Web viewsuffolk county community college. letter-of-intent. t0 college associate dean for ....

PSY225: Quantitative Statistics for the Behavioral SciencesNew Course Proposal (AEG)November 2016

SUFFOLK COUNTY COMMUNITY COLLEGELETTER-OF-INTENT

T0 COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENT

PROPOSER E-MAILS LETTER-OF-INTENT AS WORD DOCUMENT TO JENNIFER BROWNE, COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENT. Dean Browne determines which campuses are affected by proposal and fills out the Response to Proposal Form below. Dean Browne returns the Letter-of Intent and Response to Proposal forms to proposer with copies to the appropriate Executive Deans.Email Letter of Intent to Dean Browne at [email protected]: Judith Travers, Faye Lourenso, Lynn Liebert Campus: A X E X G XDepartment/Discipline: Social Science/PsychologyTelephone 451-4750, 548-2591, 851-6548E-mail: [email protected], [email protected], [email protected]

Name of Curriculum/Course Proposal: New Course Proposal for PSY225: Quantitative Methods for the Behavioral Sciences

Date College Associate Dean for Curriculum Development completes form below this line.

******************************************************************Type of ProposalCourseNew XRevisedAdoption Curriculum

New__________________________ A.A._____ A.S. _____ A.A.S _____Revised________________________ Certificate __ Expedited Revision_______________ This proposal requires the following approval(s)

Single Campus _____ *College X*College approval is required when the proposal has an

impact on more than one campus.

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mailto:[email protected]





SUFFOLK COUNTY COMMUNITY COLLEGELETTER-OF-INTENT

T0 COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENT

Description of proposal idea and rationale. (Proposer should present description of proposal idea on this page along with arationale for the proposal.)

The SUNY Transfer Path includes a 200-level psychology course in behavioral statistics. In an effort to better prepare our students for transfer, we are proposing PSY225: Quantitative Statistics for the Behavioral Sciences. This course will have a prerequisite of MAT103, but differs from another statistics course offered through our mathematics department in that it will include coverage of the range of inferential statistics employed in the social and behavioral sciences. This course will provide social and behavioral science students exposure to and an understanding of the statistical models employed in psychometric (psycho-social-educational measurement), specifically in the assessment of reliability and validity. Social and Behavioral Sciences rely on statistical models for describing and explaining human behavior employing experimental, quasi-experimental, and correlational (survey designs). Standard math based statistics classes do not cover the statistical methods employed in psychometrics.

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SUFFOLK COUNTY COMMUNITY COLLEGERESPONSE TO PROPOSAL

FROM COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENT

College Associate Dean for Curriculum Development uses this form to respond to the proposal with instructions for further developing proposal (e.g., which forms to use, the campuses and departments who need to be consulted, items to be considered when developing the proposal.)

******************************************************************TO: Judith Travers, Faye Lourenso, Lynn Liebert, Department ChairsFROM: Jenn Browne, College Associate Dean for Curriculum DevelopmentDATE: October 28, 2015***********************************************************Comments:Please proceed with the proposal process by completing a New Course Proposal Form which should include all of the information requested in the form as well as a Course Syllabus Form and a Sample Course Outline with 15-week topic outline. As this proposal affects all three campuses, you will need department votes from Ammerman, Eastern and Michael J. Grant campuses. Once you have the department votes, email the completed proposal form along with an Executive Dean's Acknowledgement of Support Form, to each of the executive deans. Upon receiving support from all of the executive deans, email the entire proposal packet to the chair of the College Curriculum Committee, Tina Good.Further proposal submission information is available at:http://depthome.sunysuffolk.edu/Governance/curriculum/docs/ccc_procedures.docPlease do not hesitate to contact me at 451-4101 or [email protected] if you should have any questions.

Cc: Executive Deans Keane, Laffin and LundburgTina Good, College Curriculum Committee Chair

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SUFFOLK COUNTY COMMUNITY COLLEGENEW-COURSE PROPOSAL FORM

STOP!!

Unless you have submitted your Letter of Intent Form to the College Associate Dean for Curriculum Development, Jennifer Browne at [email protected], and received a Response Form back from her, do not continue with this proposal form.

