Social Work 260 Quantitative Social Work Research
(3units)
Catalog Statement
Foundation course on social work research and evaluation using quantitative methods that prepare
students for the master’s project/thesis. Course content focuses on the nature of inquiry, the
scientific method, ethics, research designs, sampling strategies and data analysis and presentation.
Course Rationale
Social work practitioners are increasingly challenged to evaluate the effectiveness of their practice
within a variety of human service settings. In order to do this, social workers must be able to
distinguish the scientific, analytical and ethical approaches to social work research and methods for
conducting practice evaluation and program evaluation. This course will prepare students to
conceptualize, design and carry out research activities that help them meet the requirements of the
culminating experience of completing a master’s project or master’s thesis.
Course Description
Social work research is often directed at groups in society who are considered to be at risk of
discrimination, economic hardship and oppression. Social Work 260 is a course in research methods
with an emphasis on quantitative approaches. It is designed to introduce students to the basic ethics,
concepts, procedures, benefits, and limitations of social work research and evaluation. Students will
acquire knowledge about research and evaluation content and processes through lecture, discussion,
review of research literature and quantitative data analysis applications. Emphasis will be placed on
the systematic nature of inquiry as it relates to social work practice.
Educational Goals
1. To prepare students for identifying and formulating topics for study that will add to their
knowledge about social work practice, policy and social service delivery, especially at they
pertain to populations-at-risk.
2. To prepare students for the utilization of theoretical, conceptual, and empirical literature in
formulating and justifying their social work research and evaluation activities.
3. To prepare students for developing and implementing a methodology which would include a
specific strategy, design, method, and technique for conducting social work research and
evaluation.
4. To prepare students to conduct a variety of quantitative data analysis strategies for
interpreting research and evaluation activities.
5. To prepare students for writing research and evaluation reports in a scholarly way with
regard to content and form.
6. To prepare students for conducting ethical, legal and culturally-sensitive research and
evaluation.
Learning Objectives/Outcomes
1.1 Compare and contrast quantitative and qualitative research paradigms.
1.2 Describe the role of inductive and deductive processes and subjectivity in quantitative
research.
1.3 Use existing theory or conceptualization to identify and define a researchable topic,
preferably directed at populations-at-risk, for conducting a quantitative study.
1.4 Use existing theory or conceptualizations to define and study a topic or issue related to social
work practice.
2.1 Use library resources and the Internet to find empirical studies that incorporate the
quantitative approach in social work research and evaluation.
2.2 Conduct a critical review and examination of current literature that informs topics or issues
studied.
3.1 Develop a research question and hypothesis (if appropriate) that can be used to guide a study
that informs social work practice.
3.2 Differentiate among research designs (exploratory, descriptive, explanatory and evaluative) in
order to identify a design that is appropriate for a formal study.
3.3 Identify a population of interest and sampling procedures (probability or nonprobability) that
are suitable for the selected research design.
3.4 Develop a strategy for data collection, processing and analysis.
4.1 Distinguish and use different data analysis methods (descriptive and inferential statistics,
single case analysis and content analysis) that are suitable for a formal study.
4.2 Demonstrate an understanding and application of data analysis software.
4.3 Code, analyze and interpret results of quantitative data.
4.4 Differentiate between parametric and non-parametric statistical tests, as well as their
underlying assumptions.
5.1 Utilize gained knowledge, critical thinking, and analytical skills to prepare a research
proposal for one’s project/thesis.
5.2 Prepare and organize the content of a research proposal using APA style format.
6.1 Identify culturally competent research and sensitivity to issues of social and economic
justice, diversity, and the empowerment of disenfranchised and vulnerable populations.
6.2 Identify how to conduct ethical research, including informed consent and protection of
human subjects, using a quantitative approach.
Course Content
I.
