Quantitative Analysis in Criminal Justice

COURSE INFORMATION:

CJ 6321 : Quantitative Analysis in Criminal Justice (CRN: 10615) Semester Credit Hours: 3

PROFESSOR: Dr. Shannon Fowler TERM: Spring 2021

PHONE: 713.223.7996 E-MAIL: [email protected] (preferred)

CLASS HOURS: Mondays 5:30-8:15 PM OFFICE: CSB 340.J

CLASSROOM: CSB 320

OFFICE HOURS: Monday 4:00-5:00 PM either in my office, as campus policy allows, and via Zoom (check Blackboard for meeting ID and password). Please feel free to contact me. I'm available by messaging in Blackboard, email, phone, video chat via Zoom, & other times by appointment.

COURSE DESCRIPTION:

Prerequisite: Graduate standing or department approval, an undergraduate statistics course within the last 5 years, and CJ 6320.

Description: The use of descriptive and inferential statistics and computer applications as used in criminal justice research.

COURSE OBJECTIVES:

This course will meet the degree program’s learning objective:

LO 4: Students will be able to interpret and apply techniques of statistical analysis to the study of crime and justice.

By the end of the course students shall be able to:

Learning Objectives:	Assessed by:
1) Evaluate the design context and data assumptions in order to appropriately analyze the data	embedded quizzes, projects, class participation, analytical paper & presentation
2) Analyze data using univariate, bivariate, & multivariate statistical techniques	embedded quizzes, projects, class participation, analytical paper & presentation
3) Interpret the results of analyses	embedded quizzes, projects, class participation, analytical paper & presentation
4) Professionally present the results of the analysis	analytical paper & presentation, projects
5) Analyze data using SPSS	embedded quizzes, Introduction to SPSS assignment, projects, class participation, analytical paper & presentation
6) Choose appropriate statistical techniques for analytical situations	embedded quizzes, projects, class participation, analytical paper & presentation
7) Design and execute a data analysis plan for a selected research question	class participation, analytical paper & presentation, projects

REQUIRED MATERIALS:

Elliot, A. C., & Woodward, W. A. (2019). Quick guide to IBM SPSS: Statistical analysis with step-by-step examples (3rd ed.). Thousand Oaks, CA: Sage. ISBN: 9781544360423

Other required readings and materials will be posted to Blackboard throughout the course.

IBM SPSS Standard GradPack27 – Most of your assignments will require the use of statistical software, SPSS. You can rent it. By clicking the below link, you can rent it for 6 months. SPSS is available for less than $52 for either Windows or Mac OS. Click the link to rent/download. You can use it for free if you can use UHD campus computer labs. Should the labs become unavailable, students will be required to obtain the software.

HIGHLY RECOMMENDED MATERIALS:

Morgan, S. E., Reichert, T., & Harrison, T. R., (2016). From numbers to words: Reporting statistical results for the social sciences. New York, NY: Routledge. ISBN: 9781138638082

Williams III, F. P. (2009). Statistical concepts for criminal justice and criminology. Upper Saddle, NJ: Pearson Education. ISBN: 978-0-13-513046-9

Copies of the texts can be purchased from the UHD Bookstore by clicking here. A student of this institution is not under any obligation to purchase a textbook from a university affiliated bookstore. The same textbook may also be purchased from an independent retailer, including an online retailer.

COURSE FORMAT & PREPARE FOR A TRANSITION TO FULLY ON-LINE:

This is a face-to-face course. However, if the university transitions classes to online; this will become a synchronous online course, meeting at the same class time in a manner to be determined at a later time. Due to the changing nature of the current pandemic, please be prepared to transition from a face-to-face course a fully online course. If this occurs all students are expected to have reliable computing hardware, software, and the Internet & network access. You should have access to a desktop or laptop computer running an up-to-date Windows or macOS operating system, using the latest Firefox or Chrome browsers. A built-in or add-on webcam is also often required in certain courses (like this one) where multimedia tools (Zoom, VoiceThread, etc.) and/or exam proctoring tools (Lockdown Browser, Monitor, etc.) are used. Chromebooks and some other tablets are not compatible with test proctoring tools such as ProctorU or Lockdown Browser. While the Blackboard App (e.g., on your phone) can be helpful for some course features, UHD recommends that you do not use it for working on or submitting graded activities. Should a transition like this occur, plan for physical access to UHD computing labs and library to be completely restricted.