NAME OF PROPOSAL: PSY 225 Quantitative Methods for the Behavioral Sciences

Requesting Campus(es): ___X__Ammerman ___X__Grant __X___East

Name of Department Chair(s): Ammerman: Nelly Sta Maria, Interim Chair, Social SciencesGrant: Lynn Liebert Marx, Chair, Social SciencesEast: Faye Lourenso, Chair, Social Sciences and Visual Arts

Name of Proposers:

Anthony Napoli, Ph.D., Professor of Psychology, Eastern Campus

Lynn Liebert Marx, Ph.D. Associate Professor of Psychology, Academic Chair, Grant Campus

Courtney Brewer, Ph.D. Assistant Professor of Psychology, Ammerman Campus

Proposal ChecklistPlease be sure you send ALL of the below documents and information in a single email to the appropriate Curriculum Chair when you are ready to have the proposal considered by the Campus or College Curriculum Committee.

( x ) Electronic Letter of Intent with Response from College Associate Dean for Curriculum Development

( x ) Completed New Course Proposal Form

( x ) Vote(s) of Department (See voting guidelines):

Name of Department: _Social Science Eastern Campus_For: _12____ Against: __0___ Abstentions: __0___Date of Vote: _4/21/16_ Proposer's Initials: __AN___

Select One: Approved__x___ Not approved_____

Name of Department: _Social Science Grant Campus_For: __11___ Against: __0___ Abstentions: __0___Date of Vote: __4/27/16___ Proposer's Initials: _LLM____

Select One: Approved__x___ Not approved_____

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Name of Department: _Social Science Ammerman Campus)_For: _28____ Against: __0___ Abstentions: __0___Date of Vote: __5/4/16________ Proposer's Initials: _CB____

Select One: Approved_____ Not approved_____

( x ) Completed College Course Syllabus Form

( x) Sample Course Outline with 15-week topic outline

( x) All necessary Executive Dean's Acknowledgment of Support Form(s)

cc: Jennifer Browne, Associate Dean for Curriculum DevelopmentExecutive Deans of affected campusesAcademic Chairs of affected departments at all three campuses

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SUFFOLK COUNTY COMMUNITY COLLEGENEW-COURSE PROPOSAL FORM

NAME OF PROPOSAL: PSY 225: Quantitative Methods for Behavioral Sciences

Requesting Campus(es): ___x__Ammerman __x___Grant ___x__East

I GENERAL RATIONALE: At all SUNY colleges/universities which offer undergraduate psychology BA and BS degrees, the psychology majors are required to complete a 200-level behavioral or psychological statistics class. Being a 200-level class it would typically be completed before the junior (3rd) year of study. Since SCCC does not offer this course, SCCC students would be better positioned to transfer into a SUNY undergraduate psychology program as a full junior having already completed this course. Furthermore, and again within SUNY, students seeking a BS in Psychology, the degree of choice for students seeking admission into a graduate Psychology program, are required to complete a 300 level Advanced Undergraduate Psychology/Behavioral Statistics class. Typically this class would be taken in the junior year. It’s noteworthy that in the BS degree at SUNY Stony Brook, the prerequisite for PSY301 (the Stony Brook Advanced [undergraduate] Statistics class) is PSY201 – the content of which is the same as the course that we are proposing to offer at SCCC.

The statistical training for social and behavioral sciences must involve an integration of research designs and their corresponding statistical methods. Behavioral statistics courses focus on methodological and statistical techniques to assess correlational and causal relationships involving nominal, ordinal, interval/ratio level data. Social and behavioral science students need exposure to and an understanding of the statistical models employed in psychometric (psycho-social-educational) measurement, specifically in the assessment of reliability and validity. MAT 103, the required course in statistics for students in the LASS Psychology option, does not cover the statistical methods employed in psychometrics.

Because the course integrates the experimental, quasi-experimental, and survey research methodologies employed in psychology to make causal inferences and correlational associations; psychometrics (the statistical tests/ models use to assess the reliability and validity of tests and measures); and the guidelines for reporting the findings quantitative research developed by the American Psychological Association’s Task Force on Statistical Inference (APA, 1999), the course will be taught by Social Science faculty trained in quantitative, psychometric, and experimental/non-experimental research methods. Similarly, at all SUNY 4-year Colleges/Universities that offer a BA/BS degree in Psychology, the course is offered through the Psychology Department.