Introduction
a. Philosophy of Research
b. History of Social Work Research
c. Introduction to the Scientific Method
d. Steps in the Research Process
II. Ethical, Cultural Competence and Empowerment Issues in Research
a. Formulation and Conceptualization of Culturally Competent Research
b. Culturally Sensitive Methodologies and Procedures
c. Engagement of Study Populations in the Research Process
d. Ethical Responsibilities in Research and Evaluation
III. Linkages Between Research and Theory
a. The Relationship Between Inductive and Deductive Thinking
b. The Generation and Use of Theory
c. Using Theory to Develop a Research Question and/or Hypothesis
IV. Types of Research
a. Exploratory Research
b. Descriptive Research
c. Explanatory Research
d. Practice Evaluation
e. Program Evaluation
V. Design Development
a. Inferring Causality
b. Threats to Internal & External Validity
c. Pre-experimental, Quasi-experimental, and Experimental designs
d. Single system designs
e. Survey research
f. Secondary analysis
VI. Measurement
a. Conceptualizations & Operational Definitions
b. Measurement Error
c. Levels of Measurement
d. Validity and Reliability
e. Instrument development
VII. Sampling
a. The Logic of Sampling
b. Probability Sampling
c. Nonprobability Sampling
d. Probability Theory & Sampling Error
e. Gender and Cultural Bias in Sampling
VIII. Descriptive Statistics
a. Assumptions that Support the Use of Descriptive Statistics
b. Frequency Distributions and Frequency Tables
c. Using Measures of Central Tendency and Measures of Dispersion
d. Presentations of Descriptive Statistics
IX. Inferential Statistics
a.
b.
c.
d.
e.
f.
X.
Assumptions that Support the Use of Inferential Statistics
Logic and Steps of Hypothesis Testing
Critical Values and Levels of Significance
Type I and Type II errors
Parametric and Nonparametric Statistics
Presentation of Inferential Statistics
Computer Applications in Social Work Research
a. Computer-Assisted Library Research
b. Existing and Web-Based Data Sources
c. Creating and Managing a Database in SPSS
d. Data Analysis using SPSS
Required Purchases – Text
Rubin, A. & Babbie, E. (2008). Research methods for social work (6th Edition). Belmont, CA:
Thompson Brooks/Cole.
Rubin, A. (2007). Statistics for evidence-based practice and evaluation. Belmont, CA: Thompson
Brooks/Cole.
Other Required Purchases
Flash Drive: Data Storage Device. Please see section on course policies in this syllabus regarding
the purpose and use of a flash drive for the course
Required Reading – Journal Articles: (These articles are available on Blackboard)
1. Courtney, M. E. & Dworsky, A. (2006). Early outcomes for young adults transitioning from
out-of-home care in the USA. Child and Family Social Work, 11, 209–219.
2. Gil-Kashiwabara, E., Hogansen, J., Geenen, S., Powers, K., & Powers, L. (2007). Improving
transition outcomes for marginalized youth. Career development for exceptional individuals, 30
(2), 80-91.
3. Lemon, K., Hines, A. M., & Merdinger, J. (2005). From foster care to young adulthood: The
role of independent living programs in supporting successful transitions. Children and Youth
Services Review, 27, 251-270.
4. Montgomery, P., Donkoh, C., & Underhill, K. (2006). Independent living programs for
young people leaving the care system: The state of the evidence. Children and Youth
Services Review, 28, 1435–1448.
5. Rashid, S. (2004). Evaluating a transitional living program for homeless, former foster care
youth. Research on Social Work Practice, 14, 240-248.
Recommended/Optional/Suggested Texts
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed). Washington, D. C.: Author.
Kirkpatrick, Lee A. & Brooke, C. Feeney (2004). A simple guide to SPSS for Windows for version
12.0/13.0 (software CD included). Belmont, CA: Wadsworth/Thomson Learning
Pyrczak, F., Bruce, R. (2000). Writing empirical research reports. Los Angles: Pyrczak.
