Department _Psychology
Course Number 300
AREAS OF INQUIRY
Course Name: Statistical Applications in
SocialScience Research
INFORMAL
AND
FORMAL
REASONING
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.
1.
1. Name and contact information for the department chair administrating this course.Dr.
Timothy R. Marshall, Chair, Psychology Department, tmarshal@cnu.edu, 594-7994
2.
2. In any given semester, how many sections of this course is your department willing to
offer? Three sections.
3.
3.
Why is this course being offered/what is it designed to achieve (Course
purpose/goal)?
PSYC 300: Statistical Applications in Social Science Research: Students who take this course will gain
the ability to analyze a research situation so that the proper statistical procedures can be selected and
applied to the data by understanding the basic theory that underlies those procedures. Students will also
gain the confidence and skill to perform the necessary statistical calculations to complete those
procedures, using both manual and computer techniques where appropriate. Finally, students will learn to
interpret the results of the calculations in terms of the data or problem at hand.
4.
Check at least three objectives below that the course will address. 
Demonstrate competence in the evaluative strategies of inductive and/or deductive reasoning 
Distinguish between formal and informal methods of reasoning and apply each to solve a problem
 Compare various methodologies of proof � Critique a fallacious argument  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
2.
5.
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.
6. Course Assessment: Identify how this course will accomplish the above objectives
(choose at least one).
Participating in class discussion and debate
 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
 Other means – please identify: Completing examinations that require students to
determine the appropriate statistical analyses for a set of data, performing those
analyses correctly, and providing accurate interpretations of the results of those
calculations.
7.
Attach a proposed syllabus, which includes a statement of purpose, course
objectives, and how these objectives will be accomplished.
See attached.
2.
8. Please identify and explain if this course contributes to the Foundations of Liberal
Learning expectations for:
� Oral Communication Literacy: Students are expected to periodically explain
calculations or present them to class by performing them and explaining them at the board.
Thus, students will gain experience communicating about the process and interpretation of
statistical analyses.
� Information Literacy: Students will learn to be critical consumers of information on
social behavior in that they will learn to question that statistical reliability of information on
social behavior (as stated above, students will learn to distinguish between formal and informal
reasoning about social behavior).
� Writing Literacy: Students will be required to provide written explanations of
statistical results. Thus, they 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.
8. Explain how this course connects to Vision 2010 – the CNU Strategic Plan
This course connects to the Vision 2010 Priority I, A Vital Curriculum, specifically with respect to Goal B,
Strategies 1 and 2, which focus on the vibrant and changing nature of knowledge and developing analytical
and integrative thinking in students. This course will enable students to understand how to analyze social
behavior in systematic, quantitative ways. This process will enable students to be more critically analytical
of information on human behavior. This course also connects to the Vision 2010 Priority II, A Culture of
Student Learning and Engagement, specifically with respect to Goal E, Strategy 2, which is to prepare
learned, disciplined and skilled graduates to meet the rapidly changing challenges of a professional life. By
providing students an understanding of the multiple ways that human behavior can be statistically analyzed,
the skills to perform these analyses, and the various interpretations and conclusions that can be drawn from
such analyses, students will have skills that are valued by many employers and the ability to apply these
skills in diverse situations.
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.
_____ Area of Inquiry Course Proposal Form
_____ Syllabus for the Course
__n/a___ Undergraduate Curriculum Committee Course Proposal Form
Statistical Applications in Social Science Research PSY 300 (3 hrs)
PREREQUISITES
This course requires that the student has successfully completed either PSY 201 or 210,and the student has
completed MATH 125 or an equivalent statistics course. I will assume that the student has a fundamental
understanding of the language of Psychological science. There will be no preassessment of students=
abilities.
COURSE DESCRIPTION
An introduction to elementary statistical usage including descriptive statistics, probability, inferential
statistics, correlation and regression, and distribution-free techniques.
STATEMENT ON ACADEMIC INTEGRITY
Students at Christopher Newport University are expected to be scrupulously honest. Dishonesty such as
cheating or plagiarism, or furnishing false information, including forgery, alteration or misuse of
university documents, records or identification, will be regarded as a serious offense subject to severe
penalty, including, but not limited to loss of credit and dismissal from the university. See the 2004-2005
CNU Student Handbook for specific information regarding the academic Honor Code at Christopher
Newport University. Copies of the Student Handbook are available in the Office of Student Life. This
information is also available on the CNU web site.
The reputation and credibility of an institution of higher education requires the commitment of every
member of the community to uphold and to protect its academic and social integrity. As such, all
members of the Christopher Newport University community agree to the following:
"On my honor, I will maintain the highest possible standards of honesty, integrity and personal
responsibility. That means I will not lie, cheat, or steal and as a member of this academic
community, I am committed to creating an environment of respect and mutual trust."
Under the Honor Code of Christopher Newport University, all members of the University community
are expected to demonstrate honesty and integrity in their conduct. Intentional acts of lying, stealing or
cheating are violations of the Code that will result in sanctioning. Each member of the University
community is responsible for upholding and enforcing the Honor Code. The system cannot function
unless each member of the University community takes actions when he or she believes that any person
may have violated the Honor System
Students are responsible for understanding the meaning of academic integrity and the Honor Code.
Failure to meet this responsibility will in no way lessen any penalties earned by the dishonest student .
