Fall 2004 3
Credits
Psychology 210-2
Statistics in the
Behavioral Sciences
Catalog Description: An introduction to the basic statistics in the behavioral sciences,
including organization and display of data; measures of central tendency;
variability; correlation and regression; one- and two-sample t-tests;
confidence intervals, one-way and two-way analysis of variance, chi-square; and
consideration of effect size, power, and null hypothesis testing including
types of errors. Students will be introduced to the computerized statistical
analysis package SPSS-PC. (Q—designated as a Quantitative Reasoning course).
Instructor: Christie P. Karpiak,
Ph.D. Office: AMH 129
Phone: 941-5886 E-mail:karpiakc2@scranton.edu
Office Hours: M & F
Time/Place: M, W, F
Required Materials:
Texts:
Minium, E. W., Clarke, R. C.,
& Coladarci, T. (1999). Elements of statistical reasoning.
Gilovich, T. (1993). How we know what isn’t so.
Free Press.
Bound overheads, which you can purchase at the bookstore. There are not very many
formal, instructor-driven lectures in this course. The overheads are designed
to provide assistance in organizing your approach to the text and
interpretation of some sections of the text.
Calculator:
A basic calculator with the
following functions: +/-/x/divide; sum; sum of squares; sum of xy & sums of x and y; square root, and r
(correlation). You will not be allowed to use the calculator on a computer or
cell phone during exams.
Internet Access:
You will be using
Blackboard.
Course Goals:
There are two broad goals for
this course. The first is development of “statistical literacy”—the capacity to
understand, question, and make good decisions about the statistical information
encountered on a daily basis in the news, on the internet, and from other
popular sources. The second is development of the statistical aspects of basic scientific
research skills, including identification and clear statement of research
questions to be addressed using statistics, capacity to read and understand the
existing scientific literature, entry and analysis of data, and communication
of the results of your data analysis.
Upon successful completion of
this course, you should be better able to:
1. Understand basic statistical
terminology and symbols
2. Critically evaluate data-based
information in the popular press
3. Identify
the following when faced with data-based information in the popular press and
original research articles:
--basic
design of the study and type of statistics applied
--relevant
characteristics of the sample
--probability
statements made based on the data
--claims
made based on the data
--absence of any information needed for appropriate
interpretation --limitations of the study
4. Select appropriate analyses for
specific research questions
5. Enter
raw data into SPSS files, conduct basic analyses, and interpret the resulting
printouts
6. Establish
a frame of mind where logic and quantitative reasoning are embraced
7. Work effectively in a group to tackle
real-world questions
It is hoped that in the end
you will come to better appreciate (maybe even love) the scientific pursuit of
knowledge and will apply your new statistical understanding by thinking like a
scientist about the numerical information that you are bombarded with daily.
For more about statistical
literacy:
Rumsey, D. J. (2002). Statistical literacy as a
goal for introductory statistics courses. Journal
of Statistics Education, 10. Internet source: http://www.amstat.org/publications/jse/v10n3/rumsey2.html
Problem-Based Learning
This course relies heavily on
problem-based learning (PBL). You will work collaboratively in groups to answer
real world questions and communicate your ideas and findings to others. Lectures
and discussions led by the instructor, typically AFTER you have worked on the
problem, will help to give a context and conceptual framework to the problems.
PBL is a natural match for
science and research courses. Collaboration with other scientists and
communication of results with the scientific community are crucial parts of the
scientific pursuit in most fields. In the real world, a team addressing a
specific research question might meet to discuss the problem and determine what
each member will contribute, work more or less independently on the
contribution, get back together to integrate their contributions, then repeat
the process as often as needed until the work is done. A good PBL group should
approximate that process.
Never going to be a
scientist? This course is still relevant. We are bombarded daily with
data-based information generated by scientists, economists, pollsters,
marketing firms, pharmaceutical companies, and other individuals and
organizations. There is wide variation in the quality of the data, motivations and
levels of bias of the researchers or marketers, accuracy and completeness of
the media reports of the findings, and validity of the conclusions presented to
the public. As an educated person, you will need to be able to critically
assess this wide array of information. As a professional in whatever field you
choose to pursue, you will also need to be able to read the original research
literature in your field (typically found in research journals). This
literature is generated by research scientists and subject through the
peer-review process to standards that make it less susceptible to biases and
personal motivations than other sources of data-based information. This is the
place where the truth about research findings is most likely to be found.