Methods of Instruction
This seminar course will meet three hours a week. This course will utilize formal lectures, large and
small group discussions, skill-building exercises, SPSS exercises, self-directed student study and
other participatory options.
Web-based Instruction/Blackboard
This course is web-supported. The course syllabus, assignments, readings, and supplemental
material are posted on Blackboard. To access Blackboard students need a university (CVIP) email
account and Internet connection. Your “my.csufresno.edu” login and password gains you access to
Blackboard. Go to http://blackboard.csufresno.edu
YOU MUST USE THIS CAMPUS EMAIL ACCOUNT OR DESIGNATE YOUR
USUAL/PREFERRED EMAIL ADDRESS IN Bb IF YOU WANT TO RECEIVE EMAIL FROM
ME. I EMAIL TO MEMBERS OF THE CLASS USING THE EMAIL LIST IN BLACKBOARD. I
RECOMMEND USING YOUR CSUF ADDRESS; HOTMAIL, YAHOO, SBC ADDRESSES GET
TAGGED AS SPAM. ALWAYS INCLUDE A SUBJECT LINE (SW 260/LAST NAME) ON
YOUR EMAIL.
It is your responsibility to make sure you can access and negotiate Blackboard for class materials and
resources. For orientations to Blackboard contact the Digital Campus Resource Center in McKee Fisk #111;
278-6892). A brief navigational overview of the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/fresno.Welcome_Top.html
A new Q&A section at http://www.csufresno.edu/digitalcampus website provides quick answers to
some common questions received from students.
Grading Criteria
Assignments:
Activity
Lab exercises (4 @ 20 pts each)
Discussion Question Exercises (4 @ 20 pts each)
Midterm Exam
Final Exam (lab assignment)
Final Term Paper
Class Attendance
Total
Weight
Points
20 %
20 %
20 %
10 %
20 %
10%
100%
80
80
80
40
80
40
400
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread (conventional rounding applied):
370 + pts
318 – 369 pts
278 – 317 pts
238 – 277 pts
237 pts or less
A
B
C
D
F
Description of Exams/Major Assignments
Lab Exercises (80 points)
Four (8) individual in-class exercises (internet exercise and/or data analysis exercises) valued at 20 points
each administered in class over the course of the semester to strengthen the student’s proficiency in computer
related research skills. The purpose of these exercises is to increase students’ understanding and skill in the
use of SPSS and the various statistical tests and graphic capabilities featured in this software. Students will
be required to complete the exercises independently while in class and develop a concise summary of the
findings. These exercises are related to concepts from lectures and readings for the week and will prepare
students for the midterm and the final exam.
Lab exercises are due at the beginning of class the following week. (See course schedule).
Discussion questions (80 points)
Four (4) out-of-class assignments based on journal articles that are required reading for the course (see list of
Required Reading – Journal Articles above). Note that there are five reading assignments and sets of
discussion questions. You are only required to complete four. Discussion questions will be posted on
Blackboard and a copy is attached to your syllabus. Students will be required to individually complete the
discussion questions for these articles and bring their responses (in typed printout) to class on the due date
indicated on the course scheduled below. Note that you read the article and complete the discussion question
in preparation for the class for which it is assigned. Discussion question will be collected by the instructor
during class.
Midterm Exam—(80 points)
This exam will consist of questions and exercises related to the reading assignments on research
methodology from Rubin and Babbie (2008).
Final Exam—(40 points)
This exam will consist of a data analysis exercise that requires application of skills acquired during in-class
data analysis exercises and a written interpretation of the results.
Literature Review Assignment – Final Semester Paper (80 points)
This is an 10-12 page individually written assignment designed to advance and strengthen student
proficiency in writing a literature review pertinent to the topic the instructor has selected for the class (this
section will use the topic of ILP/independent living programs and issues for transitional/aging out youth in
the child welfare system). This paper builds on the discussion questions exercises (see above) that are
assigned and completed during the first half of the semester. The objective of this assignment is to teach
students how to interpret, analyze, summarize, and synthesize relevant literature for a research study. All
papers must utilize APA format and referencing/citation style.