COURSE TOPICS
What=s in a number? The nature of the Scientific Enterprise Visual representations of
data Central Tendency Variability The Normal Distribution Probability and randomness
The theory behind inferential statistics Simple inference: The z-test and the One-sample ttest. Testing for a difference between the means Analysis of Variance: Single-Factor
Between-Subjects ANOVA Analysis of Variance: Two-Factor Between-Subjects
ANOVA Analysis of Variance: Single-Factor Within-Subjects ANOVA Correlation and
coefficients of determination The predictive value of correlation: Regression
Nonparametric Statistical Tests
INSTRUCTIONAL METHODS AND MATERIALS
Instruction for this course will consist of classroom discussion and group activities and independent
research. We will use A/V materials, the required text, and selected handouts. Software will include SPSS
provided in the computer labs. Students will participate in group and individual assignments and participate
in explaining and discussing the analyses for various sets of data.
Kiess, H. O. (2002). Statistical Concepts for the Behavioral Sciences (3rd ed.). Boston: Allyn & Bacon.
Evaluation
The student=s grade in PSY 300 will be determined by performance on daily quizzes, work on problem
sets, and tests. NOTE: Tests will be cumulative such that the final test will serve as a comprehensive final
exam.
Course Grading
1.
1. Daily Quizzes 100 points Each quiz will be worth 10 points; I will count the top 10 scores
2.
2. Group and individual Problem sets (2)100 points Each problem set will include SPSS problems
and reporting results in the APA style. Each set will be worth 50 points.
3. Tests
4 tests will be given worth 100 points each
400 points
TOTAL=
600 Points
Course Grading Scale
A 555 - 600 points
A-537 - 554 points
B+ 519 - 536 points
B 495 - 518 points
B-477 - 494 points
C+ 459 - 476 points
(92.5% - 100%)
(89.5% - 92.3%)
(86.5% - 89.3%)
(82.5% - 86.3%)
(79.5% - 82.3 %)
(76.5% - 79.3%)
C 435 - 458 points
C-417 - 434 points
D+ 399 - 416 points
D 375 - 398 points
D-357 - 374 points
F 0 - 356 points
(72.5% - 76.3%)
(69.5% - 72.3%)
(66.5% - 69.3%)
(62.5% - 66.3%)
(59.5% - 62.3%)
(0.00% - 59.4%)
OTHER COURSE INFORMATION
A) CONTACTING THE INSTRUCTOR:
Students wishing to contact me in regards to this course or any other matter may do so in a variety of ways:
� Office: 206 Wingfield Hall, office hours M-Th 2:00 - 3:00 PM (other times are available by
appointment).
� Phone: 594-7927, or a message may be left with the Psychology Office at 594-7094. In case of an
academic
emergency, please call my home line at 591-2401. � e-mail: avelkey@cnu.edu. Please include
APSY 300" in your subject line.
B) NOTE ON ACCOMMODATIONS: ANY STUDENT WHO NEEDS AN ACCOMMODATION
BASED ON A DISABILITY SHOULD MAKE AN APPOINTMENT TO DISCUSS SPECIFIC NEEDS.
IN ORDER TO RECEIVE ACCOMMODATION, YOUR DISABILITY MUST BE ON RECORD IN
THE OFFICE OF ACADEMIC ADVISING (Room 125 in the Administration Building, phone number:
594-7047)
D) CLASSROOM BEHAVIOR: Class is on Monday, Tuesday, Wednesday, & Thursday mornings
from 8:00 AM to 10:15 AM. Students should arrive at class on time and prepared for discussion at the
beginning of the period. Any student arriving after 8:00 AM will be considered tardy. I find tardiness to be
extremely disruptive to the learning process and disrespectful to the community of scholars. To provide a
disincentive for tardiness, I will deduct 25 POINTS for any episode of unexcused tardiness. Furthermore,
any student with more than 2 unexcused absences will automatically receive a grade of AF@ for the
course.
E) PERSONAL ELECTRONIC DEVICES: With the advent of the hyperconnected world, many people
now have various electronic devices including PDA=s, cell phones, and pagers. I would ask that you set
such devices to their Asilent@ or Aoff@ positions for our class meetings. If you are expecting an
extremely important communication (via pager or cell phone) during our class meeting, please inform me
before class. Please do not call attention to yourself by failing to silence your pager or cell phone.
DUE TO THE DYNAMIC NATURE OF THIS CLASS AND THE TOPICS ADDRESSED (AS WELL AS OTHER
UNFORSEEN EVENTS), THE SCHEDULE AND PROCEDURES OF THIS COURSE AS OUTLINED IN THIS
DOCUMENT ARE SUBJECT TO CHANGE IN THE EVENT OF EXTENUATING CIRCUMSTANCES.
COURSE CALENDAR -REVISED
Date
TOPIC
Chapter
5/9
Introduction to Statistics
1
5/10
Scientific Research: The nature of the Scientific Enterprise
2
5/11
Describing Data: Frequency Distributions and Graphs
3
5/12
Central Tendency
4
5/16
Variability
5
5/17
Ch. 1-5
Test 1
5/18
The Normal Distribution & Standard Scores
6
5/19
Statistical Inference and Estimation
7
5/23
Statistical Hypothesis Testing: The z-test and the One-sample t-test
8
5/24
Testing for a difference between means
9
5/25
Ch. 6-9
Test 2
5/26
One-Factor Between-Subjects Analysis of Variance
5/30
Memorial Day - No Class
5/31
Two-Factor Between-Subjects Analysis of Variance
11
6/1
One-Factor Within-Subjects Analysis of Variance
12
6/2
note
10
problem
set 1 due
Ch. 10-12
Test 3
6/6
Correlation
13
6/7
Regression and Prediction
14
6/8
Nonparametric Statistical Tests
15
problem
set 2 due
6/9
Test 4
Ch. 13-15