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Instructor
The instructor is Dr. Todd Haskell. There are
three ways you can reach him outside of
class time.
360-650-2720 (voice only)
Visit AI 486
M 3-4
W 10-11
Th 2-3
or by appointment
TAs
Kamran Hughes
AI 493
M 10-11
Tu 10:30-11:30
Th 10:30-11:30
Jordan Romager
AI 493
M 1-2
Tu 12:30-1:30
W 1-2
The TAs will also hold office hours.
Textbook
You will need access to the APA Publication
Manual (6th edition), which you hopefully still have
from PSY 301.
Although it is not required, your stats textbook
from PSY 301 or PSY 302 is useful as a
reference.
Canvas
Many aspects of this course are online
• Lecture slides
• Study materials
• Assignment descriptions
• Submitting homework and papers
• Grades
We will use Canvas for this. It is available at
https://wwu.instructure.com.
Announcements
From time to time, I will need to convey
important information to the class outside of
class time. I use the Announcements feature in
Canvas to do this. If I need to reach individual
students, I will use the messaging feature in
Canvas.
You can change the settings in Canvas to
control whether you will be notified of such
announcements and messages, and where they
will be sent (e-mail, text message, etc.). Make
sure you send them someplace where you will
see them.
Goals for the course
By the end of this course, you should improve
your ability to …
Analyze and
interpret the
results Design and
implement an
experiment
Communicate
what you did in
written and oral
forms
Work
collaboratively
to complete a
project
Goals for the course
design and implement
theoretically based
and methodologically
sound research
projects
demonstrate knowledge of
psychological theory across a
broad range of content areas
communicate
effectively
recognize that you are a
product of and participant in
a dynamic sociocultural system
that includes similarities and
differences with others
recognize applicability of
psychological theories and
principles in real world settings
view their education in
psychology as relevant to their
lives post-graduation
Psych Major Goals This Class
Analyze and
interpret the
results
Design and
implement an
experiment
This class connects with 4 of the 8 goals for the
psychology major.
evaluate data and
draw appropriate
conclusions
demonstrate critical
thinking
Communicate
what you did in
written and oral
forms
Goals for the course
Broader Goals This Class
This class also connects with some broader goals
for a liberal arts education in psychology
Refine project
management skills
(APA goal 5.3)
Work
collaboratively
to complete a
project
Work collaboratively
and manage projects
to effective completion
(WWU gen ed
competencies)
Enhance teamwork
capacity
(APA goal 5.4)
Teamwork and
problem solving
(LEAP essential
learning outcomes)
Learning activities
Lecture
Activities and worksheets
Homework assignments
There are several ways you will work
toward these goals
Group research project
Assessment
Quizzes
And there are several ways that your
progress toward those goals will be assessed
Formative Assessment
Project Checkpoints
Mid-term Peer Evaluations
Assessment
Final Exam
And there are several ways that your final
level of mastery will be assessed
Summative Assessment
Homeworks
End-of-term Peer Evaluations
Research Report Research Presentation
About retakes
So… “if at first you don’t succeed, try, try
again”
The goals for the class are broken down
into 20 separate topics (called “skills”).
Most topics are cumulative – success with
later topics requires mastery of earlier
topics.
About retakes
Try 1
In-class quiz
Try 2
Retake during office
hours
Try 3
Review with instructor
and retake again
• Each quiz covers 1-4 skills.
• You need to pass each skill to pass the
class.
• You get three tries to earn a passing
score for each skill.
• Scores from each attempt are
averaged.
You cannot fail this if you
try and end up struggling.
You can only fail by giving
up.
Assessment
Here’s how the different types of assessments
will be weighted when calculating your
course grade
Quizzes 20%
Final exam 20%
Homeworks 20%
Final paper 20%
Presentation 10%
Peer evaluations
10%
Project checkpoints and mid-term peer evaluations
are for feedback only and do not influence grades
Assessment
Scores on all these assessments will be
combined to give you an overall percentage
score for the course. Here are the scores you
need to exceed in order to earn a given
letter grade. For example, to earn a C+,
your score needs to exceed 76%.
D- 60%
D- 63%
D+ 66%
C- 70%
C 73%
C+ 76%
B- 80%
B 83%
B+ 86%
A- 90%
A 93%
Other sources of information
This is not a complete description of this
course. There are several documents
posted on Canvas that supplement this
one:
A class schedule
A set of course policies
Detailed descriptions of each assignment
Make sure you read those documents. You
are responsible for what is in them.