Whether you become a
researcher or just a consumer of scientific findings, memorization and
regurgitation of statistical formulas will not be of much assistance to you in
the pursuit of truth. You will instead need to know how to read statistical information, how to identify the core
research questions in popular and journal articles, when to apply particular
statistical tests, and where to find needed information in order to conduct and
interpret analyses. The PBL approach has been chosen because it is well-suited
to the development of these skills, important for success in other aspects of
your undergraduate education (especially the research methods class) and in
your life following graduation.
Credits: In all syllabus sections about PBL and working groups,
I have borrowed, with written permission and often verbatim, from the writings
and syllabi of faculty of the
Problem Solving
Problems are used to
introduce various ideas or topics and to serve as focal points for learning new
material. You may find this a bit unusual if you are more accustomed to working
on problems after the pertinent
material has already been thoroughly presented in lecture. My purpose here is
to have the problem provide a context and reason for learning the material. You
are not expected to be able to come
up with a solution instantly—good PBL problems are meant to encourage a dialogue
within your group about what knowledge or insights each of you brings to the
situation, what information you collectively still lack, and where to find that
information.
Students in this course have
a range of backgrounds and experiences in mathematics, science, logic, and
exposure to research, but each can make a valuable contribution to the efforts
of the group. Some students may have more “content” knowledge than others, and
will be able to test just how deep that knowledge is by trying to explain an
idea to someone else. Others, by virtue of being unfamiliar with a particular
area, can often help their group see a situation from different perspectives
and, through their questions, make certain that all in the group finish with a
true understanding of the material.
The general process for
solving problems in this course:
Credits: In all syllabus sections about PBL and working groups,
I have borrowed, with written permission and often verbatim, from the writings
and syllabi of faculty of the
Roles and Responsibilities
In a PBL course, the roles
and responsibilities of students and instructors may differ somewhat from other
courses you have taken. Students assume more responsibility for their learning,
while the instructor becomes a guide and mentor to students as they work
through materials. As a general guideline, it is expected that students and the
course instructor will make their best effort to fulfill the following
obligations to one another:
Students are expected to:
Come to class prepared and on time
Participate in group discussions and problem-solving
Fulfill responsibilities assigned by your group and the
course instructor
Listen politely to others’ expression of their opinions
and ideas
Provide and receive constructive feedback so that groups
work effectively
The course instructor is expected to:
Provide a challenging learning environment for the class
Support students as they work in groups to solve problems
Guide students to appropriate learning resources and
strategies
Listen to student views and concerns and take appropriate
action
Answer students’ questions, when and as appropriate
Credits: In all syllabus sections about PBL and working groups,
I have borrowed, with written permission and often verbatim, from the writings
and syllabi of faculty of the
Working in Groups
An important element in the
success of this problem-based course is the use of student groups and how they
function. Use of cooperative working groups in a statistics class fosters the
development of a learning community and lessens the sense of isolation that
students may otherwise feel. Working in a group offers an excellent opportunity
for you to brainstorm, discuss ideas, try out solutions, etc., in a non-threatening
atmosphere. Cooperative learning also increases the motivation to learn, and
the interest to solve more complex problems. Social and team skills learned in
student groups are important for success in the working world today. Whether
this is your first time working in a learning group or you have had many
previous experiences, you will probably have questions or reservations about
the process. Here are some examples of questions that you might have about
working in groups, along with responses that may address those concerns.
1.
I don’t like to
do all the work and let others take credit. How can I prevent this?
2.
I’ve been in
groups before, and I don’t like being slowed down by other group members. OR,
I’m not really good in this subject and I’m afraid I’ll hold back by group. How
can I change this?
3.
What can I do to
get group members to do their assignments?
4.
I’m trying to get
into graduate school, so grades are important to me. What if I’m in a group
with students that don’t care about getting good grades?
Credits: In all syllabus sections about PBL and working groups,
I have borrowed, with written permission and often verbatim, from the writings
and syllabi of faculty of the
Working in Groups
Roles
During an assignment each
person in the group is expected to participate fully. To ensure that, it is
important that each student be held individually accountable for his or her own
performance. When each student group takes this seriously, “free riders” are
discouraged and contributors to the group effort are rewarded. The first
provision for emphasizing individual accountability is the assignment of roles
of responsibility. Each member will be assigned a role to fulfill. These roles
will rotate with each assignment or activity. The descriptions of
responsibility for each of these roles follow:
Discussion
Leader is responsible for moving the
group forward in accomplishing the assignment. Refocuses the
group if discussion goes astray. Makes sure each person has a chance to
speak. Aids the group in summarizing conclusions. E.g.,
“Let’s focus on the problem” “Should we move on to the next question?”