Class Attendance and Participation – (40 points)
Students are expected to engage in class discussion and class activities throughout the semester. You will be
graded on the basis of attendance. You will not be marked down for excused absences, however, you must
notify the instructor in advance and an “excused absence” will be granted at the instructor’s discretion. For
example, illnesses and family emergencies are appropriate reasons for absences.
Course Policies
Flash Drive: You will be required to have a flash drive storage device for this course. If you do not
have a flash drive storage device, they are available at the Kennel Bookstore on campus. For
purposes of this course, 1 GB is more than satisfactory. Flash drives can also be purchased at many
retail stores in Fresno and surrounding areas. You will be required to store data and assignments on
your flash drive (not on university computers) and submit completed assignment to your instructor
electronically or by hardcopy throughout the semester. Also, the flash drive will also allow you to
print assignments from various campus locations or from your home computer when necessary.
Late Papers: An assignment or exam may be made up only if absence is due to extenuating
circumstances and at the instructor’s discretion. The student is responsible for notifying the
instructor regarding an absence and making arrangements to turn in the assignment.
Attendance & Participation: University, School, and Departmental policies require all students to
attend class. In order to receive full credit for your participation grade you must attend class
sessions, be prepared for discussions by completing the readings and any take-home tasks, and
actively participate in the in-class activities/discussions. Attendance will be taken at the
beginning of each class session. Your attendance grade will be based on the percentage of classes
you attend during the semester.
You may be eligible for an excused absence, at the instructor’s discretion, if you notify the instructor
prior to the class on the day of the absence. However, excused absences will only be granted for
reasonable or legitimate reasons (for example, illness or family emergencies).
Use of electronic devices (pagers, cell phones, etc.):To minimize class disruptions, please turn
these devices off during the class. If you are required to be “on-call,” please advise me at the
beginning of class, turn off the “audio,” and sit near the door, so you can exit with minimal
disruption to the class.
Web-sites frequently used
Formulating the research question
http://www.oneonta.edu/library/critical/INFOLIT/course/data/narrow.htm
Guide to Program Evaluation: http://www.mapnp.org/library/evaluatn/fnl_eval.htm
NASW Research Web Page
http://www.naswdc.org/research/default.asp
Needs Assessment Guide: http://hab.hrsa.gov/tools/assessment.htm
University of Minnesota Informed Consent Orientation, Social & Behavioral Sciences
http://www.research.umn.edu/consent
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the building across from Madden
Library (278-2811).
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community
adhere to principles of academic integrity and mutual respect while engaged in university work and
related activities. Students should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used by
the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor
or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments
that “I have done my own work and have neither given nor received unauthorized assistance
on this work.” For more information, refer to the Code of Academic Integrity – Honor Code,
APM 236, www.csufresno.edu/aps/apm/236.pdf.”
Computers: "At California State University, Fresno, computers and communications links to
remote resources are recognized as being integral to the education and research experience.
Every student is required to have his/her own computer or have other personal access to a
workstation (including a modem and a printer) with all the recommended software. The
minimum and recommended standards for the workstations and software, which may vary by
academic major, are updated periodically and are available from Information Technology
Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and
class assignments, students are presumed to have 24-hour access to a computer workstation and
the necessary communication links to the University's information resources."
Disruptive Classroom Behavior: “The classroom is a special environment in which students
and faculty come together to promote learning and growth. It is essential to this learning
environment that respect for the rights of others seeking to learn, respect for the
professionalism of the instructor, and the general goals of academic freedom are maintained. ...
Differences of viewpoint or concerns should be expressed in terms which are supportive of the
learning process, creating an environment in which students and faculty may learn to reason
with clarity and compassion, to share of themselves without losing their identities, and to
develop and understanding of the community in which they live . . . Student conduct which
disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or
removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who
have produced the material. The copy in this course has been provided for private study,
scholarship, or research. Other uses may require permission from the copyright holder. The
user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S.