To avoid being disconnected at critical moments, we encourage you to access courses, on a computer that is hardwired to the Internet router (via Ethernet using a Cat 5, 5e, 6, or 7 cable) as opposed to depending on Wi-Fi whenever possible. Additionally, certain courses may require additional software downloads and installs, so you may need a machine with permission to do that. For more information on taking Blackboard tests, see this guide. If you are experiencing challenges with technology, please communicate with your instructor in a timely manner and seek help from our UHD IT support center to identify possible solutions, clicking this link can get you started.

Problems in these areas are not legitimate excuses for failure to complete assignments or access course materials. These are important criteria for enrolling and successfully completing the course should in transition to a fully online course. Making sure these things are in place is the responsibility of the student. If you do not have access to the requisite required technology your learning and grades may be negatively impacted.

COURSE REQUIREMENTS:

Introduction to SPSS. A straightforward assignment that asks you to create a data set in SPSS. See the Course Outline section of the syllabus and Blackboard for the due date.

Participation. Class attendance and participation is vital to not only demonstrating comprehension of the course material but also valuable as a chance for feedback and improvement. Students will often be placed in small groups (in a way that does not violate UHD policy on social distancing) to solve problems, execute analyses, interpret results, and receive feedback that can be used to improve overall performance. This is a scored portion of the overall course grade; please do not neglect it.

Lesson badges: Lesson notes – embedded quizzes and activities. Most of the lesson modules will contain embedded quizzes and activities based on that lesson’s content. By earning at least 80% of the possible points on these embedded quizzes and activities, students demonstrate that you have been paying attention to the material presented. Additionally, in order to earn the lesson badge, these must be completed before the corresponding class date. Students have unlimited attempts to complete these embedded quizzes and activities prior to the due date. As such, students either earn a lesson badge for that module or do not earn a lesson badge for that module (0 or 2 points).

Whether or not students earn the badges, in order to access and complete graded assignments for each lesson, students must earn at least 80% of the possible points on these embedded quizzes and activities. As such, students must complete these requirements to progress through the course. Students not completing these quizzes and activities in the lesson notes with an 80% or better will not be able to complete graded assignments.

Projects. There will be 11 assignments covering course materials for that particular lesson. These assignments gauge students’ understanding & familiarity of the material, their ability to interpret results, how well they can discuss/present results, how well they can analyze data with SPSS, and choose appropriate techniques for data analysis. Each of these assignments is worth 20 points. A typical project will ask you to: (a) select variables in one of the available data sets (or will specify variables and a data set), (b) conduct some form of statistical analysis presented in the corresponding lesson, and (c) interpret the results. Sometimes, lesson projects are open-ended assignments. In other instances, projects are split into two portions. One portion will ask for closed-ended responses and short-answer questions. The second portion will be an open-ended assignment. The dates they are due are listed in the Course Outline section of the syllabus and must be submitted by 11:59 p.m. CT. Project assignments are late immediately after the due date.

Analytical Paper & Presentation. The paper and presentation represent the culmination of the course work. This paper and presentation should demonstrate the student’s ability to analyze data over a particular issue in an appropriate and professional manner. Using data sets available in the class (or outside ones approved by the professor), students will appropriately analyze data over an assigned issue. As such, students will ask a research question, perform a brief literature review, and generate an appropriate hypothesis. Students will then analyze data and interpret the results as either supportive or not supportive of the hypothesis, interpreting other relevant information as necessary.

In order to check progress and performance, students will make at least two mandatory appointments to discuss their topics and progress with the professor at two different points. These meetings will occur prior to the submission deadline, and earlier conversations are encouraged. It is up to the student to request and fit into the professor’s schedule well before the due dates in the Course Outline. In these meetings students should be ready to discuss issues encountered with identifying independent and dependent variables, the suitability of data sources, formulating a hypothesis, locating relevant literature, data characteristics as related to appropriate analysis options, and demonstrating both progress and understanding of the execution and interpretation of the analysis.

From the material in the paper, students will produce an 8-10 minute professional presentation with visual aids (e.g., slide deck, Prezi, etc.). This represents a well-prepared oral description of your paper’s topic and why it is appropriate for analysis, the hypothesis, method, justification for analytical plan, results, and conclusions with discussion of (non)support for the hypothesis and potential sources of error during interpretation—similar to a presentation at an academic conference. Presentations will occur during class on May 3, 2021; expect instructor feedback that may be used to strengthen the paper prior to submission.