As a 200-level course, the proposed course is appropriate for a community-college level. The course is offered at 4 other SUNY community colleges (Westchester, Sullivan, Hudson Valley, and Herkimer). The course content is in keeping with these other offerings.

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Therefore, to better facilitate seamless transfer, and to increase the likelihood that SCCC students can complete a BA/BS degree in Psychology within four years of entry into college, we propose that SCCC offers a new course titled Quantitative Methods for the Behavioral Sciences. The course would be modelled after PSY 201: Statistical Methods in Psychology offered at Stony Brook University (see attached), PSYC 250: Introduction to Behavioral Statistics, offered at SUNY Geneseo (see attached), Psychology 206: Psychological Statistics, offered at SUNY Plattsburg, PSY2320 Behavioral Statistics, offered at SUNY Purchase (see attached), PSYCH 201: Behavioral Statistics, offered by the Psychology Department at Westchester Community College (see attached), PSY 53, offered at Long Island University (see attached), and PSYCH 210 offered at NYIT (see attached).

II. CATALOG DESCRIPTION:

An introduction to data analysis in the behavioral sciences. Students will learn how to summarize data sets, create frequency distributions, formulate statistical hypothesis tests, and interpret the results of statistical tests. Topics covered include nonparametric tests such as Spearman’s Rho, the Mann-Whitney Test, Wilcoxon’s test, Friedman’s ANOVA, multiple correlation and regression, and Chronbach’s Coefficient Alpha The course is designed to meet the statistics requirement for transfer students who will major in psychology. Notes: Fulfills SUNY General Education Requirement for Mathematics. Course cannot be used to fulfill any local degree program MAT requirements. Prerequisites: C or higher in PSY 101 Introduction to Psychology; C or higher in MAT 103 Statistics I.

III. STATEMENT OF LEARNING OUTCOMES

Upon successful completion of the course, students will be able to:

1. Describe statistical concepts.

2. Apply statistical techniques to behavioral data.

3. Recognize empirical situations requiring the use of specific statistical procedures and identify appropriate applications of statistical techniques.

4. Utilize statistical software such as MS-Excel Data Analysis Pack or SPSS to create visual displays of data, compute basic quantitative summaries of data, and perform basic statistical tests.

5. Critically evaluate other researchers’ statistical analyses, results, and conclusions.

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IV. RELATIONSHIP TO STUDENTS

A. Credits and Contact Hours(Provide a rationale for proposed credits and contact hours. See the formula for credit hours and contact hours on the Curriculum Website.)

Credit Hours__3___ Contact Hours___4__

Lecture__4__ Lab _____Studio_____ Internship_____

B. Course Fees: None(Will the student be charged additional fees for this course?)

Lab Fees_____x_____ Course Fees__________

Please explain as necessary:_________________________________

C. Required/Unrestricted Elective/Restricted Elective(Will this be a required course? If so, for which curricula? Provide a rationale as to why this course should be required. If this course is proposed as an elective or restricted elective course, state what elective category it will fulfill and why it is appropriate for that elective category.)

The course will not be required as part of the Psychology Option offered through the Liberal Arts Social Science AA degree program, but will be useful for students seeking to transfer to a four year institution as a junior. The course is required of all BA/BS psychology students and is offered as a 200-level course at almost all institutions that offer BA/BS programs in psychology. Taking the course at SCCC would allow students to be prepared for their 300-level statistics course that is required of almost all BA/BS programs.

The course could be used as a satisfier in the Transfer Path for Psychology identified by SUNY, or as an elective for other students.

D. Prerequisites:PSY 101 Introduction to Psychology with a grade of C or higher.MAT103 Statistics I with a grade of C or higher.

No corequisite or concurrent enrollment required.

E. Course Replacement: None

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F. Transferability:

A. Will this course fulfill a SUNY Transfer Path required or Recommended course. Yes_x____No_____

B. If yes, 1. List the SUNY Transfer Paths for which this course is either

required or recommended.

