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The Graduate School COURSE SYLLABUS

Course Name:

DSRT 734: Inferential Statistics for Decision Making Section – 05 SEMESTER – 2020 Spring Second Bi-Term – Hybrid Synchronous

Class Times: Tuesdays 8pm – 9:30pm

Professor:

Dr. Ryan Luke

Contact Information:

Office Hours: By appointment

E-mail: [email protected]

Phone: No office phone – please use email which is generally answered within 24 hours

Online Support (IT) and I-Learn Policy:

All members of the University of the Cumberlands’ community who use the University’s computing, information or communication resources must act responsibly. http://www.ucumberlands.edu/it/downloads/terms.pdf

Course Website:

Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/

Course Description:

This course focuses on the descriptive and inferential statistics commonly used in organizational administration. Course activities include the application of statistical methods to research design, as well as an investigation of how these methods can contribute to school improvement. Specific concepts include measures of central tendency and variability, probability theory, estimation and significance, and correlation and regression. Credit, 3 hours.

Course Objectives/ Learner Outcomes:

Course Objectives/Learner Outcomes:

(1) Students will define and describe the essential characteristics of quantitative research.

(2) Students will apply inferential statistical tests on problems requiring parametric and non-parametric analyses.

(3) Students will identify potential research designs for various problems.

(4) Students will analyze and critique statistical information in the professional literature on a topic related to their own research project.

Prerequisites:

There are no prerequisites for this course.

Books and Resources:

Required Materials:

· Spatz, Chris, Exploring Statistics: Tales of Distributions 12th ed. (Conway, AK: Outcrop Publishers). The 11th and 12th editions are similar, and you may use either.

**PLEASE NOTE: I do not have the 10th edition or any earlier editions and can’t help you find anything in previous editions if that is what the bookstore sells you.

**This book has a print and electronic edition. It is available at exploringstatistics.com

ISBN: 978-0-9963392-2-3 (hardcover) or 978-0-9963392-3-0 (e-book). It has a study guide as well, but I do not assign specific problems from the book, so this is not necessary.

· Cerego Personalized Learning Platform (www.cerego.com) – You will receive an enrollment email at the beginning the course; please do not sign up before this. This will be learning interactive flashcard system and will cost about $15.

Course Expectations

Course Activities and Experiences:

Recognizing that the EdD/PhD student is a highly self-directing adult learner, much learning will originate from reading and working through specific problems. The instructor will discuss major concepts and work problems, but the student is expected to ask questions and read material ahead of time. Additionally, all students are expected to:

(1) Participate in lectures.

(2) Participate in group activities.

(3) Participate in class discussions.

(4) Read assigned materials.

(5) Practice in the Cerego platform.

(6) Submit organized assignments.

(7) Write two brief summaries of research articles that feature an examination of the statistical analyses used in the study. Students are strongly encouraged to focus this task on issues that they wish to later consider as a dissertation topic.

Academic Integrity:

At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:

· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.

· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.

· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation

Plagiarism includes copying and pasting material from the internet into assignments without properly citing the source of the material.

Episodes of academic dishonesty are reported to the Vice President for Academic Affairs. The potential penalty for academic dishonesty includes a failing grade on a particular assignment, a failing grade for the entire course, or charges against the student with the appropriate disciplinary body.

Attendance Policy:

Hybrid/Synchronous Flexible Attendance

Regular class attendance is important to student success. While this course is offered in a flexible hybrid/synchronous format, students are expected to fullfill all attendance requirements for the course. The flexible format allows some portions of the course to be offered in a live format (synchronous) while some areas may be offered in recorded form (asynchronous). If live lectures are included in the course, students have the option to attend live class sessions or watch a recording of the lecture. Students have the flexibility to attend all of the live sessions, review all of the recorded lectures, or any combination of the two options.

Live Synchronus Sessions: Students attending the live sessions will activley participate in live discussions with the instructor and classmates. Live discussions may include specific topics related to the course objectives. Additionally, some courses may include student presentations during the live class sessions. Particpation points will be awarded for attending each live class session.

Recorded Aysnchronous Session: Students not attending the live sessions are expected to watch the recording in its entirety and submit a summary of the recording. In addition, students should respond to any questions posed in the live session. Faculty may choose to include discussion board assignments for students not attending the live sessions. The summary and responses to any questions should be posted to the appropriate section in the discussion board in iLearn. Points will be awarded for reviewing the recording and submitting the summary. The points awarded for posting the summary will equal the points awarded for attending the live class.