Recorder/data
entry technician is responsible for
recording notes on discussions and initial problem-solving strategies and
entering data for analysis. “Did we address all the parts of the problem?” “Is
this the diagram we want?” “Are we in agreement now?” “Everyone check this
draft before tomorrow.”
Skeptic/accuracy
coach challenges the group consensus,
checks for alternative ideas, probes for group understanding, locates
resources, checks on involvement and understanding of all group members. “I’m
not sure we’re on the right track.” “John, do you agree with Sue?” “Where did
you find that information?” “Did you cite it?”
Ground Rules
Another important tool that
will help group members ensure that all students contribute to the group effort
is establishing and enforcing group ground-rules. While it is to be understood
that students will treat one another with the concern and respect that they
would wish for themselves, it is also important to establish ground rules and
consequences for behavior when working in groups. Each group will decide on the
ground rules they will adopt. Some examples of commonly used ground rules:
--Come
to class on time every day
--Do
all assignments and be prepared to discuss them
--Notify
group members of absences
--Share
information
--Respect
the views and ideas of others
--Reporter
should share a draft of any write up 2 days before it is due
--When
ground rules are violated by one or more students, the group will not ignore it
and will invoke appropriate consequences.
As in the world outside the
classroom, rules need to be enforced with consequences or they may be ignored.
Some examples of appropriate consequences for violators of the ground-rules are
the following:
--group
member will have a “time-out” period from the group and will be responsible for
completing all work on his/her own
--group
member will not receive a grade for an assignment to which he/she did not
contribute
--group member will be responsible for a greater share of
the next assignment
--after
2 ground rule violations, a member can be expelled from the group permanently
Your group can establish
other ground rules as long as everyone in the group is in consensus. The
instructor will approve each group’s list of ground rules and consequences.
Please note that you will be
given the opportunity to evaluate the contributions of each member of the group
(including yourself) to the group’s progress; these comments will contribute to
the group related portion of the course grade.
Make sure all members of the
group have a copy of the ground rules, and provide a set for the instructor as
well. Each group may pick a name for itself, for ease of reference in class
discussions. Provide this on the list of ground rules. Be sure to share contact
information with each other. Most group work will be done in class, but there
may be occasions when you need to meet outside of class.
Postings/thought papers
Each group member’s
investment in the material relevant to group assignments will also be gauged
through a series of 10 blackboard postings to the instructor about readings and
supplementary materials. These postings will take the form of e-mail messages
from each individual group member that include responses to questions, thoughts
about the material, and documentation of ideas members plan to take to the
group regarding the material.
Credits: In all syllabus sections about PBL and working groups,
I have borrowed, with written permission and often verbatim, from the writings
and syllabi of faculty of the
2. I’ve been in groups before and I don’t
like being slowed down by other group members. OR I’m not really good in this
subject and I’m afraid I’ll hold back my group. How can I change this?
One aspect of cooperative
learning that helps maximize every student’s learning is explaining material to
other group members. Every teacher will tell you that it isn’t until they’ve
actually taught a topic that they have developed a deep understanding of it.
When students teach other students they reinforce their own understanding of
material, and are forced to face elements of a concept that might not be
clearly understood. And many times students can understand another student’s
explanation because s/he has also just learned the material and can clearly
understand the conceptual pitfalls. So everyone is a winner in a cooperative
group, the one who instructs and the one who listens—both students learn.
Credits: In all syllabus sections about PBL and working groups,
I have borrowed, with written permission and often verbatim, from the writings
and syllabi of faculty of the
3. What can I do to get group members to
do their assignments?
If each group has written
thoughtful ground-rules and consequences, then the next step that will help
reinforce positive group behaviors and maximize individual accountability is
giving helpful feedback to individuals and the group as a whole. Group feedback
sessions should be scheduled two to three times a semester. The feedback
sessions should begin with each individual stating what the group did well
since the last feedback session, and what s/he thinks the group needs to change
or improve in order to function better. You may find the form “Prompts for
Discussion of Group Function” convenient to use to help your discussion begin.