Course fulfills a recommended transfer path course in Psychology:“Students must complete Introduction to Psychology, followed by 3 of the following options:Abnormal PsychologySocial PsychologyLifespan Development OR Child Psychology OR Adolescent PsychologyBehavioral Statistics (with ANOVA)”

2. Provide the SUNY course descriptor to which this course will map:

Behavioral Statistics (with ANOVA)

Quantitative data analysis in psychology and the behavioral sciences. Basic concepts of probability, descriptive, and inferential statistics including central tendency, variability, correlation, analysis of variance, and parametric tests.

C. Would this course transfer to any other non-SUNY institutions? If so, give examples of non-SUNY transfer institutions/departments who would accept this course. Give the name(s) of the courses it would transfer as. Demonstrate how transferability was determined.)

G. Master Schedule (How would this course fit into the Master Schedule? How often would it be offered? Would it be offered in the Fall? Spring? Summer? Winter?)

Course would be offered in the spring semester

H. Estimate of student enrollment(How many students are anticipated to initially enroll in this course per semester? Per year? How were these enrollment figures determined?)

3 Sections per year, course would be offered in spring semester each year, one section per campus

I. Class Size(What is the maximum number of students that should be allowed to enroll in one section of this course? Provide a rationale for this class size. Should the class size be forcible?)

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35 students

V. RELATIONSHIP TO FACULTY

A. Number of current faculty available to teach proposed course and number of additional faculty required:

5 current faculty, 0 additional faculty

B. Number of other staff positions required:0

C. Discipline(s) required and/or minimum preparation in order to teach the course:

Social Science faculty trained in behavioral statistical analyses

VI. RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*Is this course being proposed as a SUNY General Education Course?

____x______Yes __________No

If you answered no, skip to Step VII. If you answered yes, continue with Step VI,

A. Identify which of the ten SUNY knowledge and skills areas the course would fulfill.

*The ten SUNY knowledge and skill areas are Mathematics, NaturalSciences, Social Sciences, American History, Western Civilization, OtherWorld Civilizations, Humanities, The Arts, Foreign Language, BasicCommunication.

Course would fulfill Gen Ed requirement for Mathematics: • Students will demonstrate the ability to interpret and draw inferences from mathematical models such as formulas, graphs, tables, and schematics. • Students will demonstrate the ability to represent mathematical information symbolically, visually, numerically, and verbally • Students will demonstrate the ability to employ quantitative methods such as arithmetic, algebra, geometry, or statistics to solve problems • Students will demonstrate the ability to estimate and check mathematical results for reasonableness • Students will demonstrate the ability to recognize the limits of mathematical and statistical methods

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B. Demonstrate how the course outcomes map to the SUNY Learning Outcomes for the knowledge and skills areas you have identified. (See the Curriculum Website for further details about the required outcomes.)

SUNY Learning Outcome: Students will demonstrate the ability to interpret and draw inferences from mathematical models such as formulas, graphs, tables, and schematicsCorresponding Proposed Course Learning Outcome # 5:Critically evaluate other researchers’ statistical analyses, results, and conclusions.

SUNY Learning Outcome:Students will demonstrate the ability to represent mathematical information symbolically, visually, numerically, and verbally

Corresponding Proposed Course Learning Outcome # 1:Describe statistical concepts.Corresponding Proposed Course Learning Outcome #4:Utilize statistical software such as MS-Excel Data Analysis Pack or SPSS to create visual displays of data, compute basic quantitative summaries of data, and performbasic statistical tests.

SUNY Learning Outcome:Students will demonstrate the ability to employ quantitative methods such as arithmetic, algebra,geometry, or statistics to solve problemsCorresponding Proposed Course Learning Outcome # 3:Recognize empirical situations requiring the use of specific statistical procedures and identifyappropriate applications of statistical techniques.

SUNY Learning Outcome:Students will demonstrate the ability to estimate and check mathematical results forreasonablenessCorresponding Proposed Course Learning Outcome # 2:Apply statistical techniques to behavioral data;Corresponding Proposed Course Learning Outcome # 3:Recognize empirical situations requiring the use of specific statistical procedures and identify appropriate applications of statistical techniques;Corresponding Proposed Course Learning Outcome # 5: Critically evaluate other researchers’ statistical analyses, results, and conclusions.

SUNY Learning Outcome:

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Students will demonstrate the ability to recognize the limits of mathematical and statistical methodsCorresponding Proposed Course Learning Outcome # 3:Recognize empirical situations requiring the use of specific statistical procedures and identifyappropriate applications of statistical techniques;Corresponding Proposed Course Learning Outcome # 5: Critically evaluate otherresearchers’ statistical analyses, results, and conclusions.