If the live class is not attended and a student presentation is due on that day, students will be required to submit a recorded presentation in lieu of the live class presentation. The recorded presentation should be submitted to the appropriate section in the discussion board in iLearn. The summary and recorded presentation (if applicable) will be due within 48 hours of the live class, unless there are extenuating circumstances and other arrangements are approved by the instructor.

Disability Accommodations:

University of the Cumberlands accepts students with certified disabilities and provides reasonable accommodations for their certified needs in the classroom, in housing, in food service or in other areas. For accommodations to be awarded, a student must submit a completed Accommodations Application form and provide documentation of the disability to the Disability Services Coordinator (Mr. Jacob Ratliff, Boswell Campus Center, Student Services Office Suite, [email protected]). When all paperwork is on file, a meeting between the student and the Coordinator will be arranged to discuss possible accommodations before accommodations are formally approved. Students must then meet with the Coordinator at the beginning of each semester before any academic accommodations can be certified for that term. Certifications for other accommodations are normally reviewed annually.

Student Responsibilities:

· The only authorized electronic means of academic, administrative, and co-curricular communication between University of the Cumberlands and its students is through the UCumberlands email system (i.e. Webmail). Each student is responsible for monitoring his/her University email account frequently. This is the primary email account used to correspond with you directly by the University; imperative program information is sent to this email account specifically from campus and program office.

· Students should check for e-mail and class announcements using iLearn (primary) and University of the Cumberlands webmail (secondary).

· Students are expected to find out class assignments for missed classes and make up missed work.

· Students are expected to find out if any changes have been made in the class or assignment schedule.

· Written work must be presented in a professional manner. Work that is not submitted in a professional manner will not be evaluated and will be returned as unacceptable.

· There is a craft to writing. Spelling, grammar, punctuation and diction (word usage) are all tools of that craft. Writing at the collegiate level will show careful attention to these elements of craft. Work that does not exhibit care with regard to these elements will be considered as inadequate for college writing and graded accordingly.

· Students are expected to take the examinations on the designated dates. If you are unable to take the exam on the scheduled date and know in advance, you are to make arrangements with your professor before the designated date. If you miss the exam, you must have a legitimate reason as determined by your professor.

Deadlines and Dues Dates:

Recognizing that a large part of professional life is meeting deadlines, it is necessary to develop time management and organizational skills. Failure to meet the course deadlines may result in penalties. Keep in mind that all deadlines are set using Eastern Standard Time (EST).

Writing Expectations:

Learning outcomes for candidates’ writing competencies include clarity of thought, discernment in planning and organization, and integration of evidence and criteria.

· The instructor expects that students will have knowledge of appropriate forms of documentation and use it where appropriate. APA format is required and style of notation to credit all sources that are not your own.

· There is a craft to writing. Spelling, grammar, punctuation and diction (word usage) are all tools of that craft. Writing at the collegiate level will show careful attention to these elements of craft. Work that does not exhibit care with regard to these elements will be considered as inadequate for college writing and graded accordingly.

· All assignments, unless otherwise instructed, should be submitted in APA format.

Participation Policy:

Study after study has linked successful academic performance with good class participation. Those who assume positions of responsibility must “show up” in order to be effective. Therefore, students are expected to actively participate in intelligent discussion of assigned topics in all areas (Discussion Board Activities, Synchronous Sessions, Forums, Shared Papers, etc.) to help process course material and/or to demonstrate understanding of course content. Point adjustments will be taken for non-participation.

Academic Appeals:

Both undergraduate and graduate students have the right to challenge a grade. If discussions with the course instructor and department chair do not lead to a satisfactory conclusion, students may file a formal written appeal with the Vice President for Academic Affairs, who will forward the appeal to the chair of the Academic Appeals Committee. This formal written appeal must be filed by the end of the 4th week of classes in the next regular term following the term in which the course in question was taken. The Academic Appeals Committee then gathers information from the student, the instructor, and any other relevant parties. The Committee will deliver its recommendation on the complaint to the Vice President for Academic Affairs. After reviewing this recommendation and concurring or amending it, the Vice President for Academic Affairs will inform the student and instructor of the disposition of the complaint no later than the last day of classes of the term in which the complaint was filed. Records of all actions regarding academic grade appeals, including their final disposition, are maintained by the Vice President for Academic Affairs and the Academic Appeals Committee. (Undergraduate Catalog/Graduate Catalog)

Links to Support:

Orientation to I-Learn: Student training course on I-Learn, https://ucumberlands.blackboard.com/webapps/portal/frameset.jsp

Book Store: http://cumber.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=50059&catalogId=10001&langId=-1

Library: http://www.ucumberlands.edu/library/

Course Assignments and Evaluation

Evaluation Method and Course Evaluation:

1. Article Reviews - 40 points (20 points each)

Students will select two scholarly articles to read, summarize, describe the statistical test and process used, and state the conclusion. (Objective 4). These must include an introduction of the research articles, an interpretation of their procedures and data analyses strategies, and summary of the findings.