After the recorder lists all suggestions, the group can go on to discuss the
feedback, then come to consensus on one or more goals for the group in the
period of time until the next feedback session. For example, if some members of
the group are not coming prepared to class, and this is leading to a breakdown
in group discussion, the goals for the next two weeks could be one or more of
the following:
Every
member will arrive on time for class, prepared to discuss his/her assignment
The
discussion leader or accuracy coach/skeptic will challenge each individual to
contribute during discussions and discourage any splintered discussion
Each
member will submit his/her assignment in writing as a part of the group
record-keeping
After students have discussed
the current functioning of their group and set goals for future interactions,
they will then rate each individual’s contribution to the group and write
feedback for each group member. The results of the ratings will be factored
into each student’s grade.
Giving constructive feedback
to members of your group is an important skill. It is also a powerful tool in
managing the effectiveness of your group. The table below gives some examples
of student behavior and some suggested feedback statements.
Good feedback:
Describes behavior rather than criticizing or demeaning
it
Gives specific (rather than general) information about
the behavior
Is presented as an individual’s perceptions or feelings
rather than as absolutes
Focuses on behaviors and actions rather than on someone’s
personality
Focuses on behaviors that can be controlled or changed
Examples:
Student A is quiet and
doesn’t contribute to the discussion. Sample feedback: “It would help the group
if you would contribute to the discussion more often. The information and
opinions that you do contribute are very knowledgeable and helpful to our
learning.”
Student B dominates the
discussion and is frequently incorrect. Sample feedback: “You contribute to the
discussion but often do not allow others to speak. This hurts the group when
your information may not be correct or complete, but others in the group do not
have a chance to add their knowledge. Our group will be better if everyone has
an opportunity to share what they know.”
Student C thinks s/he knows
the material and tries to get the group to move quickly through the problem,
getting impatient if anyone asks questions. Sample feedback: “You are a good
resource of knowledge for the group, but when you encourage us to move too
quickly through the problem, we don’t learn all the
details that we need. It would be helpful to the group if you asked more
challenging questions and helped answer others’ questions.”
4. I’m trying to get into grad school, so
grades are important to me. What if I’m in a group with students that don’t
care about getting good grades?
Group ground rules, roles of
responsibility, documenting the activities of the group and individuals within
the group, and peer pressure within the group help
raise expectations of all group members. Each student is responsible for
monitoring the functioning within his/her group and the academic level of the
discussions, assignments, and research reported. If a student is in a group
with another person who resists working as hard as the rest of the members,
s/he needs to use all of the group-monitoring methods stated above, giving that
individual truthful and direct feedback on his/her performance and the group’s
expectations. As a last resort, students may wish to seek advice from the
instructor, who will help you find ways to deal with conflict and will be
prepared to intervene directly if necessary.
Credits: In all syllabus sections about PBL and working groups,
I have borrowed, with written permission and often verbatim, from the writings
and syllabi of faculty of the
Statistics
in the Behavioral Sciences
Assessment of Individual Performance in Groups
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Name of Person You Are Assessing: |
Your Name: |
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Group Name: |
For each of the assessment categories below, place an"X" in the box that best indicates the extent to which you think that statement describes the person you are assessing. Fill one out for each member of your group and one for yourself. Forms are due at the start of class on the date given in the syllabus.
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strongly |
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somewhat |
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strongly |
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Does not miss out on group activities by being absent. |
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Does not miss out on group activities by being late. |
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Finishes all jobs assigned by the group on time. |
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Comes to class having read the material necessary for
advancing group discussion. |
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Listens well to others' contributions. |
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Contributes to the group's discussion. |
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Does not dominate the discussion. |
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Brings new and relevant information to the group's
discussion. |
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Uses appropriate resources for researching problems. |
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Presents logical ideas and arguments. |
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Asks questions that promote clearer and deeper
understanding. |
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Communicates ideas and information clearly. |
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Helps to identify and implement ways that the group can
function better. |
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Please circle an overall rating:
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1. Excellent - Exceeds expectations |
3. OK - Improvement in some key areas needed |
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2. Good - Meets expectations |
4. Major improvement needed |
Please use the back of the form to respond to the following two statements. Link your responses to the ratings above as appropriate.
