Order 1364653: Statistical autopsy & research breifing

Student research briefing instructions

Background: Research and statistics is nothing more than a system of logic and assumptions applied to phenomena via methodological and mathematical procedures. This system can reveal information that helps us understand, predict and control those phenomena. This project is designed to allow students to explore and apply research methodology and statistics to a topic of relevance and interest to them, academically or professionally. While a separate grade item, this project works iteratively with and is coterminous to the statistical autopsies.

The project attends to all of the course goals and is a major work product of this course.

Instructions: There are several parts of this assignment. These are all discussed below, along with their individual point values. I will not accept any submissions that do not follow these instructions. When taken together, the parts of this project are worth a maximum of 15 points.

Where these instructions require written submission, all submissions are to be APA formatted, typed into a Microsoft Word document, and then submitted via the appropriate D2L Dropbox. Where these instructions require class presentation, all presentations must include an appropriate audio/visual aid.

Students who do not make an acceptable submission of all previous steps must complete any missing step before I will accept any new submissions from those students. Except where I have already approved an absence documentation and assigned a new due date/time, I will enforce all due dates and times, regardless of missing any previous submissions.

(1) Topic selection (2 points). Students will choose one topic of academic or professional interest to them and develop a research topic for further exploration. Submit written research questions no later than 8:00 pmFriday, September 7, 2018.

Example: A student may wish to explore how studying can effect learning. The student would simply submit a Word document listing her name, major, class standing and research topic, as follows:

“Jane Smith, criminal justice administration, sophomore, how studying can impact learning.”

Yes, it really is that easy.

(2) Hypothesis statement (2 points). Once I approve your topics, you will develop your individual research questions into a testable hypothesis, including identification and level of measurement for an independent variable (IV), identification and level of measurement for a dependent variable (DV) and the expected direction of effect. These written hypothesis statements are due no later than 8:00 pm, Friday, September 14, 2018.

Following the above example, Jane Smith might submit a hypothesis statement such as:

(a) “Studying within work groups (IV, nominal) for one semester will increase (+ direction of effect) grade point average (DV, ratio) by 0.5 or more within one academic semester,” or she could suggest that,

(b) “using the Cornell note taking method (IV, nominal) for one academic year will increase (+ direction of effect) IOWA reading comprehension scores (DV, interval) by two grade levels.”

Yep, still really that easy.

(3) Determination of appropriate research methodology (3 points). Students will identify an appropriate research methodology for their hypothesis and will explain the justifications for their choices. Note that a simple answer of “quantitative” or “qualitative” is not sufficient here. You must identify the methodology fully. You will present methodologies to the class during module 4 and then use classmates’ feedback to finalize your choices. You will submit written final choices to me no later than 8:00 pm, Friday, October 19, 2018.

(4) Sampling frame, spurious variables (3 points). You will identify a realistic sampling frame from which to draw a sample to test your research hypothesis. In doing so, you will draw direct connections and relationships between the sampling frame, the sample and your independent and dependent variables. You will also identify any spurious variables that may impact efforts to measure and assess the IVs and DVs in your research. You will present your initial ideas to the class during module 4. You will use classmates’ feedback to make any corrections to your ideas and submit your final written responses no later than Friday, October 26, 2018.

(5) Instrument examples and analytical plan (3 points). You will offer examples of at least three assessment items for use in testing your hypothesis and discuss an appropriate analytical plan for your methodology and data collection strategies. If you suggest quantitative methods your assessment instrument and statistical tests must be appropriate to the levels of measurement in your IV and DV. If you suggest qualitative methods your data collection and analysis strategies must be appropriate to your methodological approach. You will present your ideas to the class during modules 5 and 6. You will then use classmates’ feedback to refine your approach and submit them in written form to me no later than 8:00 pm, Friday, December 7, 2018.

(6) Expected outcomes of student research (2 points). Using your newfound knowledge of research methods/statistics and information from the two articles you have now thoroughly autopsied you will discuss what you think you will find if you were to conduct this research. Very simply, tell the class, in an informed manner, what you expect to find about your research topic. You will present expectations to the class during module 6.

Other notes:

Students may request my permission to compete this project in pairs. When asking such permission, each student of the pair acknowledges that s/he will be graded based on the overall demonstration of learning within the pair. Thus, each student is responsible for knowing, understanding, applying and analyzing the material of this project as if s/he was completing the project alone. To insure each student is has fully invested in the pair’s project, I will choose which project questions to ask each member of the pair during class presentations. Once I ask the question, the student to whom I posed the question must answer correctly.

In all cases, please be well organized, be readily understandable, employ proper grammar, mechanics and spelling and be as concise/brief as you can in this part of this project (and all other academic work you do for me).

Oh, and did you happen to note that there was absolutely no calculating any long, complex mathematical equations in any part of this major work product for your RM/stats course? And you were all worried about math!!

Wait, it gets a little better still. If you do this project correctly, you are super well prepared for some courses you will take later, like Policy and Senior Seminar.

But wait, there’s even more. If you really utilize the topic in this project in or from other courses when and where you can, you will be an “undergraduate expert” on some part of the CJS. Working with your advisers and professors, you can learn how to make that expertise really shine in future job, graduate school or law school interviews.

Trust me on this, I purposely set it up that way because your learning in one class/area of college (or work or life or whatever) should build on other classes/areas.

You’re welcome.