THE PSYCHOLOGY DEPARTMENT VALUES ACADEMIC FREEDOM AND THUS OFFERS THIS MASTER SYLLABUS-PROTOTYPE ONLY AS A GUIDE. THE INSTRUCTORS ARE FREE TO ADAPT THEIR COURSE SYLLABI TO THEIR OWN STYLE AND NEEDS. A SAMPLE SYLLABUS DEVELOPED AND USED BY THE STATISTICS INSTRUCTIONAL TEAM IS ALSO FILED WITH THIS MASTER SYLLABUS - PROTOTYPE TO SERVE AS ADDITIONAL GUIDE.
FOR THE
BEHAVIORAL AND SOCIAL SCIENCES
FALL SEMESTER 2003
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COURSE
INFORMATION
COURSE DESCRIPTION
This course covers (1)
measurement scales, (2) frequency tables and graphs, (3) measures of central tendency and variability, (4) transformed
scores, (5) normal distributions, (6) sampling distributions, (7) hypothesis
testing, (8) z test, Student t test, and ANOVA-F test, (9) chi square and other
nonparametric statistics, (10) correlation and regression, and (11) brief
introduction to multivariate statistics.
Emphasis is on the conceptual understanding of statistics within the
context of research and the interpretation of statistical results. Relevant research topics are discussed and
linked to the appropriate statistical procedures. Calculations are required .
INSTRUCTIONAL
METHODOLOGY
The instructor for this course may want to include
activities that enhance learning such as lecture, small and large group
activities, class discussions, and computer-based activities.
PLEASE REFER
TO SAMPLE SYLLABUS GUIDE (PRINT and on the WEB) FOR SPECIFIC EXAMPLES
COURSE
RATIONALE AND /OR PURPOSE
The purpose of this course is to introduce students to statistical concepts and methods that are particularly relevant to the behavioral and social sciences. The course will help students to acquire knowledge and skills in statistics needed to (1) understand professional research articles or reports and (2) participate in research activities.
PLEASE REFER TO SAMPLE SYLLABUS GUIDE (PRINT and on
the WEB) FOR SPECIFIC EXAMPLES
COMMON COURSE
OBJECTIVES/ STUDENT OUTCOMES
By the end of the semester, students should be able to: (1) recognize the correct definitions and applications of statistical concepts and methods used in behavioral and social science research, (2) identify the appropriate statistical analyses for given research problems/questions and sets of data, (3) explain why their choices are appropriate making reference to the research method, design, type of data, and measurement scale that were used in the research, (4) perform the statistical analyses, and (5) explain/interpret the results. Common basic concepts include:
· Research Questions and Types of Variables
· Research Methods, Designs, and Related Procedures
· Types of Data (Frequency, Ranked, True Score)
· Measurement Scales (Nominal, Ordinal, Interval, Ratio)
· Measures of Central Tendency (Mode, Median, and Mean)
· Measures of Variability (Range, Standard Deviation, Variance)
· Transformed Scores (Percentage, Percentile Rank, Z Score)
· Parametric Tests (z and Student t tests, ANOVA F tests and Post-Hoc Measures)
· Non-Parametric Tests (Chi Square and McNemar for frequency data; Mann-Whitney, Wilcoxon, Kruskal-Wallis, and Friedman tests for ranked data)
· Correlation Coefficients (Pearson and Spearman) and Scatter Plots
· Regression Equation, Coefficient of Determination, and Standard Error of Estimate
· Multivariate Statistics (MANOVA F test, Multiple Correlation, Multiple Regression)
· Normal Distributions, Sampling Distributions, Probability, and Hypothesis Testing
· Confidence Interval, Alpha Levels, Critical Values, Statistical Significance
FOR
SPECIFIC LEARNING OBJECTIVES, PLEASE REFER TO SAMPLE SYLLABUS GUIDE (PRINT and
on the WEB) FOR SPECIFIC EXAMPLES
COURSE GRADE /
EVALUATION SYSTEM
The instructors for this course will develop their own evaluation system. However, it is recommended that the instructors be specific and include the following information: type and number of tests and/or quizzes, major assignments or projects, etc. In addition, the instructors may want to include their policy on retests or make-up tests. Because of the technical nature of this course, four to five tests are generally recommended rather than having fewer tests with too much information on each. Also, the tests should assess (1) students' conceptual understanding of the statistical concepts as they relate to research and (2) their ability to perform the statistical calculations and interpret the results.
PLEASE REFER
TO SAMPLE SYLLABUS GUIDE (PRINT and on the WEB) FOR SPECIFIC EXAMPLES
Course Outline/Calendar
The instructors will be responsible for developing a course outline/calendar schedule.
PLEASE REFER TO SAMPLE SYLLABUS GUIDE (PRINT and on
the WEB) FOR SPECIFIC EXAMPLES
COURSE
RELATED POLICIES
Attendance
The instructor will develop their own policy on attendance and how it will be factored into the student’s final grade.
PLEASE REFER TO SAMPLE SYLLABUS GUIDE (PRINT and on
the WEB) FOR SPECIFIC EXAMPLES
Withdrawal
The instructors will develop their own policy on withdrawals and whose responsibility it will be to withdraw a student from your class (yours or the student). You may want to include ACC's official withdrawal deadline.
PLEASE REFER
TO SAMPLE SYLLABUS GUIDE (PRINT and on the WEB) FOR SPECIFIC EXAMPLES
Incomplete
The instructor will develop their own policy on incompletes (ie under what conditions will the instructor consider granting a student an incomplete).
PLEASE REFER TO SAMPLE SYLLABUS GUIDE (PRINT and on
the WEB) FOR SPECIFIC EXAMPLES
Scholastic Honesty/ Ethical Conduct
“Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, research, or self-expression. Academic work is defined as, but not limited to tests, quizzes, classroom presentations, and homework.” (Student Handbook 2002-2003,p.32) The instructor will be responsible for specifying the penalty that will be assessed for violation of this policy.
PLEASE REFER
TO SAMPLE SYLLABUS GUIDE (PRINT and on the WEB) FOR SPECIFIC EXAMPLES
Academic Freedom/LEARNING ENVIRONMENT
The instructors will develop their own policy on academic freedom and learning environment (student discipline). The following is an example:
In any course that includes discussion and critical thinking, there are bound to be many differing viewpoints, especially on sensitive, controversial topics. We must respect the views of others and create an atmosphere where both the students and the instructor are encouraged to think, learn, and share information. Viewpoints that are carefully thought and expressed in an organized, orderly manner can be used to enhanced learning. These viewpoints as well as any feedback or general comments must be provided in a non-offensive, respectful manner. Your course grade will not be adversely affected by the viewpoints that you may express in class or on assignments. Instead, the grade will be based on your knowledge and understanding of concepts and principles within the specific subject area as well as their theoretical and research-based foundations and applications.
PLEASE
REFER TO SAMPLE SYLLABI GUIDES (PRINT and on the WEB) FOR SPECIFIC EXAMPLES
INSTRUCTIONAL
SUPPORT SERVICES
Office of Students with Disabilities
Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester. .” (Student Handbook 2002-2003,p.14)
PLEASE REFER TO SAMPLE SYLLABUS GUIDE (PRINT and on
the WEB) FOR SPECIFIC EXAMPLES
Other Instructional Facilities To Be Used In
This Course
Students will take the calculation portion of the test at the testing center.
PLEASE REFER TO SAMPLE SYLLABUS GUIDE (PRINT and on
the WEB) FOR SPECIFIC EXAMPLES