Copied from Deb Allen (Biological
Sciences) website for BISC2078
at the
Evaluation:
Group products will comprise a
little more than one third of your grade, and individual products the other two
thirds. The breakdown is as follows:
Group products: Pts. %
6 major problems
x 40 pts each 240 24
3
group segment of exams x 20 pts
60 6
2
ratings by group members x 30 pts 60 6
Group
total 360 36
Individual
products: Pts. %
10
homework postings x 20 pts 200 20
8 in-class activities x 10 pts 80 8
3 individual
segment of exams x 100 pts 300 30
2 participation ratings by instructor and
peer facilitator x 30
pts 60 6
Individual
total 640 64
Total Points 1000 100%
Problems, introduced
above in sections on PBL, are examples of detailed, real-world situations in
which understanding of statistics and the capacity to apply that understanding
are important. Problems are of such a scope that they would be inordinately
difficult and time-consuming to complete individually, but can be done with
reasonable time and effort through group collaboration. The process of
completion of these problems (the approach taken, line of thought followed,
etc.) is often as important as the final solution, especially since in some
cases more than one legitimate solution is possible. Integration of individual
thoughts and contributions is necessary in order to produce the best possible
solution. Simple division of labor among group members without
integration/synthesis of each member’s findings typically does not result in a
high quality solution.
Activities
are also done in groups, but are shorter and less complex and can typically be
finished in one class period. They provide experience with discrete concepts or
skills. Individual write-ups are produced after group discussion of the
activity topics, and grades assigned based on the quality of these individual
products.
Exams are
designed to assess your grasp of concepts, including the logic behind the use
of various statistics, vocabulary, components of equations, etc.—the “what” and
“why” of statistics in the behavioral sciences. Learning from problems, readings,
lectures, homework postings, and in-class activities will be included, with the
greatest emphasis on areas that have been addressed via two or more of these
sources.
The individual sections of
the exams include multiple choice and short answer type questions, as well as longer
written responses. Each of the three exams contributes an equal amount to your
final grade, and each exam is based largely on information covered during that
unit. However, in many instances you must understand the earlier material in order
to understand the later material. The third exam will occur during the
designated period of exam week.
The group sections of the
exams will occur during the class period following the individual sections,
should take approximately 20 minutes, and in general will resemble
mini-problems.
Make-up exams are given only
under extraordinary circumstances,
when requested in advance, with a written, legitimate excuse, and taken before
the other exams are returned. The group sections of the exams cannot be made
up under any circumstances.
Please Note: Although the concepts we cover are
quantitative, this course is relatively demanding in the areas of written
comprehension and expression. Students (documented) eligible for accommodations
through the Office of Equity and Diversity and the CTLE are urged to contact me
during the first few days of the semester.
Postings,
described in the above section on working in groups, are individual homework
assignments designed to provoke thought regarding the problems and other
relevant topics. They’re called “postings” because they will be posted to the
instructor via Blackboard whenever feasible. Any attachments—equations,
drawings, etc., should be turned in during the first few minutes of class. Due
dates for postings are listed on the syllabus. Postings received after
Grades are
based on percentages of the highest total score earned by an individual in the class,
according to the following breakdown:
% Pts.
(approx.)
93-100 = A 925-1000
90-92 = A- 895-924
86-89 = B+ 855-894
82-85 = B 815-854
78-81 = B- 775-814
74-77 = C+ 735-774
70-73 = C 695-734
66-69 = C- 655-694
62-65 = D+ 615-654
58-61 = D 575-614
57
& below = F 574 & below
Written work, group and
individual, is graded based on the following rubric:
Generic Rubric for Problems
and in-class Assignments
A range (9-10 pts. assignments; 36-40 pts. problems):
“Exemplary”
Completeness: all parts of
each section of the problem or assignment have been addressed.
Clarity, Accuracy, and Logic:
presentation of the central problems and the proposed solution are clear. It is
apparent that you identified and understood the central issues to be addressed,
used statistical terminology correctly, and approached central issues in a
logical fashion. Line of reasoning is easy to follow.
Thoughtfulness/Depth of
Content: evidence/arguments presented to support your solution are compelling,
unusually well explained, fully supported, verified, and justified, and go
beyond the information given. If the problem entails supporting one perspective
over another, both are given thorough consideration and the solution fully
justified.
Integration: as appropriate,
relevant concepts from text (anywhere in the text), Gilovich,
and/or lecture are included in the response. When feasible, separate sections
of the problem or steps of the assignment are pulled together, or at least
remembered and referenced, in the final product. When appropriate, concepts
from previous problems/activities are also included. Helpful applications or
generalizations are included.
B range (7-8 pts. assignments; 31-35 pts. problems):
“Proficient”
Completeness: all parts of
each section of the problem or assignment have been addressed.
Clarity, Accuracy, and Logic:
appropriate definitions are applied to central concepts and the proposed
solution(s), minor confusion evident in treatment of less central concepts. The
approach is generally sensible and well organized,
although a few minor points may be confusing. No significant errors are made.
