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Department Psychology
Course Number 451.
Course Name: Advanced Statistics and M ultivariate Analysis
This form must be submitted to the Faculty Council on Liberal Learning and Academic Life as part of the submission process.
Please attach a proposed syllabus for this course and the Undergraduate Curriculum Course Proposal Form.
DEADLINE FOR PROPOSALS: 17 December 2004
Please answer the following questions:
Check Only One:
‡ This course is an existing course (in the current curriculum) that we are now proposing for this Area of Inquiry.
‡ This is a new course that we are now proposing for this Area of Inquiry.
(Note: this course was previously taught as a graduate course PSYC502. Over the last ten years a number of undergraduate students have taken this course as preparation for graduate school. W e are proposing to make this an undergraduate course are proposing for this Area of Inquiry.)
- Name and contact information for the department chair administrating this course.
Dr. Timothy R. Marshall, Chair, Psychology Department, tmarshal@cnu.edu, 594-
- In any given semester, how many sections of this course is your department willing to offer?
One per year
- Why is this course being offered/what is it designed to achieve (Course purpose/goal)?
PSYC 451: Advanced statistics and Multivariate analysis: This course has three main goals. First , this course will review to obtain a thorough understanding of basic univariate statistics. This will includes topics in probability, sampling and bivariate distributions, descriptive data analysis, hypothesis testing, univariate ANOVA, categorical data analysis, and basic correlation and linear regression modeling. Second, this course will cover a variety of new statistical topics including Repeated Measures, Analysis of Covariance, MANOVA, Multiple Regression, Factor Analysis, Discriminate Analysis, and, if time allows, a very brief overview of Path Analysis, and Log Linear designs. The logical properties of multivariate techniques and interpretation on research results are stressed. Multivariate statistical procedures are compared and studied in detail, covering the various strengths and weaknesses involved in the multivariate analyzes. Finally , this course will focus on how to organize and analyze data using the SPSS statistical package and gaining practical experience with analyzing problems and the interpretation of interactions.
AREAS OF INQUIRY
INFORMAL AND FORMAL
- Check at least three objectives below that the course will address.
P Demonstrate competence in the evaluative strategies of inductive and/or deductive reasoning P Distinguish between formal and informal methods of reasoning and apply each to solve a problem P Compare various methodologies of proof
‡ Critique a fallacious argument P Articulate the structure of, limitations of, and/or comparisons between languages (can include artificial languages, natural languages, or both) ‡ Explore the structure of scientific reasoning and/or cognition
- Briefly explain how this class addresses the above objectives. A course may cover more than three objectives.
a.) Demonstrate competence in the evaluative strategies of inductive and/or deductive reasoning This course requires that students engage in deductive reasoning, in that they will be required to analyze specific research situations and deduce the proper statistical procedures for analyzing those data. Additionally, students must engage in inductive reasoning, as they have to draw general conclusions by interpreting results that are based on analyses of specific data. b.) Distinguish between formal and informal methods of reasoning and apply each to solve a problem. In completing this course, students must distinguish between informal and formal reasoning about social behavior. Informal reasoning often leads to conclusions that are not supported by data. Students will learn that statistical analyses are formal tools that can be used to draw statistically reliable conclusions about social behavior. c.) Compare various methodologies of proof. Students will be required to perform statistical analyses in multiple ways, both by hand calculations and with statistical software, in order that they understand the processes involved in each method, and the similarities and differences in these processes. d.) Articulate the structure of, limitations of, and/or comparisons between languages (can include artificial languages, natural languages, or both). Students will have to learn how to extract pertinent information from statistical analyses and translate that quantitative information into qualitative information that can be understood by those not familiar with statistical procedures. Thus, this course will require students to understand the relations between a formal, quantitative reasoning system and the qualitative conclusions that can be drawn from the quantitative information.
- Course Assessment:^ Identify how this course will accomplish the above objectives (choose at least one).
P Participating in class discussion and debate P Engaging in teamwork and other collaborative exercises
‡ Writing analytical or evaluative papers, perhaps incorporating original research ‡ Making oral presentations
‡ Creating an artistic product or a performance ‡ Participating in fieldwork P Other means – please identify Demonstrating know ledge of course concepts and applying course concepts to real-w orld situations on examinations
Submission Checklist:
By the deadline, submit a packet with the following documents to the Assistant Dean for Liberal Learning. Please submit in electronic and hard copy form.
_P Area of Inquiry Course Proposal Form
P_ Syllabus for the Course
P_ Undergraduate Curriculum Committee Course Proposal Form
Undergraduate Curriculum Committee Change to an existing course Form
Check as appropriate-- 9 Changing Credit hours on a course 9 Changing Triplets on a course 9 Course Title change
: Course Number Change
9 Changing pre- or co-requisites on a course
9 Changing a Course Equivalent
9 Deleting a course from the UG Catalog
N ote: M inor C ourse D escription changes (grammatical edits or minor rew ording of the course description) are done as annual edits to the U G C atalog.
