EC 315 Quantitative Research Methods
F1T 2011 DLB
Senior Adjunct Faculty Member
Ph.D., Economics, Southern Illinois University at CarbondaleM.S, Economics, Southern Illinois University at CarbondaleB.A., Economics, Rowan University, Glassboro, NJ
Silver Spring, Maryland
August 15, 2011 to October 9, 2011
The online week is Monday through Sunday
Math 120 and CS 140
Textbook: Douglas Lind,William Marchal and Samuel Wathen. (2010). Basic statistics for business & economics - With Student CD. 7th edition ISBN-13:9780077384470 and ISBN-10:0077384474, New York: McGraw-Hill.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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Educational Philosophy: Teaching economics seems like an easy task for those with a terminal degree in the discipline, but when students often hear they need to take an economics course(s), often a chill goes down their spine and fear sets in. All of us experience economics everyday whether we realize it or not. An appealing way to attract students to economics is to incorporate current events and popular news articles. Headlines which mention the unemployment rate, the release of the GDP growth rates, the increase in poverty rates in 2003, the size of trade deficit has reached its highest level, and other headlines. These current events provide great classroom discussion to enhance the abstract concepts presented in the textbooks and lectures. Once the discussion of these current events commences, the students realize that the economic principles and theories makes more sense than it does from reading the required readings. Despite the incorporation of current events into the course discussion, the students still need to master the underlying economic theory and principles. The presentation of these concepts requires the presentation to be as simple as possible. That is, the principle of KISS (Keep it Simple, Silly) should be applied in the lectures. The focus is not to water-down the material but to improve the level of comprehension of the students with the material. The goal of the KISS principle is to allow all students in the course to learn the material, not just teach the superior students. If a student is enrolled in a course, it is the job of the professor to teach all students enrolled in the course. Of course, it is too much to expect that all or even a majority of students will absorb the most material adequately through reading and a single lecture alone. Consequently, the professor needs to provide avenues for students to receive clarification of the course material via office hours and responding to emails. Also it should be strongly encouraged that students use office hours as a means to receive additional clarification of the course material. Also the instructor should accommodate students who cannot come to formal office hours by making an appointment. By providing such accommodation gives the student a feeling that the instructor is there and has concern for the academic well-being of the student. Additionally, it also gives the student more self-confidence and greater motivation to put the required effort into the course. In a classroom, the learning process should be collaborative between the students and the professor. However, this collaborative relationship can only occur if the professor treats the students as equals. In order to promote an active dialogue in a classroom, the students need to be able to speak and not fear repercussions for misspeaking on a point. Instead the professor should point out positive points from their response and guide the student to the correct answer. Following this approach should avoid any embarrassment of the student or making them feel dumb. If this should occur, I would shift that burden to me and make myself look embarrassed. Then, I just move on. Enjoy the course!!
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:
Final examination - The student's grade will directly reflect their overall course average. The Core Assessment is the final comprehensive exam, which accounts for 30 percent of the student's grade. The final proctored examination will be taken in a proctored testing environment during the 8th week at one of the Park University Campus Centers. This test will be closed book and closed notes.
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:
Park University wishes to promote a positive, collegial atmosphere among students faculty and staff. The students should present his/her answers in a civial manner and respond to others in a civil manner. Disruptive students will not be tolerated and will be dealt with. Disruptive behavior may have sanctions ranging from a private email warning to reporting to the Academic Dean.
Weekly Quiz Schedule
You will have graded weekly homework assigned in the weekly threads and weekly quizzes. Your term project is broken down into two parts: the term project proposal (week 5); and your term paper report (week 8). You will have a mid-term exam (week 4), a proctored final exam (week 8) and participation. The weekly quiz times cannot be adjusted to allow for additional time, so such requests will be not honored.
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.
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 .
Last Updated:8/9/2011 7:32:55 AM