Instructor Background:

Jeanette Shutay has a M.A. in Developmental Psychology= and a Ph.D. in Research Methodology with a minor in Statistics. Jeanette teaches research methods = and statistics at the graduate level and consults in the areas of assessment, e= ducation, program evaluation, and general research and data analysis.

Course Description:

This course intends to develop the student’s abi= lity to understand and utilize applied research techniques in psychology setting= s. Topics covered include developing research and null hypotheses, quantitative and qualitative research methods and designs, sampling techniques, data collection strategies, reliability and validity and the concept of hypothes= is testing. Students will acquir= e the necessary skills and knowledge to develop their own research proposals as w= ell as apply this knowledge to the demands of their professional responsibiliti= es.

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Prerequisites= : None

Textbook:

American Psychological Association (2010). Publication Manual of the American Psychological Association (6^th ed.). Washington, DC: American Psychological Association.

Cook, T. D. & Campbell, D. T. (1979). Quasi-Experimentation: Design & An= alysis Issues for Field Settings. Geneva, IL: Houghton Mifflin Company.

Leong, F. T. & Austin, J. T. (2006). The Psychology Research Handbook: A gu= ide for graduate students and research assistants (2^nd ed.). Sage Publications, Inc.

Supplemental = reading materials will be provided in class such as journal articles selected from = APA journals.

Learning Outcomes/Competencies:

COMPETENCY

PERFORMANCE STANDARDS

ASSESSMENT TOOLS

1. Module 1. The student will demonstrate an underst= anding and working knowledge of psychology research paradigms and designs with a particular focus on quantitative research.

1.1 Cognitive (Analysis)= : A score of 80% or better on exams.

1.2 Cognitive (Evaluatio= n): A score of 80% or better on the research proposal.

1.3 Cognitive (Evaluatio= n): Through completion of homework assignments.

1.3 Affective (Receiving): Through regular class attendance, in-class exercises and cla= ss discussions students will demonstrate a willingness to engage with the subject matter of the course.

Formal & formative h= omework assignments

Informal observation

Formal & formative exams

Formal & formative research proposal (authentic assessment)

2. Module 2. The student= will demonstrate an ability to select and use sampling techniques that are appropriate in psychology research.

2.1 Cognitive (Analysis)= : A score of 80% or better on exams.

2.2 Cognitive (Evaluatio= n): A score of 80% or better on the research proposal.

2.3 Cognitive (Evaluatio= n): Through completion of homework assignments.

2.4 Affective (Receiving): Through regular class attendance, in-class exercises and cla= ss discussions students will demonstrate a willingness to engage with the subject matter of the course.

Formal & formative h= omework assignments

Informal observation

Formal & formative exams

Formal & formative research proposal (authentic assessment)

3. Module 3. The student will demonstrate an understanding and working knowl= edge of assessment with regard to reliability, validity, limitations and implications

3.1 Cognitive (Application & Analysis): A sco= re of 80% or better on group assignments and homework assignments will demonstr= ate an ability to meet the third competency objective.

3.1 Affective (Receiving): Through regular c= lass attendance, in-class exercises and class discussions students will demonstrate a willingness to engage with the subject matter of the course= .

Informal & formative= group assignments

&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Formal & formative homework assignments

Informal observation

4. Module 4. The student will demonstrate an ability to select the appropria= te instrumentation to measure research variables and understand how to test research hypotheses.

4.1 Cognitive (Analysis): A score of 80% or better on exams.

4.2 Cognitive (Evaluation): A score of 80% or better on the research proposal= .

4.3 Cognitive (Evaluation): Through completion of homework assignments.

4.1 Affective (Receiving): Through regular class attendance, in-class exercis= es and class discussions students will demonstrate a willingness to engage w= ith the subject matter of the course.

Formal & formative h= omework assignments

Informal observation

Formal & formative e= xams

Formal & formative r= esearch proposal (authentic assessment)

Grading will be according to the following point sc= ale:

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A 92-100 A- 90-91 B+ 88-89 B 82-87 B- 80-81 C+ 78-79

C 72-77 C- 70-71 D+ 68-69 D 62-67 D- 60-61 F 59 and below

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Assessment of Achievement:

Preparation = of a Research Proposal &= nbsp; 30 %

Homework Ass= ignments = &= nbsp; &nbs= p; 20 %

Exams &nb= sp; = &nb= sp; = &= nbsp; 30 %

Article crit= ique &= nbsp; &nbs= p; &= nbsp; &nbs= p; 20%

Total Grade<= span style=3D'mso-tab-count:5'> &= nbsp; &nbs= p; &= nbsp; &nbs= p; 100 %

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Research Proposal Outline:

Introduction
Literature Review
Methods

§= Participant selection=

§= Instrumentation

§= Procedure

§= Variables in study

§= Research design

§= Data analysis

§= Ethics

Please note that all assignments are due on the days specified. All written assignments are to be typed, double-spaced, in appropriate grammar/sentence structure and follow with APA conventions.