Reason for change: We would like to move this class from the Graduate level 502 to a 400 – level
undergraduate course and would like to offer the course in the Formal and Informal Reasoning Area
of Inquiry.
Existing Course listed as:
SUBJ: PSYC Course #: 502 Title: Advanced statistics and Multivariate Analysis
Credit(s): 3 Triplet (hours listed as credit-lecture-lab/practicum /studio) : 3 - 3 - 0
Prerequisite: PSYC501 or statistics placem ent test
Corequisite:
Course Equivalent (Course formerly taught as):_______________________________________________________
Other: _______________________________________________________________________________________
Change as listed below:
SUBJ: PSYC Course #: 451 Title: Advanced statistics and Multivariate Analysis
Credit(s): 3 Triplet (hours listed as credit-lecture-lab/practicum /studio) : 3 - 3 - 0
Prerequisite:: PSYC300 or GOVT352 or SOCL396 or consent of instructor
Corequisite:
Course Equivalent (Course formerly taught as):_______________________________________________________
Other: _______________________________________________________________________________________
APPROVALS:
Department Chair: ___________________________________________________ Date: _September 15, 2005
CLAS Chairs or Sch of Busn Curriculum Committee: ______________________________________Date: ____________
Dean’s Signature: _____________________________________________________ Date: ___________
UCC Processed and Provost notified date: _________________________ (no formal U C C approval needed)
PSYC 451 D r. M arshall Page 7
Organization
This class will use a mixed format that includes tradition lectures, group discussions, and projects. We are scheduled to meet Monday and Wednesday from 5:30 to 6:45pm in Wingfield 122; however, there will be extensive information that you will be responsible for understanding which you will work on outside the scheduled class time. We will also use the computer lab in either the graduate office or the computer lab (W109). Many of the homework assignments you will be able to work in together. During these assignments you must do the work, make a contribution and understand every part of the assignment. If you rely on others to do your work in these projects you are unlikely to understand statistics and your final grade will reflect that.
Class behavior
If you wait to be told what to do and how to do it in this course, you will find it very difficult. To understand statistical topics you must become interested in and involved in the learning process. You must take responsibility for learning as much as you possibly can at this point. If you do not understand a topic you must now take the responsibility for it and find a working understanding of the topic from the professor, or from finding additional resource books.
If you believe that you have a disability, you should make an appointment to see me to discuss your needs. In order to receive an accommodation, your disability must be on record in the Academic Advising Center (phone 594-8763), Administration building, Room 125.
Cheating and Plagiarism of any form will not be tolerated. Consist with Christopher Newport University’s Honor Code, students are expected to maintain the highest possible standards of honesty, integrity and personal responsibility. That means that students will not lie, cheat or steal and as a member of this academic community you are committed to creating an environment of respect and mutual trust. Students who are found to have cheated or plagiarized major assignments will FAIL this course and their name will be forwarded to the Dean of Students who may seek to expel the student. This Code for Academic Work is found in the Student Handbook. I hope that all of you will respect this Honor Code. The Honor Code will be strictly enforced in this course.
Evaluation
This course will have three short answer exams. The first exam will be worth 25% the second exam will be worth 25% and the final exam will be worth 30%. Exams emphasize the information covered since the last exam but are cumulative. The remaining 20% of the course grade will be in computer-data analysis assignments where you will need to demonstrate competence in setting up and interpreting the results generated by SPSS.
PSYC 451 D r. M arshall Page 8
Tentative schedule for Psyc 451
Class Readings Discussion
Jan 13 - 15 Stevens Chapt 1, Green Unit 2&3 Syllabus, Intro, Psyc501 review Jan 20 - 22 Green Chapt 32 & 33 Multiple regression Jan 27 - 29 Stevens Chapt 3 Multiple regression Feb 3 - 5 Green Chapt 25 & 26 ANACOVA Feb 10 Stevens Chapt 9 ANACOVA Feb 12 First Exam Feb 17 - 19 Green Chapt 28, 29 Repeated designs Feb 24 - 26 Stevens Chapt 13 Repeated Measures Spring break - March 1- March 10-12 Green Chapt 27 MANOVA March 17 - 19 Stevens Chapt 4 & 6 MANOVA March 24 Stevens Chapt 5 Post hoc March 26 Second Exam March 31 April 2 Stevens Chapt 7, Green 34 Discriminate April 7- 9 Stevens Chapt 11 PCA and Factor Analysis April 14- 16 Green 35, 36 PCA and Factor Analysis April 21 - 23 Stevens Chapt 14 Review
Wednesday April 30, 5-7:30pm Final Exam