The paper is due May 12, 2020 by 11:59 PM CT. Papers submitted after this are late. Late papers will not be accepted for credit. Detailed handouts describing requirements and outcomes are available in Blackboard.

GRADING SCALE:

Points	Grade
398-358	= A
357-318	= B
317-278	= C
277-238	= D
< 238	= F

Assignment	Points
Projects (11 @ 20 points each)	220
Lesson Badges (12 @ 2 points each)	24
Participation (12 @ 2 points each)	24
Analytical Paper & Presentation	100
Paper Meetings (2 @ 10 points each)	20
Introduction to SPSS	10
Total	398

MAKE-UP ASSIGNMENTS:

I will not accept late homework or other assignments for credit. If you know you will miss an assignment or may have trouble meeting a deadline please contact me ahead of time to work out arrangements, early submissions for credit are welcome. If there are any issues with completing any assignment, please contact the instructor immediately.

DROP POLICY:

For more information about information and dates related to dropping /withdrawing from a course visit the following sites for a more comprehensive presentation of dropping and withdrawing from courses.

· Registrar Information About Course Drops

· Financial Aid Information About Course Drops

· Academic Calendar Information About Course Drops

ACADEMIC INTEGRITY:

The UHD Academic Honesty Policy states, "Students must be honest in all academic activities and must not tolerate dishonesty." Students are responsible for doing their own work and avoiding all forms of academic dishonesty. The most common academic honesty violations are cheating and plagiarism. Cheating includes, but is not limited to: (1) submitting material that is not one's own; (2) submitting substantially similar material in more than one course, even if it is one’s own work, without the instructor’s permission; (3) using information or devices that are not allowed by the faculty member; (4) obtaining and/or using unauthorized material; (5) fabricating information; (6) violating procedures prescribed to protect the integrity of a test, or other evaluation exercise; (7) collaborating with others on assignments without the faculty member's consent; (8) cooperating with or helping another student to cheat; (9) having another person take an examination in the student's place; (10) altering exam answers and requesting that the exam be re-graded; or (11) communicating with any person during an exam, other than the faculty member or exam proctor. Plagiarism includes, but is not limited to: (1) directly quoting the words of others without using quotation marks or indented format to identify them; (2) using sources of information (published or unpublished) without identifying them; (3) and/or paraphrasing materials or ideas of others without identifying the sources.

The penalty for an academic honesty violation on a course assignment such as a written assignment or homework assignment shall be an “F” for the course. If you did not do the work it is probably academic dishonesty. If you did not come up with the information you are using, you are failing to cite; this constitutes plagiarism. If you are unsure what academic dishonesty or plagiarism is, ask the professor.

STUDENT SUCCESS & COURSE PARTICIPATION:

Student Preparation & Success. It is my wish that students succeed in this class. My role, as an instructor, is to facilitate students’ learning. Ultimately, however, students have the responsibility for their education. Students put themselves in the very best position to succeed by doing, at a minimum, the following: (1) attend all classes; (2) login to Blackboard and engage with the course material; (3) be prepared to ask questions and discuss course material; (4) complete all assignments on time; and (5) check the BB course site and course communications several times per week. It is my expectation that students will spend roughly 4 hours outside class on your own consuming and reflecting on course materials, preparing for classes, and completing assignments for each lesson module.

Course Engagement & Administrative Drop. You must engage with course materials and/or (depending on your faculty’s syllabus and course requirements) connect with your faculty member before the 10th calendar day of class, failure to do so may result in your being administratively dropped from this course. Being dropped from this course may affect your enrollment status and/or your financial aid eligibility. If you are dropped from this course, you may appeal through the Office of the Registrar. Once dropped, you will lose access to the course materials in Blackboard until your appeal is resolved.

ACADEMIC ADJUSTMENTS & AUXILIARY AIDS POLICY:

The University of Houston-Downtown (UHD), is committed to creating a learning environment that meets the needs of its diverse student population. Accordingly, UHD strives to provide reasonable academic accommodations to students who request and are eligible, as specified by Section 504 and ADA guidelines. Students with disabilities may work with the Office of Disability Services to discuss a range of options to removing barriers in this course, including official accommodations. If you have a disability, or think you may have a disability, please contact the Office of Disability Services, to begin this conversation or request an official accommodation. Office of Disability Services, One Main St., Suite GSB 314, Houston, TX 77002. Phone: 713-221-5078; website; or via email.