PSY 303 - Research Methods and Statistical Analysis: Experimental Approaches Prof. Todd Haskell
Class Schedule - Fall 2017
Quiz dates and due dates for assignments will be as listed here unless the instructor notifies the class
otherwise. Unless stated otherwise, all assignments are due by 5 pm on the indicated due date.
Week Day Topic Specific Skills
1 Wed
9/27
Introductory Class
Fri
9/29
Working in groups
1.a “Develop a plan for completing a complex
team project, including articulating
expectations, spelling out group processes, and
determining a division of responsibilities”
1.b “Constructively critique the performance of
fellow team members”
2 Mon
10/2
Working in groups (cont.)
Worksheet: 1.a, 1.b
Wed
10/4
Variables and factorial designs
Quiz: 1.a, 1.b
Worksheet: 2.a
2.a “Describe the design of an experiment,
including independent and dependent variables,
levels of independent variables, within/between
subjects, subject/manipulated”
Fri
10/6
Operational definitions and
construct validity
Worksheet: 2.b
2.b “Choose an appropriate means for
measuring a theoretical construct of interest”
2.d “Critique the design of an experiment,
including identifying issues with construct,
internal and external validity, and explaining
why they are a problem in that experiment”
3 Mon
10/9
Internal and external validity
Worksheet: 2.c, 2.d
2.c “Distinguish between correlation and
causation and identify when it is important to
show causation”
2.d “Critique the design of an experiment,
including identifying issues with construct,
internal and external validity, and explaining
why they are a problem in that experiment”
Wed
10/11
Main effects and interactions:
Identifying and describing
Quiz: 2.a, 2.b, 2.c, 2.d
Project Checkpoint 1 (Group
contract) due
4.a “Produce a well-organized graph to depict
the result of an experiment with a factorial
design”
4.b “Describe the results of an experiment in
words”
Fri
10/13
Main effects and interactions:
Identifying and describing (cont.)
Worksheet: 4.a, 4.b
4 Mon
10/16
Main effects and interactions:
Predicting
Worksheet: 2.e
2.e “Describe the predicted outcome for an
experiment according to a particular theory”
Wed
10/18
Experimental design
Worksheet: 2.f
2.f “Choose an appropriate experiment design
for addressing a given research question”
Fri
10/20
Project work day
Quiz: 4.a, 4.b, 2.e, 2.f
Homework 1 (Experimental
Design) due
5 Mon
10/23
Measurement error and hypothesis
testing
3.a “Explain what it means to say that an effect
is statistically significant”
Wed
10/25
Measurement error and hypothesis
testing (cont.)
Worksheet: 3.a
Project Checkpoint 2
(Proposal) due
Fri
10/27
Project work day
Quiz: 3.a
6 Mon
10/30
Between-subjects ANOVA
Mid-term peer evaluations due
3.b “Carry out a one-way or two-way ANOVA
for a between-subjects design”
Wed
11/1
Between-subjects ANOVA (cont.)
Worksheet: 3.b
Project Checkpoint 3 (Method)
due
MEET IN COMPUTER LAB
Fri
11/3
Within-subjects ANOVA
Worksheet: 3.c
MEET IN COMPUTER LAB
3.c “Carry out a one-way or two-way ANOVA
for a within-subjects or mixed design”
7 Mon
11/6
Project work day
Quiz: 3.b, 3.c
Worksheet: 3.d, 3.e
MEET IN COMPUTER LAB
3.d “Choose the appropriate statistical test(s)
for a given experiment”
3.e “Explain how changes to the parameters of
a test will affect the result of that test”
Wed
11/8
Follow-up tests
Worksheet: 3.f
3.f “Carry out post-hoc tests and tests of simple
effects”
Fri
11/10 NO CLASS – VETERANS DAY
8 Mon
11/13
Interpreting ANOVA output
Quiz: 3.d, 3.e, 3.f
Worksheet: 3.g
3.g “Use statistical output to answer a research
question”
Wed
11/15
Identifying limitations
Worksheet: 3.h
3.h “Consider possible limitations when
interpreting data, including identifying
ceiling/floor effects and examining effect size”
Fri
11/17
Project work day
Quiz: 3.g, 3.h
9 Mon
11/20
Doing PowerPoint presentations
Homework 2 (Data Analysis)
due
Worksheet: 4.c
4.c “Create a well-designed PowerPoint
presentation”
Wed
11/22 NO CLASS – THANKSGIVING
BREAK
Fri
11/24 NO CLASS – THANKSGIVING
BREAK
10 Mon
11/27
Writing a results section
Worksheet: 4.d
4.d “Produce high-quality written work that
reflects both disciplinary conventions (i.e.,
APA style) and principles of good writing”
Wed
11/29
Writing an introduction and
discussion, project work day
Quiz: 4.c, 4.d
Project Checkpoint 4 (Results)
due
4.d “Produce high-quality written work that
reflects both disciplinary conventions (i.e.,
APA style) and principles of good writing”
Fri
12/1
Project work day
11 Mon
12/4 Project Presentations
Wed
12/6 Project Presentations
Fri
12/8
Review & Evaluations
Project Final Paper due
End-of-term peer evaluations
due
12 Fri
12/15 Final Exam 10:30-12:30
PSY 303 - Research Methods and Statistical Analysis: Experimental Approaches Prof. Todd Haskell
Course Policies
Academic Integrity
Academic integrity is about what kind of people we are – our character and our respect for both others
and ourselves. And in this class, it is also about respect for the process of science. Cheating on an exam
is like making up data, and plagiarism is like claiming someone else’s discovery as your own.
