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SO 307 Statistics for Social Sci.
Corral, Guadalupe


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

SO 307 Statistics for Social Sci.

Semester

S2B 2012 BL

Faculty

Corral, Guadalupe

Degrees/Certificates

PhD - Social, Cognitive, Neuroscience Psychology
MA - Sociology

Daytime Phone

(915) 694-3689

E-Mail

Guadalupe.Corral@park.edu

Semester Dates

March 19, 2012 - May 13, 2012

Class Days

-M-W---

Class Time

7:40 - 10:10 PM

Credit Hours

3


Textbook:

Healey, J. (2009). Statistics: A Toll for Social Research, 8th ed. Thomson Learning-Wadsworth. ISBN: 978-0-495-09655-9 (Bundled by MBS with SPSS 16.0 Student  Edition & SPSS Guide).


Huff, D. (1954/1993). How to Lie with Statistics, 1993 Reissued Edition. W. W. Norton & Co. ISBN: 0-393-31072-8


Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
SO 307 Statistics for Social Sciences: Statistical methods are a primary tool for all of the social and behavioral sciences. This course introduces a wide variety of common statistical techniques and their conceptual bases, including: basic descriptive and inferential statistics, analyses of association and variance, effect sizes, and others in their parametric and nonparametric forms. It provides a background in the relevant theories of provability, sampling, and measurement. And the student will learn how to become a more discerning consumer of statistical information as well as gaining practical experience calculating these statistics by hand and computer. Prerequisites: MA 131 and an introductory social science class (i.e., SO141, PS101, CJ100 or SW 205)

Educational Philosophy:

My goal is to share theoretical and real world applicable knowledge that will allow students to develop a comprehensive understanding of applied statistics for the social and behavioral sciences. I use a variety of pedagogical practices to help students conduct different statistical techniques for various types of research. I encourage them to become active researchers and informed decision makers in order to bring positive social change to our global society. In order to create an inclusive and effective learning environment for all students, I try to meet students at their educational level, while also keeping in mind their personal circumstances and experiences. 

Learning Outcomes:
  Core Learning Outcomes

  1. Identify poor statistical reasoning and evaluate the quality of statistical data and the conclusions drawn from it.
  2. Operationalize a theoretical question or practical concern as a testable hypothesis.
  3. Identify the principles of sampling and determine which is appropriate for a given research problem.
  4. Demonstrate the principles of measurement, including index and scale construction, and how those choices guide the application of specific statistical techniques.
  5. Identify and apply the logic and importance of effect size and statistical significance.
  6. Demonstrate an ability to reason from samples to populations, and recognize the limitations of statistical inference.
  7. Interpret and evaluate basic descriptive statistics and correlations.
  8. Apply common parametric and nonparametric statistical techniques.
  9. Demonstrate competency with the general linear model (GLM), including simple and multiple regression, dummy regression, and analysis of variance (ANOVA).
  10. Collect, analyze, and critically evaluate empirical data.
  11. Present research results to specific audiences.


Core Assessment:

Data Analysis Project: (max. 2500 words, plus tables and figures) Students will be provided with a data set and asked to respond to the following: “tell me everything interesting about these data.”   The essay must include the following components:

1.       A clear hypothesis (or set of related hypotheses) that is defensible and testable, given the available data. This includes identifying each variable, discussing how they are measured and constructed, and how the student hypothesizes their relations.

2.       Calculation and discussion of the descriptive statistics, and direct, part and partial correlations (when relevant), for the chosen variables.

3.       Application of more than one advanced statistical technique (regression or ANOVA variants), including a discussion of effect size and statistical significance), and a comparison of those results.

4.       Analysis of statistical significance for all relevant statistics. Discuss the prospects for generalization from these data.

5.       Critical evaluation of the strengths and weaknesses of the data and their chosen analyses.

6.       Discussion of the practical implications of their findings for real people and policies. Explain how these data might be used, and by whom.

7.       Suggestions for future data collection and analysis that could advance our understanding of their research question beyond what is available through the current data.

In this assignment, the student will be asked to identify patterns in the data, demonstrate competency with appropriate hand and computer-aided calculations, defend their analytical choices, and translate what these numbers mean in plain language. All reasoning and conclusions must be explained and supported through references to specific statistical procedures and results. You will be judged on the quality, clarity, and completeness of your choices, analyses, and presentation.

Link to Class Rubric

Class Assessment:

Class assessment will consist of five homework assignments, a midterm examination, and a final examination (which will include the take home Core Assessment data analysis project). The Core Assessment project will be due during the 7th week of class.

Grading:

Grading:

1st Homework Assignment  10%  10 points 
2nd Homework Assignment  10%  10 points 
3rd Homework Assignment  10%  10 points 
Midterm Examination  20% 20 points 
4th Homework Assignment  10%  10 points 
5th Homework Assignment  10%  10 points
Final Examination with Core Assessment  30%  30 points
  TOTAL  100%  100 points 


A = 90 - 100 points
B = 80 - 89 points
C = 70 - 79 points
D = 60 - 69 points
F = < 60 points

Late Submission of Course Materials:

Late submission of assignments will result in a letter grade reduction for each day of tardiness. 


Classroom Rules of Conduct:

Please, no cell phone usage in class. Your contributions should be respectful and substantive. Disagreements should center on ideas, and not individuals. Violations of basic classroom decorum will not be tolerated and will result in appropriate disciplinary actions.

Course Topic/Dates/Assignments:

Week 1

How to Lie with Statistics (Huff book)

Chapter 1 - Introduction


Week 2

Chapter 2 - Basic Descriptive Statistics

Chapter 3 - Measures of Central Tendency

Chapter 4 - Measures of Dispersion

1st Homework Assignment Due


Week 3

Chapter 5 - The Normal Curve

Chapter 6 - Sampling & Sampling Distribution

Chapter 7 - Estimation Procedures

2nd Homework Assignment Due


Week 4

Chapter 11 - Chi-square

Review for Midterm

Midterm Examination


Week 5

Chapter 8 - The One-Sample Case

Chapter 9 - The Two Sample Case

3rd Homework Assignment Due


Week 6

Chapter 10 - ANOVA

Chapter 15 - Association Between Variables Measured at the Interval-Ratio Level 

4th Homework Assignment Due


Week 7

Chapter 13 - Association Between Variables Measured at the Nominal Level 

Chapter 14 - Association Between Variables Measured at the Ordinal Level 

5th Homework Assignment Due

Core Assessment Project Due


Week 8

Review for Final Exam

Final Exam

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96

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 .

Additional Information:




Bibliography:



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis & Evaluation                                                                                                                                                                                                                                      
Outcomes
5, 7, 8, 10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
There are at least 5 different well-selected and appropriate statistical techniques (and their results) chosen, justified, and explained There are at least 4 different well-selected and appropriate statistical techniques (and their results) chosen, justified, and explained There are less than 4 different well-selected and appropriate statistical techniques (and their results) chosen, justified, and explained  
Application                                                                                                                                                                                                                                                
Outcomes
3, 4, 6, 9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
All analyses are correctly executed in appropriate detail with no errors. Most analyses are correctly executed in appropriate detail with few errors. At least two significant or many minor errors.  
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 11                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
No literacy or numeracy errors and presented in correct format for specified audience. Few literacy or numeracy errors and presented in a mostly correct format.  Audience may be ill-defined or inconsistent. At least two sifnificant or many minor literacy or numeracy errors and presented in incorrect format for ill-defined or inconsistent audience.  

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Last Updated:2/1/2012 5:41:04 PM