ODS assists students with placement testing; priority registration and scheduling; academic advising and counseling; and testing accommodation, including taped and enlarged tests, and proctored, extended-time testing. In addition, ODS staff members advise instructors on classroom accommodations, arrange tutoring services, and serve as a liaison between students with disabilities and faculty and/or community agencies. So, it is important to contact ODS as soon as possible so that students receiving adjustments or aids will do so for as long as possible. It is important for students to understand that no accommodation can be made by an individual instructor for a student without specific direction from the Office of Disability Services.

Technology & support:

Blackboard. You will be required to use Blackboard Learn as part of this course. This is where the bulk of the course materials are housed (assignments, lesson notes, etc.). If you have a technical problem, please do contact me immediately for help resolving the issue. Please understand that I will try to work through as many issues with you as possible; however, I am not able to “fix” every issue. If you lose access to Blackboard or have other technology issues please contact the UHD IT Help Desk. You can contact the Help Desk directly by phone at (713)221-8031, by chatting at www.uhd.edu/rdm, by email, or via website.

Electronic communication. The instructor will communicate with students on an individual basis primarily using official UHD email. It is the student’s responsibility to check official UHD email and Blackboard messaging accounts and review the messages in them. The instructor will communicate with the class primarily using the announcements feature in Blackboard. It is the student’s responsibility to read class announcements, the course question discussion board, etc. for course news. Additionally, the instructor has a responsibility to respond to student messages sent to him on a regular basis. I will make every effort to respond within 2 business days to student-initiated communications. Emailing me is the best way to reach me. If you have an emergency and I have not responded to you via the course messaging system call my phone and leave a voicemail stressing the importance of this situation.

Recording of Class Sessions. Some of the sessions in this course may be pre-recorded, recorded or live-streamed by the instructor. Such recordings/streaming will be available only to students registered for this class. Students should not share these instructor-recorded sessions with those not in the class, or upload them to any other online environment. Students should not record or stream course sessions. Doing so may be a violation of the Federal Education Rights and Privacy Act (FERPA). Please check with your instructor before sharing recordings of class content with any individual.

Diversity, Inclusion, & Respect:

The material in this course is intended to encourage critical thinking and some discussion as we examine new ideas and concepts. As the instructor, I will do my best to foster an environment in which each class member is able to hear and respect each other. In turn, it is vital that each class member show respect for all worldviews and diverse experiences expressed in class.

It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. It is my intent to present materials and activities that are respectful of diversity in gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture.

Students are asked to be courteous and considerate at all times. Rude comments and other disrespectful behavior are unacceptable. Being considerate also entails not making certain statements that may be construed as obscene/offensive or using similar symbols or wording. There are different ways of accurately and civilly communicating messages. I expect that each student will take the time to carefully consider and reflect on their comments before making them. What you say and how you communicate are important. Keep the following points in mind when communicating with others in the course:

· Refrain from using judgmental language.

· Avoid victim-blaming language.

· Avoid negativity; frame your comments positively. Feel free to disagree, but do so in terms of objectively, logically, or rationally discussing why it is you disagree. Using bold statements and language that is too frank can stifle communication and potentially convey that you are not open to discussion.

· Keep your emotions in check. It is OK to be passionate, but do not let it overshadow the substance of what you are communicating—your idea, criticism, or point raised.

· Being humorous or funny may come across in an unintended fashion; this includes inside jokes. Be straightforward.

· Refrain from using acronyms not everyone would understand.

· Disagree politely.

· Keep comments on track about an idea or issue – avoid personalizing the issue. Do your best to keep your personal history and experiences from being the main idea; rather, use those experiences as jumping off points that other people may experience or use them as a possible alternative perspective that others share.

· What you type is important. ALL CAPS can mean you are screaming! Multiple punctuation marks can be aggressive (???? or !!!!). Make sure what you type is proofread and matches your intended tone.

· Keep in mind that when making statements they could be subject to subpoena and be made part of the public record. Communicate accordingly.

Preparing for Emergencies:

I encourage each student to have a backup plan in case emergency circumstances arise while you are enrolled in this course (e.g., computer crash, natural disaster, medical emergency, etc.). I recommend the following:

· Rely on someone you trust to contact the instructor in an emergency. In case you are unable to contact me personally, give someone you trust my contact information and instruct them to contact me on your behalf should you not be able to do so, to briefly describe what the general nature of your emergency is and why you will not be able to complete the course or assignments.