Thoughtfulness/Depth of Content:
evidence/arguments presented to support your solution are reasonable and well
explained but common and not particularly compelling, and do not go beyond the
information given. Reasoning for supporting one perspective over another is not
thoroughly explicated, with one perspective receiving the majority of the
attention.
Integration: some integration
of relevant concepts, though these are not necessarily clearly identified. Lack of flow or recognition of connections between separate
sections or steps of the problem, and between course materials.
C-D range (less than 7 pts. assignments; 30 or fewer
pts. problems): “Marginal”
Completeness: most major
sections of the problem or assignment have been addressed. Minor points have
been overlooked.
Clarity, Accuracy, and Logic:
Report can be followed with effort, but arguments are not clear and
organization seems haphazard. Misuse of some statistical
terminology, apparent misunderstanding of some concepts. Enough errors
are made to distract a knowledgeable reader, but some information is accurate.
Thoughtfulness/Depth of
Content: Shallow processing. Solutions appear to have been reached quickly,
without time or effort for adequate thought. Arguments to support solution are
incomplete and/or not compelling. If one perspective is to be supported over
another, it is selected based on intuition and first-glance impressions rather
than thought and reasoning.
Integration: generally
lacking. Little or no attempt is made to tie problems to readings from text/Gilovich/lecture or to other relevant real-world
situations. No evidence of recognition of relatedness or continuity of
statistical concepts.
Attendance:
Attendance is mandatory--poor
attendance has a serious negative impact on the functioning and morale of your
group. Every three absences will result in a drop of ½ step in your final grade
for the course (e.g., from a B+ to a B, C to a C-, etc.), in addition to any
penalties imposed by your group. You are responsible for knowing all
announcements made in class, including those related to any changes in the
attached schedule.
Please refer to the
University’s Academic code of Honesty
(revised May 1998). Dishonest examination or quiz behavior on your part will
result in the assignment of a grade of F for the course. As stated in the Student Handbook: Failures in the area
of academic honesty strike at the heart of what is essential to the University
community—the pursuit of truth.
Extra Credit--weekly content quizzes:
Group functioning is
essential to optimal performance on problems and other group work. Groups
cannot function properly when one or more members are not reading and otherwise
devoting at least a minimum amount of thought and effort before classes in which group work takes place. Although it is
preferable for group members to work out conflicts among themselves, this can
be awkward at first and does not always attain desired results. I reserve the right to change group
membership if needed.
In order to encourage reading
and preparation, unannounced quizzes will be given during the first five
minutes of class, approximately once per week throughout the semester. Quizzes
consist of one or two simple questions from the readings. They are designed to
assess preparation for class, and do not require a full grasp of the material
(I do not expect you to fully grasp the material before we go over it in
class). Passing 8 of the quizzes will raise your exam grade at the end of the
semester by ½ step (e.g., from a B- to B, B+ to A-), a major potential bonus for
those who are prepared but have difficulty understanding the material or
problems with test-taking. Failing any 3 quizzes in a row will result in
lowering of your personal score for all group work completed during the time
period covered by those three quizzes.
Office hours:
My office hours are listed at
the top of this syllabus. I am heavily invested in your learning and success
and WANT to you visit me, repeatedly if needed, to go over any material you
find particularly difficult. Make an appointment if you cannot come during
office hours.
Fall 2004
Course Schedule (Tentative)
I reserve the right to make changes to
this schedule. Changes will be announced in class and/or on Blackboard.
NOTE:
Aug
30 M Syllabus
(abbreviated form), Introduction to operation of groups, Assignment to groups
Sep 1 W Ground
rules; Lecture: statistical literacy Activity 1: good polls, bad polls
[Blackboard Syllabus; Gilovich Ch. 1 & 2]
Sep
3 F Lecture:
hypothesis-testing basics, introduction to SPSS—
Sep 6 M Labor day, no classes
Sep 8 W Posting 1 due: “the other two squares”; Problem 1: Bootlegging Grannies [Minium Ch. 1, 20]
Sep 10 F Continued
Sep
13 M wrap up Problem 1; begin Posting
2: Political issue of choice
Sep
15 W turn
in final version of Problem 1; complete Posting
2 in class, turn it in
Sep
17 F Activity
2: Chi-Square research article; Lecture: summary to date, introduction to
quantitative data
Sep
20 M Problem 2: The Disgruntled Baseball Fan [Minium Ch. 3 & 4][2 for
reference]
Sep
22 W finish
problem 2 in class
Sep 24 F