EC 315 Quantitative Research Methods
S2J 2010 DN
Jono A. Anzalone, M.S.
M.S., Economics - University of NebraskaB.A., Political Science - Creighton University
03/15/10 - 05/08/10
5:30 - 9:50 PM
MA120 and CS140
Textbook: Statistics for Business and Economics w/ CD, 6th edition, 2008, Irwin. ISBN 0077230965 - With CD - Megastat
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: You will need a calculator for the class
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Teaching is a delicate mix of both art and science. The most successful teachers, that is, those who make a defined difference in the lives of students, realize that memorization of class material is not a sufficient benchmark for success.
As a teacher, I strive to apply the learn, do, teach methodology in the classroom. Richard Bach said "learning is finding out what we already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as wee as you. We are all learners, doers, and teachers." I feel that it is important for students to learn the objectives setout for the course, but just as important is for the student to "do" or apply the objective. In the classroom setting, this can be accomplished many ways, including research based projects, simulations, and exercises. The teaching aspect of learn, do, teach, allows students to apply the information they learned and did to a teaching model. This can be done via in class presentations, mini-lectures, or other pedagological methods.
Inherent in my teaching method is an application of real-life bridging of learning matter. In classes such as economics, students often have a difficult time developing a frame of reference if they have limited exposure to the business/work world. Therefore, I attempt to bridge the academic concepts presented in terms that are understandable and enabling the student to relate.
In summary, my teaching method is more than just memorization lecture. My teaching attempts to encompass time proven strategies to heighten the experience of each student I have an opportunity to come in front of.
Learning Outcomes: Core Learning Outcomes
All Park University courses must include a core assessment that measures the course Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. For this course, the core assessment is a final exam to be administered in all sections of EC 315. This exam is worth 30 percent of the student’s final grade and will test students’ mastery of core learning outcomes through short answer questions on specific knowledge, Regression analysis procedure, and hypothesis testing.
Link to Class RubricClass Assessment: 1. Homework will be assigned to emphasize the importance of certain concepts and problems.
2. There will be 2 mid-course examinations.
Grading: 1. The homework will be worth a total of 200 points (40% of final grade)
2. The 2 mid-course examinations will be worth 75 points each (total - 150 points) or (30% of final grade)
3. The core assessment comprehensive final will be worth 150 points (30% of final grade)
Total possible points = 500 (100% of final grade)
The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.
All final exams in all School of Business courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business.
Classroom Rules of Conduct:
Course Topic/Dates/Assignments: 1st Week - Introduction to Course Topics and Course Structure
2nd Week - Chapters 1 & 2
3rd Week - Chapters 3 & 4 plus First Examination
4th Week - Chapters 5, 6, and 7
5th Week - Chapters 8 and 9 plus Second Examination
6th Week - Chapters 10, 11, and 12
7th Week - Chapters 13, 14, and 15 plus review of core requirements.
8th Week - Final Examination (comprehensive, closed book, closed notes)
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2009-2010 Undergraduate Catalog Page 92
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Bibliography: Jono has been affiliated with the American Red Cross since 1994 and, serving in various positions such as Disaster Committee Chair for the Heartland Chapter (Omaha, Nebraska), Director of Emergency Services for the Heartland Chapter, ESF6 ,Mass Care Manager based of out FEMA Region VII in Kansas City, and Disaster Management Delegate seconded to the International Federation of the Red Cross Red Crescent Societies’ Pan-American Disaster Response Unit (PADRU) in Panama, Panama. Jono is currently the Regional Voluntary Agency Liaison at FEMA Region VII with responsibilities in coordination with voluntary organizations active in disaster in Nebraska, Iowa, Kansas and Missouri. Jono has also been a member of the American Red Cross Disaster Service Human Resource (DSHR) system since 1997, and deployed on a large number of national disaster and international assignments, working operations in Belize, Suriname, Jamaica, The Bahamas, Turks and Caicos, and Haiti. Jono has also served as an adjunct facility for the University of Nebraska, Park University, and Metropolitan Community College since 2003 teaching courses in economics and finance. Jono graduated from Creighton University with a BA in Political Science and from the University of Nebraska with a MS in Economics.
Last Updated:2/22/2010 9:14:55 PM