· Save your work and maintain back-ups that are easily accessible to you. For instance, you could save copies of your work to a flash drive or cloud storage (e.g., Dropbox, Google Drive, Microsoft OneDrive, etc.). When your primary computer crashes, be sure to have backup copies to minimize your losses. Every student has access to an individual UHD Microsoft OneDrive cloud storage.

· Locate and make sure you can access a secondary computing source. In case you lose your primary computing source that you rely on to complete assignments, be sure to plan ahead and locate alternate computers or devices you can use to complete the necessary work in this course. Examples could be making a trip to a UHD campus computer lab, visiting your local library, or rely on someone you trust to help you as needed.

· Locate and make sure you can access a secondary Internet source. Have a plan on how you will access the Internet to complete and submit your coursework if your primary source becomes unavailable. For instance, if you live near UHD’s campus you can use your credentials to log on to computers in the campus labs, visit your local library, go to your favorite coffee shop, find guest access from a public school, or rely on someone you trust to help you as needed.

OTHER POLICIES:

Disruptions, COVID Reporting, & Safety. To address issues related to disruption of university functions, COVID reporting, and safety protocols, as well as mandatory engagement with classes by the 10th class day, UHD has prepared a general set of requirements that can be found HERE. These requirements are part of the expectations for this course. Any updates to the website will be communicated to students via their Gatormail accounts.

Response to University-wide Disruptions. In the event of university-wide disruptions for any reason, including weather, health, and safety concerns, UHD may require instructors and students to engage in their classes via different modalities and/or timelines to minimize disruption to the continuity of the semester. Such changes may entail adjustments in syllabus content. Instructors will communicate any changes in writing to all enrolled students as soon as circumstances allow. Disruptions aside, instructors reserve the right to adjust their syllabi as needed in order to accommodate the education needs of the class, but any such changes will be communicated to students in writing during the course of the semester. For Spring 2021, please continue to check the UHD website to understand how UHD is responding to the most current COVID-19 circumstances and regularly check your BB and Gatormail sources for information specific to your classes.

COVID-19 Exposure or Diagnosis. Any student who is exposed to or diagnosed with COVID-19 should self-report to the university using forms found at this website, even if you are taking only online courses. Self-reporting allows the university to offer support and guide you to university and community resources, as well as maximize safety for the larger UHD community. In addition, you may be eligible for short-term academic accommodations, which can be requested through the Office of Disability Services by clicking this link. Please note that reporting through faculty or staff does not constitute official self-reporting.

If any member of this class reports exposure or diagnosis, please follow the instructions provided by the university for reporting. Our UHD contact tracing team may contact class members and instructor with appropriate steps, which may include self-isolation for a period of 14 days. In the case of self-isolation requirements, the class may move immediately to an online format with instructions provided by your instructor; decisions about when you will return to your classroom will be determined by university protocols and communicated to the class members.

Safety Precautions: Masks and Social Distancing. All individuals coming to the UHD campus must observe all safety precautions articulated by the university. Unless otherwise announced by the university, the following requirements apply:

· All individuals must wear face coverings in all university buildings and facilities. Students may seek accommodation related to the UHD face covering policy through the Office of Disability Services by clicking this link.

· Eating and drinking is prohibited during class, and does not constitute a reason for removal of face masks for extended periods of time.

· All classrooms will be set up for 6-foot social distancing; desks identified as “do not sit” should not be used and furniture should not be rearranged.

· In classrooms and all common areas (e.g., hallways, stairwells), everyone must wear face coverings and should maintain social distancing to the extent possible.

Failure to comply with requests to wear a face covering in class or other institutional policies may constitute a violation of the student code of conduct and lead to disciplinary action through the Office of the Dean of Students. See the UHD Face Covering FAQ page for additional information on the face mask issues.

Visiting Students. If you are a student visiting from another institution taking this class, you are bound by policies at UHD and those outlined in (and for) this course. Additionally, you may still have to abide by policies from your home institution.

Syllabus Changes. The schedule, policies, and assignments in this course are subject to change at the instructor’s discretion. I will make a concerted effort to adhere to the all things in the syllabus, but unforeseen circumstances sometimes arise that require altering both content, practices, and schedules.

