UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
……………20.5.2015………………………….(date)
MODULE SPECIFICATION
1.
Title of the module
How to Win Arguments with Numbers (SO746)
2.
School or partner institution which will be responsible for management of the module
SSPSSR
3.
Start date of the module
Spring 2017
4.
The number of students expected to take the module
30 students
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None.
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I level
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
Pre-requisite:
 SO410 An introduction to Quantitative Social Research,
OR
 () A Short Introduction to Quantitative Social Research (summer school)(subject to
approval)
OR
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an equivalent introduction to quantitative research (to the level of basic (OLS)
regression).
10. The programmes of study to which the module contributes
BSc Statistical Social Research
The following Minors in Quantitative Research:
- BA Sociology with Quantitative Research
- BA Social Policy with Quantitative Research
- BA Criminology with Quantitative Research
- BA Politics & International Relations with Quantitative Research
- BBA Business Administration with Business Analytics (subject to approval)
Also available as a wild module to those that can satisfy the prerequisites above.
11. The intended subject specific learning outcomes
On successfully completing the module students will be able to:
11.1 Demonstrate ability to make persuasive arguments using quantitative research, and to
critically assess the arguments made by others in the course of social life;
11.2 Demonstrate skills in understanding how to choose and interpret research results, and
to assess the quality and strength of both quantitative and qualitative research;
11.3 persuasively communicate research results, using empirical research results, both
orally, written and through use of images and visualisation across disciplines and
audiences;
11.4 Demonstrate basic data visualisation skills in communicating quantitative research
11.5 critique how research results are presented in public debates and in academic
research;
12. The intended generic learning outcomes
On successful completion of this module, students will be able to:
12.1 Demonstrate a basic ability to use, analyse and present advanced quantitative data;
12.2 Understand the strengths and weaknesses of advanced quantitative methods of causal
analysis, and apply sound judgement in real-world scenarios;
12.3 organise information clearly and persuasively communicate research in oral and written
form to a range of audiences;
12.4 create visualisations and presentation of complex data by use of software;
12.5 Ability to work in a group and to produce clear communication of research results as a
team.
13. A synopsis of the curriculum
This module aims to develop students’ skills in actively engaging with, critically assessing
and communicating quantitative and quantitative research to a range of different audiences
both within and outside of the realms of academia. Students will actively develop skills in
explaining and visualising research and will also reflect on the challenges in communicating
research and also on how research is used in practice and policy.
 The first part of the module will focus on giving students the basic understanding of
how and when to make use of a range of data visualisation tools, how to construct
arguments both in writing and orally as well as how to assess how others
communicate and carry out research.
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The second part of the module will focus on applying these skills by creating both a
group presentation and an individual report where students make use of the skills
learnt in the first part.
Students will develop these skills by working in groups where they are asked to use
quantitative data and to communicate results to either (i) teaching A-level students,
(ii) setting up a public event, or (iii) producing a short TV/radio feature using
secondary data for substantive topics on e.g. single parenthood. This means that
part of the module will include engaging with a range of audiences to shape relevant
projects focusing on topics that are important to the particular audience students are
working with. The latter meaning that students will apply their acquired skills in
interpreting and choosing data for then to apply them and present them in a
persuasive manner.
14. Indicative Reading List
Buroway, M (2004/2005), ‘For public sociology [2004 American Sociological Association
Presidential Address]’. British Journal of Sociology, 56(2):259-294. DOI: 10.1111/j.14684446.2005.00059.x.
Cleveland, William S. 1993. Visualizing Data, Hobart Press, Summit, NJ.
Few S. 2009. Now You See It: Simple Visualization Techniques for Quantitative
Analysis. Oakland, CA: Analytics
Few S. 2012. Show Me the Numbers: Designing Tables and Graphs to Enlighten.
Burlingame, CA: Analytics. 2nd ed.
Healy, K. and Moody, J. (2014). Data visualization in Sociology’, Annual Review of
Sociology, 40: 105–128.
Oreskes, N. (2004) 'Science and Public Policy: What’s Proof Got to Do with It?'
Environmental Science & Policy 7:369-83.
Tufte, Edward. 2001. The Visual Display of Quantitative Information, 2nd edition,
Graphics Press, Cheshire, CT. (First edition 1983)
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
Contact hours: the course will be delivered over 11 weeks, with students receiving at least
two hours of contact time per week. While the format of the contact time will vary
depending on the topic and also the stage of their group and individual work, it will typically
consist of either a 1-hour lecture + 1-hour seminar, or trip/trips to gather, engage and
present data to the community. Trips may vary slightly in length but will typically be of
around 2 hours duration.
Study hours: beyond contact time (22 hours), students will be expected to do 128 hours of
independent study (approximately 10-11 hours per week) to meet the total 150 hours of
study expected for a 15-credit module. This will include preparatory and follow up reading
and research for lectures and seminars as well as work on their group and individual
assessment. The latter includes gathering data, working and liaising with audiences and
gauging what is important to these groups as well as travels to present data.
Lectures
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Independent
reading & research
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UNIVERSITY OF KENT
11.4
11.5
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12.3
12.4
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16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
The module is assessed through 100% coursework, comprising of the following:
i.
Class participation (10%). Students will be assessed on their participation in class,
focusing in particular on and doing (and putting the requisite effort into) formative
assignments, including a worksheet on each of the advanced statistical methods
taught in the course. (Seminar leaders will keep a week-by-week record of students’
preparation and contributions, based on instructions provided by the module
convenor). This will NOT assess students simply on the basis of their attendance,
and will follow similar principles to the equivalent assessment in the prerequisite
course, ‘An Introduction to Quantitative Social Research’. This component will
assess learning outcomes 11.1-11.5 and 12.1-12.5.
ii.
Explaining an advanced method in a non-technical way – group presentation (40%).
Students will be assigned to small groups, each of which is assigned to create a
project using quantitative data and methods. In this project the students will liaise
with relevant audiences to set up an event in which they present their results in a
persuasive manner to a non-academic audience. This will involve students
organising and setting up an event which can be a public event, in-class
presentations to A-level students, or a (potential) TV/Radio audience. This means
that they will need to work with staff within and beyond the University to shape a
project that fits with its audience interest, and use skills acquired to present these in
an engaging and persuasive way. Students will be assessed on their ability to
understand principles of data visualisation, how to present data in a convincing
manner, as well as how to interpret and choose appropriate secondary data. A
detailed marking grid will be used to ensure consistency across the different settings
for presentations. This component will assess learning outcomes 11.1-11.5 and
12.1-12.5.
iii.
Personal Report (50%). Students will write a 2500 word report presenting the case
in favour of a particular argument/research finding, and will by use of tools taught on
the module on how to present, structure and create persuasive arguments write a
report. The report will be assessed on the ability to choose and interpret quantitative
data, whether they are able to make use of the tools convincingly, as well as on how
persuasive the argument is. This will make use of data visualisation and
presentation techniques covered in the module to help convey a persuasive
argument. Students will be assessed on their ability to understand principles of data
visualisation, how to present data in a convincing manner, as well as how to
interpret and choose appropriate data. This component will assess learning
outcomes 11.1-11.5 and 12.1-12.4.
17. Implications for learning resources, including staff, library, IT and space
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This module is part of the Kent Q-Step Centre, which is part-funded by the University and
part-funded by the Nuffield Foundation, ESRC and Hefce. The initial Q-Step bid was
approved by Executive Group and ongoing scrutiny is provided by the Q-Step Management
Group; there are no further implications for learning resources beyond those that have
already been allocated to Q-Step.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the University’s
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury.
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