C. How does this course incorporate the SUNY infused competencies of Critical Thinking and Information Management? (See the Curriculum Website for further details about the required outcomes for Information Management and Critical Thinking.)

Critical Thinking outcomes:• Students will identify, analyze, and evaluate arguments as they occur in their own or others’ work• Students will develop well-reasoned arguments

These map to Proposed Course Learning Outcomes 3 and 5: Students will recognize empirical situations requiring the use of specific statisticalprocedures and identify appropriate applications of statistical techniques.

Students will critically evaluate other researchers’ statistical analyses, results, andconclusions

Information Management outcome:• Students will perform basic operations of personal computer use

This maps to Proposed Course Learning Outcome 4: Students will utilize statistical software such as MS-Excel Data Analysis Pack or SPSS to create visual displays of data, compute basic quantitative summaries of data, and perform basic statistical tests.

Information Management outcome:• Students will understand and use basic research techniques

This maps to Proposed Course Learning Outcome 3:Students will recognize empirical situations requiring the use of specific statistical procedures and identify appropriate applications of statistical techniques.

Information Management outcome:• Students will locate, evaluate and synthesize information from a variety of sources

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This maps to Proposed Course Learning Outcomes 3 and 4:Students will recognize empirical situations requiring the use of specific statistical procedures and identify appropriate applications of statistical techniques.

Students will utilize statistical software such as MS-Excel Data Analysis Pack or SPSS to create visual displays of data, compute basic quantitative summaries of data, and perform basic statistical tests.

D. Provide a list of sample readings.

E. Do the faculty within the department/discipline agree to assess this course according to the SUNY General Education Learning Outcomes?

Yes

VII. COSTSComputer lab classroom, 2x per weekLab fees apply.

VIII. COURSE SYLLABUS:

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SUFFOLK COUNTY COMMUNITY COLLEGECOLLEGE COURSE SYLLABUS FORM

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider issues arising from elements of cultural diversity in areas of textbook choice, selection of library and audio-visual materials, and teaching methodology. (Please note that a course syllabus is not the same as a course outline. A course syllabus outlines the general requirements for a course. A course outline is the specific document created by the individual faculty member to distribute to a specific course section. Please see the Faculty Handbook for further details as to what to include in a course outline. A SAMPLE course outline should be attached below.)

I. Course Number and Title:

PSY 225 Quantitative Methods for the Behavioral Sciences

II. Catalog Description:

An introduction to data analysis in the behavioral sciences. Students will learn how to summarize data sets, create frequency distributions, formulate statistical hypothesis tests, and interpret the results of statistical tests. Topics covered include nonparametric tests such as Spearman’s Rho, the Mann-Whitney Test, Wilcoxon’s test, Friedman’s ANOVA, multiple correlation and regression, and Chronbach’s Coefficient Alpha The course is designed to meet the statistics requirement for transfer students who will major in psychology.

III. *Learning Outcomes: (Main concepts, principles, and skills you want students to learn from this course)

Upon completion of this course, students will be able to:






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V. Programs that Require this Course

This course is not required as part of the LASS Psychology Option program at Suffolk, but is a recommended course in the Psychology Transfer Path.

Four year institutions offering BA or BS in psychology require students to take behavioral statistics.

VI. Major Topics Required:

A. Hypothesis testing and statistical significance, t-tests, correlation and regression, ANOVA, Chi-square tests, and effect sizes.

B. Nonparametric tests such as Spearman’s Rho, the Mann-Whitney Test, Wilcoxon’s test, Friedman’s ANOVA.

C. Multiple Correlation and Regression, Chronbach’s Coefficient Alpha for assessing internal consistency reliability.

VI. Special Instructions:

A. MAT103 Statistics-1 and PSY101, Introduction to Psychology are prerequisite courses (grade of C or better in both)

B. Course(s) that Require this Course as a Prerequisite: None

C. External Jurisdiction: None

VII. Supporting Information: (Examples – newspapers, journals, Internet resources, CD-ROMS, Videos, other teaching materials, textbooks, etc.)