Code). To help you familiarize yourself with copyright and fair use policies, the University
encourages you to visit its copyright web page:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf
For copyright Questions & Answers:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf
Digital Campus course web sites contains material protected by copyrights held by the
instructor, other individuals or institutions. Such material is used for educational purposes in
accord with copyright law and/or with permission given by the owners of the original
material. You may download one copy of the materials on any single computer for noncommercial, personal, or educational purposes only, provided that you (1) do not modify it,
(2) use it only for the duration of this course, and (3) include both this notice and any
copyright notice originally included with the material.
Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission
of the original copyright holder. The instructor assumes no responsibility for individuals
who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If
you are absent from class, it is your responsibility to check on announcements made while you
were absent.
COURSE SCHEDULE Social Work 260
WEEK/
TOPIC
Date
WEEK 1 What is empirical research?
Course overview; review of
8/23
syllabus; scientific inquiry;
Defining empirical research and
the use of empirical research:
empiricism in qualitative and
quantitative methods
WEEK 2 Purpose, Philosophy, and
Theory in Research
8/30
Theoretical Foundations of
Quantitative Research;
Evidence-based Practice
Literature, resources, &
reviews
On-line and library resources;
type of literature. Research
topics. Structure of proposals
and reports; types of research;
importance of prior research;
evaluating empirical research.
WEEK 3 LABOR DAY
9/6
WEEK 4 Ethics and Culturally
Competent Research Ethics in
9/13
Research & Institutional
Review Boards, Populations-atRisk; Culturally Competent
Research,
WEEK 5 Problem formulation
Identifying a research topic
appropriate to social work, e.g.
9/20
populations-at-risk ; articulating
a viable research
question; units of analysis
Conceptualization &
operationalization conceptual
vs. operational definitions;
relationship between variables;
variable indicators and
dimensions; when to use a
hypothesis
READING ASSIGNMENT
DUE DATES &
ACTIVITIES
Navigate through Blackboard
Read Rubin & Babbie, Chapter 1
Rubin & Babbie , Chapters 2 &
3, Appendix A
Montgomery, P., Donkoh, C., &
Underhill, K. (2006).
Independent living programs for
young people leaving the care
system. Children and Youth
Services Review, 28, 1435–1448
Demo: Library
resources & lit
searching;
Discussion of
Literature
Reviews
Due
Discussion
Question #1
on
Montgomery
et al. article*
(You must
complete 4
of the 5
discussion
No Class
Rubin & Babbie, Chapters 4 & 5 Due Discussion
Gil-Kashiwabara et al. (2007).
Question #2 Due
Improving transition outcomes
On GilKashiwabara et
for marginalized youth. Career
al. article*
development for exceptional
individuals, 30 (2), 80-91.
Rubin & Babbie Chapters 6 & 7
Due Discussion
Question #3 on
Lemon, K., Hines, A. M., &
Lemon et al.
Merdinger, J. (2005). From foster
article*
care to young adulthood:
The role of independent living
programs in supporting
successful transitions. Children
and Youth Services Review, 27,
251-270.
WEEK 6 Measurement
Measurement error; bias in
9/27
measurement, reliability &
validity, single and composite
measures
Rubin & Babbie, Chapters 8 &
9
Constructing measurement
instruments/evaluating
existing measures
Questionnaire construction &
format; scaling procedures;
constructing culturally
sensitive instruments
WEEK 7 Midterm Exam
10/4
Courtney, M. E. & Dworsky, A.
(2006). Early outcomes for
young adults transitioning from
out-of-home care in the USA.
Child and Family Social Work,
11, 209–219.
