We, the students of Math 1070 Fall Semester 2017, argue that the design and implementation of the course is structured for our failure of the course. Our argument is founded on the following problems of the Fall 2017 Math 1070 Elementary Statistics program;



An unproductive classroom and lab schedule – Our scheduled lab times occur before our scheduled class time. As a result, we are presented with lab assignments that contain content that has not yet been thoroughly explained to us.



A rushed classroom environment and poorly explained classroom content – Our scheduled class time is 50 minutes. As a result, the content covered in our class is rushed and not clearly explained.



Poorly explained lab content and inadequate lab tutor support – During our scheduled labs, we are presented with new and unfamiliar content and concepts. The lab portion of the program does not provide an adequate number of lab tutors that are knowledgeable of all the concepts that are presented in the homework and Lagunita assignments. Also, our program instructor is never present within the lab sessions to provide clarity on the content and concepts contained within the homework and Lagunita assignments.



Poor test design – Some of the tests presented in the program do not allow us to make changes to our responses to test questions even when we have time to go back and review our answers on the test before we submit it. As a result, we receive an instant "incorrect" response on questions without having the opportunity to come back and evaluate our response to a question before submitting the finalized test. In addition, several of the expected responses to test questions are not consistent with the expected responses to the same questions in our homework assignments. As a result, we receive a "correct" response for our answers to a question in a homework assignment, but later receive an "incorrect" for the same question and answer on a test.



Poor homework design – When we are stuck on a question in our homework assignment that cannot be solved with the assistance of our "Lab Tutor," we are told to "Report Error" inside the homework portal. As a result, we are forced to wait for an unknown period of time before we can get clarity on that question. This waiting period leads to a lower grade for students who do not get the clarity they need before the assignment deadline.



Poor Lagunita design – The content presented in this portion of the program is overwhelming, time demanding and counterproductive when combined with the also "time and date sensitive" homework assignments. We are not given an amnesty to come back and address content that is included in this portion of the program. As a result, we receive a lower grade in the program because of missed content.



We petition for the following policy alternative:

We request to have a Percentage Weighted Grading Curve applied to our class and future Math1070 classes. Under the requested Percentage Weighted Grading Curve, a desire class average of 70 would be applied to every student's test score and final exam score. The updated score from this calculation would replace the current test score for each student.

Foundation of our recommended policy change:

"The percentage weighted grading curve is a fair, valid and sound grading system that applies the same curve to every student" (Clark, 01/20/16) 1 .

Utilizing the Percentage Weighted Grading Curve System would be operationally feasible because it combats the poor design and implementation of the Math 1070 Elementary Statistics program.