Because science relies on a free exchange of ideas, students are encouraged to discuss material and
assignments with anyone they wish. However, unless otherwise indicated, the actual assignments must
be the student's own work. Furthermore, student work should clearly distinguish between the student's
own words and/or ideas, and words and/or ideas taken from someone else, using quotation marks and
citations as appropriate. When in doubt, consult the instructor. More information about academic
integrity can be found at http://www.wwu.edu/integrity/.
Policy on Late Assignments
1) Unless otherwise specified, all assignments are due by 5 pm on the date indicated on the
syllabus.
2) Assignments submitted late will receive a late penalty of 10% as soon as the assignment is late,
with an additional 10% penalty for every 24 hour period that passes until it is submitted.
3) A late assignment is considered excused if either of the following applies:
a) You know you will be unable to submit an assignment on time and notify the instructor
in advance
b) You are unable to submit an assignment on time due to an unforeseeable emergency,
and you are able to document this emergency and explain why you couldn’t contact the
instructor in advance
For an excused late assignment, you will typically receive an extension. Provided you are able
to submit the work by the end of that extension, no late penalty will be applied. However, the
instructor reserves the right to determine the appropriate duration of the extension, based on the
nature of the assignment and the circumstances. Extensions can be as short as an hour and as
long as several days.
Academic Integrity
Academic integrity is about what kind of people we are – our character and our respect for both others
and ourselves. And in this class, it is also about respect for the process of science. Cheating on an exam
is like making up data, and plagiarism is like claiming someone else’s discovery as your own.
Because science relies on a free exchange of ideas, students are encouraged to discuss material and
assignments with anyone they wish. However, unless otherwise indicated, the actual assignments and
exams must be the student's own work. Furthermore, student work should clearly distinguish between
the student's own words and ideas, and words and ideas taken from someone else, using quotation
marks and citations as appropriate. When in doubt, consult the instructor. More information about
academic integrity can be found at http://www.wwu.edu/integrity/.
Students with Disabilities
Students requesting academic accommodations in this class based on a disability should make a
request through disAbility Resources for Students (DRS) no later than the first week of classes. DRS
can be contacted via e-mail at [email protected] or by phone at (360) 650-3083 and is on the web at
http://www.wwu.edu/drs/.
Dealing with Serious Illnesses, Emergencies, and other Crises
From time to time students experience a serious illness, emergency, or other crisis during the quarter.
Western provides several resources to support students during difficult times, and you are encouraged
to seek out support and assistance as early as possible.
• In the case of a medical concern or question, please contact the Health Center: 650-3400 or
http://www.wwu.edu/chw/student_health
• In the case of an emotional or psychological concern or question, please contact the Counseling
Center: 650-3164 or http://www.wwu.edu/counseling/
• In the case of a non-emergency health and safety concern, please contact the University Police: 650-
3555 or http://www.wwu.edu/ps/police/
• In the case of a family or personal crisis or emergency, please contact the Office of Student Life:
650-3706 or http://www.wwu.edu/dos/office/slo_student_assistance.shtml
• To seek confidential support related to sexual violence, please contact CASAS (650-3700 or
http://www.wwu.edu/pws/about_casas.shtml), the Student Health Center, and/or the Counseling
Center. To report sexual violence, please contact University Police, Bellingham Police, and/or the Title
IX Coordinator in Western’s Equal Opportunity Office (650-3307 or http://www.wwu.edu/eoo/).
Faculty are responsible employees who are required to report sex discrimination, including sexual
violence that they learn about, to the Title IX Coordinator.
Contact information checked and updated 9/20/17