COURSE OUTLINE:

Class Date	Lesson	Assigned Readings	Assignments
1/25	Introduction to Statistics: (1) Types & purposes of statistics, (2) Research design, (3) Variability & measurement, (4) SPSS overview	Elliott: pp. 1-6; 10-13, Appendix B - - - - - - - - - - - - - - Williams: Ch. 1	Orientation Quiz Due: 1/31
2/1	Levels of Measurement & Using SPSS: (1) Levels of measurement, (2) Working with SPSS data	Elliott: pp. 13-23 & Appendix A - - - - - - - - - - - - - - Williams: Ch. 2	Lesson Badge Due: 2/1 Introduction to SPSS Due: 2/7
2/8	Descriptive statistics-graphs, tables, & figures: (1) Types of graphs, (2) Frequency distributions, (3) Using SPSS to generate graphs & frequency distributions	Elliott: pp. 42-51 & Ch. 3 - - - - - - - - - - - - - - Williams: Chs. 3 & 7, Appendix A	Lesson Badge Due: 2/8 Project 1 Due: 2/14
2/15	Descriptive Statistics-summary measures: (1) Measures of central tendency, (2) Measures of dispersion, (3) Describing distributions, (4) Properties of distributions	Review Elliot Ch. 3 - - - - - - - - - - - - - - Williams: Chs. 4-6, Appendix B	Lesson Badge Due: 2/15 Project 2 Due: 2/21
2/22	Describing bivariate data & hypotheses: (1) Cross-tabulations, (2) Comparing group means, (3) Scatterplots, (4) Logic of hypothesis testing, (5) Creating hypotheses, (6) Significance	Elliott: pp. 6-10; 51-56 - - - - - - - - - - - - - - Williams: Chs. 8 – 10	Lesson Badge Due: 2/22 Paper Topic Sign-Up Due: 2/27 Project 3 Due: 2/28
3/1	Chi-square & variants: (1) Chi-square tests, (2) Alternatives to the chi-square test (Fischer’s Exact test, Maximum likelihood chi-square), (3) Layering contingency tables	Elliot: pp. 167-187 - - - - - - - - - - - - - - Williams: Ch. 11, pp. 160-162	Lesson Badge Due: 3/1 Project 4 Due: 3/7
3/8	Measures of association, part 1: (1) Association & correlation, (2) Proportionate reduction of error, (3) Phi-coefficient, (4) Lambda, (5) Uncertainty coefficient	Elliot: pp. 211-212 - - - - - - - - - - - - - - Williams: Chs. 14 & 15, Appendix E	Lesson Badge Due: 3/8 Project 5 Due: 3/14
3/15	Spring Break
3/22	Measures of association, part 2: (1) Gamma, (2) Somer’s d, (3) Pearson’s r	Elliot: pp. 125-148 - - - - - - - - - - - - - - Williams: PP. 147-154 & Appendix F	Lesson Badge Due: 3/22 1st Paper Meeting Due: 3/27 Project 6 Due: 3/28
3/29	Group comparisons, part 1: (1) Mann-Whitney U, (2) Kruskal-Wallis H, (3) t-tests (independent-samples & related-samples)	Elliot: Ch. 4 & pp. 277-285 - - - - - - - - - - - - - - Williams: Appendix C & Ch. 12	Lesson Badge Due: 3/29 Project 7 Due: 4/4
4/5	Group comparisons, part 2: (1) One-way ANOVA, (2) two-way ANOVA	Elliot: pp. 215-249 - - - - - - - - - - - - - - Williams: Ch. 13 & Appendix D	Lesson Badge Due: 4/5 Project 8 Due: 4/11
4/12	Multivariate tests for continuous outcomes: (1) Partial correlation, (2) Semi-partial correlation, (3) Multivariate [multiple] regression	Elliot: pp. 137-166 - - - - - - - - - - - - - - Williams: pp. 154-168	Lesson Badge Due: 4/12 2nd Paper Meeting Due: 4/16 Project 9 Due: 4/18
4/19	Multivariate test for binary outcomes: (1) binary logistic regression	Elliot: Ch. 9 Electronic handout	Lesson Badge Due: 4/19 Project 10 Due: 4/25
4/26	Multivariate test for count outcomes: (1) Poisson regression, (2) Negative binomial regression	Electronic handout	Lesson Badge Due: 4/26 Project 11 Due: 5/2
5/3	Analytical Paper Presentations in Class
5/12	Analytical Papers Due by 11:59 p.m.

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