2. Quizzes - 50 points – Quiz 1 (25 points) and Quiz 2 (25 points)

A possible 25 points are earned Quiz 1 (Objective 1) and 25 points on Quiz 2 (Objective 2) for 50 points total.

3. Exams (Mid-term & Final) - 160 points (80 points each)

Both the midterm (Objective 3) and the comprehensive final (Objective 3 and 4) are worth 80 points each for a total of 160 points.

4. Cerego Mastery – 50 points + potential bonus

There are 8 assignments in the Cerego system. Students that achieve a level of 1 or higher for all 8 assignments will receive the full 50 points for Mastery. Students that achieve a 1.5 or higher on all assignments will receive an additional 10 bonus points (60 possible points).

The final grade is determined by dividing the total points earned by 300.

Grading Scale:

Graded work will receive a numeric score reflecting the quality of performance as given above in evaluation methods. The overall course grade will be determined according to the following scale:

Week

Collaborate Session

Topic

Spatz Reference

Assessment Due

1

March 3

8pm

Introduction, Basic Concepts, Descriptive Statistics

Chapter1: Introduction

Chapter 3: Central Tendency

1. Read Ch. 1 & 3 prior to class

2. Take syllabus quiz before Mar 9

2

March 10

Spring Break

NO COLLABORATE

3

March 17

8pm

t-tests

t-tests

Null Hypothesis Significance Testing

1. Read Ch. 9 & 10 prior to class

2. Article Review 1 Due: March 23

4

March 24

8pm

Spearman’s rs

Nonparametric Tests

1. Read Ch. 15

2. Quiz 1 Due: Mar 29

5

March 31

8pm

Chi Square

Chapter 14:

Chi-Square

1. Read Ch. 14 prior to class

6

April 7

8pm

ANOVA

Chapters 11-13: Analysis of Variance

1. Read Ch. 11-13 prior to class

2. Quiz 2 Due: April 13

7

April 14

8pm

Regression Tests

Chapter 6: Correlation & Regression

1. Read Ch. 6

prior to class

2. Article Review 2 Due: April 20

8

April 21

NO COLLABORATE

FINAL EXAM DUE

April 21 - 9:30pm

NO EXCEPTIONS

Standard Score

4

3

2

1

Score

I.

Demonstrates critical and reflective thinking capable of facilitating institutional, informational technology, or business related problem-solving or school/ college improvement.

Accurately assesses two issues affecting an institution’s effectiveness as well as offers a convincing argument for improvement.

Accurately assesses two issues affecting an institution’s effectiveness.

Accurately assesses one issue affecting an institution’s performance.

No evidence is presented.

II.

Demonstrates consideration for the impact of leadership, information technology, or business on institutional constituents.

Shows balance between the needs of two or more constituent groups while maintaining organizational goals.

Shows realistic consideration for the needs of two or more constituent groups.

Shows realistic consideration for the needs of one constituent group.

No evidence is presented.

III. Demonstrates effective analytical and communication skills.

Demonstrates a professional level of skills associated with formatting, grammar, spelling, syntax, and use of numbers.

Demonstrates acceptable skills associated with formatting, grammar, spelling, syntax, and use of numbers.

Needs minor improvement in skills associated with formatting, grammar, spelling, syntax, and use of numbers.

Needs significant improvement in skills associated formatting, grammar, spelling, syntax, and use of numbers.

IV.

Demonstrates knowledge of genres, paradigms, theories or trends in business, criminal justice, education, English, health sciences, history, information technology, math, nursing, psychology, religion, or student personnel services.

Subject is identified, realistic, and grounded in a recognized genre, paradigm, theory, or trend.

Subject is identified and is realistic, but it lacks grounding in a recognized genre, paradigm, theory, or trend.

Subject is identified but is not realistic or grounded in a recognized genre, paradigm, theory, or trend.

Subject area is not established.

Score

Proficient (100%)

Novice (50%)

Needs Improvement (0)

Knowledge (25%)

Selects the correct test for the scenario

N/A

Did not select the correct test

Application (25%)

Correctly calculates the answer

One error in application

Incorrect application, or more than 1 error

Communication A (25%)

Writes up statistical findings following handbook guidelines

Error in reporting results, or did not follow handbook

More than 1 error in communication of statistical findings

Communication B (25%)

Correctly explains what the results mean

One error in explaining results

More than 1 error in communication of results meaning