Tentative Calendar:

Week One Part 1: Research Planning &= nbsp; &= nbsp; &nbs= p; Leong & Austin

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Week Two Part 1: Res= earch Planning continued &= nbsp; &nbs= p; Leong & Austin

&= nbsp; &nbs= p; Chapters 1 and 2 = &= nbsp; &nbs= p; &= nbsp; &nbs= p; Cook & Campbell

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Week Three Chapter 3 = &nb= sp; = &nb= sp; = Cook & Campbell

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Week Four Exam 1=

&= nbsp; &nbs= p; Part II: Design, Instrument Selection &nbs= p; &= nbsp; &nbs= p; Leong & Austin

&= nbsp; &nbs= p; or Development & Sampling

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Week Five Part II: De= sign, Instrument Selection = ; &n= bsp; Leong & Austin

&= nbsp; &nbs= p; Or Development & Sampling continued &= nbsp;

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Week Six = ; Exam 2

&= nbsp; &nbs= p; Part III: Data Collection &= nbsp; &nbs= p; &= nbsp; Le= ong & Austin

&= nbsp; &nbs= p; Group Article Critique Due

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Week Seven &nb= sp; Part III: Data Collection continued &= nbsp; &nbs= p; Leong & Austin

&= nbsp; &nbs= p; Research Proposals Due

&= nbsp; &nbs= p; Course Evaluation

&= nbsp; &nbs= p;

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&= nbsp; &nbs= p;

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Resear= ch Proposal Grading Rubric:

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Crit= eria	Weight	Rubric	Points
Sources= *	15%	Seven o= r more sources cited from academic or professional journals (An APA journal arti= cle, etc.)	5
Six sou= rces cited from academic or professional journals.	4
Five so= urces cited from academic or professional journals.	3
Four so= urces cited from academic or professional journals.	2
Three s= ources cited from academic or professional journals.	1
Grammar=	10%	Less th= an 1% based on number of errors/word count.	5
Less th= an 2% based on number of errors/word count.	4
Less th= an 3% based on number of errors/word count.	3
Less th= an 4% based on number of errors/word count.	2
Less th= an 5% based on number of errors/word count.	1
Format<= o:p>	10%	APA (5t= h ed.) is completely followed.	5
APA (5t= h ed.) is almost completely followed (1 or 2 deviations).	4
APA (5t= h ed.) is mostly followed.	3
APA (5t= h ed.) is somewhat followed.	2
Very li= ttle adherence to APA (5th ed.) guidelines.	1
Methods=	65%	The res= earch questions are clear and concise, population of interest is clearly define= d, the participants are described in sufficient detail, all instruments are clearly identified and discussed (i.e. reliability, validity, norming, purpose), procedures are clearly outlined and described, research design = is sufficiently described and supported, data analysis tools are sufficiently described AND all of these sections are appropriate for the research questions.	5
The sam= e as above except sufficient detail is lacking.	4
Suffici= ent detail is provided, but the instruments, design OR data analysis tools are not appropriate.	3
Suffici= ent detail is not provided AND either the instruments, design OR data analysis tools are not appropriate.	2
There a= re several incorrect choices made with regard to the instruments, design and= /or data analysis tools.	1

*This pertains to the sources cited in the Literature Review.
Format for Written Assignments/Citation Guidelines: The professional communities of psychology and education have adopted the stand= ards delineated in the Publication Manual of the American Psychological Association. <= /b> The current work - the fifth editio= n, 2001 - is available in the bookstore and the library.

Statement Regarding Plagiarism: If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized= or been involved in another form of academic dishonesty, the instructor or oth= er personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. = The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

PLEASE NOTE: Calumet Colleg= e of Saint Joseph subscribes to Turnitin.com and all papers can and may be submi= tted for checks on plagiarism from the Internet/electronic sources/databases.=

Withdrawal Policy: After the last day for class changes has passed (see College calendar), students may withdraw from a cou= rse in which they are registered with permission from the faculty member conduc= ting the course. A written request detailing the reason(s) for the withdrawal mu= st be filed with the Registrar. Written request for withdrawal must be receive= d by the Registrar by the last day of classes prior to the final examination dat= es specified in the catalogue. Written requests may be mailed to the Registrar= or faxed to the College fax number 219-473-4259. Students are to make note of = the refund schedule when withdrawing from courses. The request is forwarded to = the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students s= hould consult the DCD Student Handbook for information on DCD withdrawals.

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" gra= de for the course (see Refund Schedule).

*CCSJ seeks to ensure that= its programs are accessible to all persons.&nb= sp; Students in need of special assistance or an accommodation regarding= any of the course requirements as outlined in this syllabus, the course objecti= ves and/or course evaluation and assessment criteria, are advised to notify me within the first two weeks. W= e will meet privately to discuss a resolution to your issue, which may or may not include an appropriate referral (e.g., Academic Counseling, Office Student Affairs, etc.). Confidentiali= ty will be maintained regarding your special needs.