIS
Once the problem has been defined clearly and comprehensively, students will need to provide data that supports their
argument stated in the problem. This statistical evidence can be collected from surveys or be compiled from research by
using reputable sources from the internet, textbooks, etc. After all necessary data has been assembled, suitable graphs (i.e.
pie charts, histograms) need to be created to illustrate the data, with appropriate descriptions to explain the data. The
analysis should include important statistical terms such as mean, median, mode, range, standard deviation, interquartile
range, decrease, increase, and so forth.
C. PLAN OF ACTION
Based upon the extensive analysis that was done, students will develop key goal(s) needed to solve the problem being
defined. This can include a sought after vision for your cause, a mission statement, particular objectives to achieve and a
theoretical strategic plan for the future. After the goal(s) is/are established, students will create a detailed plan of action to
help solve the problems and give needed support to the broad system. This plan of action must include (1) multiple
specific tasks and/or activities to be done in order to move towards the general goal(s), (2) measureable milestones for
each task and/or activity to be accomplished, (3) resources that are needed to make the task and/or activities happen, and
(4) determine who should be made in charge of each task and/or activity.

D. CREATE THE PRODUCT

Students will create a product (or model of a product) that supports their goal(s) set in their action plan. This product (or
model of a product) can range from creative mediums such as a newspaper press release, magazine article, an appropriate
scale drawing of a model, or a three-dimensional model.
E. RE-EVALUATION PLAN
In the final process of the data analysis project, students will create a process to re-evaluate their plan of action and
product to determine possible weaknesses within the plan and/or product and ensure continuous quality for the system.
This re-evaluation plan must include a mechanism to track progress with each action step and/or activity and a process to
monitor the proposed product or model.
F. PRESENTION
After the data analysis project is completed, students will create a presentation to show a panel of professionals as their
capstone for the academic year. This project will include all necessary information to describe the story of the defined
problem, the general details in the data analysis, the proposed action plan steps, the visual model and the re-evaluation
plan. Students can use PowerPoint, Prezi, a display board, or any other presentation forms. In additions, students will be
expected to be knowledgeable about the details in the project. The panel will be allowed to ask questions about the
project.

Data Analysis Project Schedule

Artifacts
Points
Deadlines
A. Defining the Problem 10 points September 30th
B. Data Collection & Analysis 30 points October 31st
C. Plan of Action 50 points November 30th
D. Create a Product 100 points January 31st
E. Re-evaluation Plan 25 points February 29th
F. Presentation Draft 10 points March 31st
Data Analysis Presentation to Panel 150 points April 2016
Note: In order to move to the next section of the project, the instructor has to give prior approval.
PROJECT GUIDELINES & EXPECTATIONS
1. Students will submit each section into Infinite Campus for the instructors approval. The instructor may give valuable
feedback on missing information, next steps and/or inappropriate material inside the section that will need to be changed.
2. Each section should be completed in a word document, with Times New Roman size 12 font.
3. Since this is a research-based, professional document, students will be expected to use academic scholarly language
throughout the project and adhere to American English standards in regards to proper grammar usage.
4. Academic Honesty is expected. Students may not lie, cheat, plagiarize or impart any deceitfulness in this document.
Such actions will results in disciplinary action and reductions in project scoring. Any information supplied from research
should be cited in APA style format.
5. Students may use field experts in the process of completing their project for their expertise and knowledge in their
particular arena. However, any information supplied from these valuable sources, must also be cited in APA style format.
6. Groups of no than 3 may work together on creating one comprehensive data analysis project. Each student is
responsible for sharing the workload appropriately in the project. If the overwhelming majority of members in the group
takes issue with a particular person inside the group and wants to oust the person from the group, the overwhelming
majority of students will need to contact the instructor immediately and provide evidentiary support that shows that this
particular person has not been a viable group member. *If more than 3 students would like to form a group, the
instructors approval is needed.
7. If particular student(s) would like to move to another group, the particular student(s) would need to contact the
instructor immediately, provide valid reason(s) for the switch and make plans to change before October 15th.