VIII. Optional Topics: None

IX Evaluation of Student Performance:Research projects, homework assignments involving data analyses and formal summaries of the results, in-class exams, group projects.

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10 Analyses assignments and summaries of assigned data sets (90%) and final exam (10%)

IX. Sample Course Outline:

Psychology 225, Quantitative Methods for the Behavioral SciencesCourse Outline

Suffolk County Community CollegeClass Meetings MW: 9:30- 11:10 Orient 237Instructor: Dr. Anthony NapoliOffice: Orient Bldg, Room 227Office Hours: Monday through Thursday12:00-2:00Telephone: (631) 548-2676 email: [email protected]

Text: Statistics for the Behavioral Sciences 9 th Ed.) , by Gravetter & Wallnau

Software: Student Version of IBM SPSS orMicrosoft Excel

Calculator: TI30Xa

Additional information: The complete syllabus is on Blackboard/course information.

COURSE DESCRIPTION: An introduction to data analysis in the behavioral sciences. Students will learn how to summarize data sets, create frequency distributions, formulate statistical hypothesis tests, and interpret the results of statistical tests. Topics covered include measures of central tendency and variability, standard scores, t-tests, analysis of variance, correlation, and chi-square tests. The course is designed to meet the statistics requirement for transfer students who will major in psychology.

COURSE LEARNING OBJECTIVES:Upon successful completion of the course, students will be able to:






This course is an introduction to the application of graphical and quantitative techniques for problems in describing, predicting and ultimately explaining variable phenomena. On completion of the course,

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students should be able to employ graphical, descriptive, and inferential statistical techniques to describe the behavior of samples and populations. Students will understand randomness and representativeness, and will be able to determine probabilities of variable outcomes using classical probability, the binominal expansion, and the normal probability curve. Students will also be able to conduct Exploratory Data Analyses, and to test for skewness (z-test), kurtosis (z-test) and homogeneity of variance (F-Max test); solve problems and test hypotheses for simple and multiple correlation and simple and multiple regression involving linear and non-linear relationship; be able to estimate population parameters and confidence intervals (for means and proportions) and to formulate and test research (null and alternative) hypotheses for nominal, ordinal, interval, and ratio level data, employing z-tests, t-tests, Oneway and Two-way ANOVA, the Chi-square goodness of fit test and the Chi-square test of independence; the, Kurskal-Wallace test, the Mann-Whitney U test, Wilcoxon’s test, Pearson’s and Spearman’s correlation coefficients and significance tests (t-tests), as well as multiple regression analysis and its associated significant tests. Students will also learn APA format for writing statistical summaries; and will write weekly APA formatted summaries for assigned data analyses. Students will also understand sampling and basis research design involving true experiments (involving IVs and DVs), quasi experiments, and survey (correlational) methodologies. Students will become proficient in creating graphs and tables, and in conducting data analysis using MS-Excel.

Prerequisites: PSY 101, Introduction to Psychology MAT103, Statistics I

Course Communication: The instructor will communicate with students through announcements on Blackboard, and through emails sent out by Blackboard. Please make sure BB has the address for the email account you most often check. Grading and requirements: Course grades will be based on 10 analyses assignments and APA formatted summaries of assigned data sets (90%). And a final Exam (10%)

Attendance/Participation: All students are expected to attend every session. THE STUDENT IS RESPONSIBLE FOR ALL MATERIAL TAUGHT AND ASSIGNED. IT IS THE RESPONSIBILITY OF THE STUDENT TO OBTAIN ANY MISSED ASSIGNMENTS OR LECTURE NOTES OR MATERIALS FROM A CLASSMATE. STUDENTS ARE RESPONSIBLE FOR ALL THAT TRANSPIRES IN THE CLASS WHETHER THEY ARE THERE OR NOT. The College defines excessive absences or lateness as more than one week of class meetings. Students who miss four or more classes without medical documentation will automatically receive a failure grade (F-grade).

Home-work assignments: Students are required to study the text and to be prepared to openly discuss course topics in the classroom. Homework will be assigned for every class throughout the entire semester. Failure to submit/produce homework at the due date will result in a zero grade for the assignment. Late assignments will not be accepted.

Withdrawal Policy: As noted in the SCCC Catalog, students are permitted to withdraw themselves from class up to the midpoint of the semester. Under no circumstances will the instructor (Dr. Napoli) withdraw a student from class, grant approval to withdraw a student from class, or sign a Withdrawal from Class Form after the mid-point of the semester.