WEEK 8 Sampling/Survey Research
The logic of sampling;
10/11
sampling concepts and
terminology; sampling theory
and sampling distribution; nonprobability & probability
sampling
Read: Rubin & Babbie Chapter
14 & 15
WEEK 9 Causal inference and Group
Design, Part I
10/18
Causality; internal & external
validity; Experimental &
Correlation Designs, Crosssectional & longitudinal
studies
WEEK 10 Introduction to Data
Management and Statistical
10/25
Methods
Data Management and Coding
Frequencies and Graphing
WEEK 11 Using Single Systems Design
11/1
Measurement Issues,
Gathering Data, Types of
Designs; Baseline, Presenting
Findings
Rubin - SEBPE
Chapters 1-3
Due Discussion
Question #4 Due
on Courtney and
Dworsky article*
Due Discussion
Questions #5,
Rashid, et al. *
Read Rashid, S. (2004).
Evaluating a transitional living
program for homeless, former
foster care youth. Research on
Social Work Practice, 14, 240248.
Prepare for Lab Exercise #1 on
Data Management by
Constructing a Survey
Read: Rubin and Babbie
Chapters 10 & 11
Rubin-SEBPE, Chapters 4 & 5.
Appendix E
In-class, Group
Assignment:
Construct a
Survey (Lab
Exercise 1a)
(Also see Appendix G for
SPSS instructions for Week
10-Week 14 lab assignments)
Due Return
Completed
Surveys (Step
#A) for Exercise
#1 by October
22th.
Rubin & Babbie, Chapter 12
Rubin-SEBPE
Chapters 6, 7, & 19 (pp. 240241)
In-class Lab
Exercise #1 on
Data Management,
Due Lab
Exercises #1b,
Data
management;
Measures of Central
Tendency & Dispersion
Means, Medians, Modes,
Standard Deviations, Z-scores
WEEK 12 Inferential Statistics, Part 1
Rubin & Babbie Chapter 21
Hypothesis Testing, Parametric Rubin-SEBPE
11/8
and Non-Parametric Measures, Chapters 9, 10, & 12
(Features, Distinction, and
Uses), Null Hypothesis, Type I
& II Errors, Statistical
Significance, Sample Size
association
WEEK 13 Inferential Statistics, Part II
Statistical Power Analysis:
11/15
Selecting a Statistical Test
Meta-analysis
WEEK 14 Program Evaluation
Purposes of program
11/22
evaluation; types of program
evaluations; problems and
issues in program evaluation
Correlation and Relationship
Analysis;
Looking at Relationships
between two or more variables;
Correlation & Regression
Analysis
WEEK 15 Analyzing Existing Data
Secondary Analysis; Content
11/29
Analysis, Historical and
Comparative Analysis;
Introduction to Qualitative
Methods
Rubin & Babbie, Chapter 22
Rubin-SEBPE
Chapters 16
Rubin And Babbie Chapter 13
Rubin-SEBPE
Chapters 17 & 18
Rubin and Babbie Chapter
16
Rubin-SEBPE
Chapters 11 & 15
T-tests and ANOVA
Making comparisons of means
among two or more groups
Week 16 Review for Final Exam
12/6
WEEK 17 Take Home Final Exam Due
by 5 p.m.
12/15
Distribution of take-home
portion of final exam
In-class Lab
Exercise # 2
Frequencies
and Graphing
Due Lab
Exercise #2,
Frequencies and
Graphing
In class Lab
Exercise #3
Measures of
Central Tendency
Due Lab
Exercise #3
Measures of
Central
Tendency
In-class Lab
Exercises #5,
Chi-square
In-class Lab
Exercise #6
Correlations
Due Lab
Exercise # 4,
Measures of
Dispersion,
Confidence
Levels, and Chisquare
In-class Lab
Exercise #7
t-test/ANOVA
Due: Literature
Review
Note: During Weeks 10/18 – 12/15, we will work on statistical exercises in SPSS during class.
Assignments related to these in-class exercises (Lab Exercises 1-4) will be due the following week.
Statistical exercises on the last three topics covered (correlation, t-tests, and ANOVA) will be on the
take home final exam).