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Statistics - Tentative Calendar

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Date Lecture Chapter Topic Assignment Due

Tuesday, January 21 1 1 Populations and Samples Thursday, January 23 2 1 Experimental Research Methods Tuesday, January 28 3 1 Quasi Experimental Research Methods & Surveys Thursday, January 30 4 2 Frequency Distributions & Graphs Tuesday, February 04 5 2 Frequency Distributions & Graphs 1Thursday, February 06 6 3 Descriptive Statistics-Central Tendency Tuesday, February 11 7 4 Descriptive Statistics-Variability Thursday, February 13 8 5 Normal Distributions & testing for Skewness & Kurtosis

Tuesday, February 18 9 6/7 Confidence Intervals, Hypothesis testing & Single Sample Z-test 2

Thursday, February 20 10 8/9 Hypothesis testing, Single Sample t-test, and Cohen's d

Tuesday, February 25 11 10 Homogeneity of Variance & Two Sample t-test, and Cohen's d 3

Thursday, February 27 12 11 Hypothesis testing, Paired Sample t-test, and Cohen's d Thursday, March 06 13 12 Fmax test and Oneway ANOVA Tuesday, March 11 14 12 Oneway ANOVA, Post Hoc test, & Eta-square (η2) 4Thursday, March 13 15 13 Repeated Measures ANOVA & Post Hoc test Tuesday, March 25 16 13 Repeated Measures ANOVA & Post Hoc test & η2 Thursday, March 27 17 14 Factorial ANOVA 5Tuesday, April 01 18 14 Factorial ANOVA, Simple Effects and η2 Thursday, April 03 19 14 Factorial ANOVA, Simple Effects and η2 Tuesday, April 08 20 15 Simple Bivariate Correlation - Pearson 6Thursday, April 10 21 15 T-test for the for the significance of r Tuesday, April 15 22 16 Simple Bivariate Regression Thursday, April 17 23 16 Simple Bivariate Regression Tuesday, April 22 24 16 Multiple Correlation & Regression 7Thursday, April 24 25 16 Multiple Correlation & Regression Tuesday, April 29 26 16 Spearman's Rho 8Thursday, May 01 27 17 Chi-Square test Tuesday, May 06 28 17 Chi-Square test Thursday, May 08 29 18 Nonparametric tests 9Tuesday, May 13 30 Final Exam 10

X. EXECUTIVE DEAN ACKNOWLEDGEMENT-OF-SUPPORT FORM(Once you have completed this proposal form, email the entire proposal to the appropriate Executive Deans and ask them to sign the Acknowledgement-of-Support Form below [one per dean]. Once you have received the forms back from the Executive Deans, email complete proposal packet to the appropriate Campus or Curriculum Committee Chair.)

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SUFFOLK COUNTY COMMUNITY COLLEGE

EXECUTIVE DEAN’S ACKNOWLEDGMENT-OF-SUPPORT

The Proposer should email completed proposal packet along with the Executive Dean’s Acknowledgment-of-Support Form. The Proposer should complete the top half of the form and the Executive Dean should check the “Support” or “Do Not Support” line based on the Campus’ ability to commit to implementing the proposal if it is approved through the Governance process.

Criteria to consider for supporting this proposal are listed below. If the Executive Dean is in general support of the proposal but has specific concerns related to the proposal, these concerns should be stated in the comment section. If the Executive Dean does not support the proposal, specific reasons should be listed in the comment section.

The Executive Dean should email completed form to Proposer so that it can be included in the proposal packet to be submitted to the College Curriculum Committee Chair.

******************************************************************The Executive Dean’s Acknowledgement-of Support is a commitment to support the implementation of the course adoption in terms of:

Academic Merit Availability of Personnel Adequacy of Facilities Budgetary Needs for Supplies and Equipment

******************************************************************This section to be filled out by Proposer:

Name of Proposal: PSY 225 Quantitative Methods for the Behavioral Sciences

Adopting Campus: A__x__ E__x__ G__x___

************************************************************************This section to be filled out by Executive Dean:

____X______Support

__________Do Not Support

Name of Executive Dean:________James M. Keane_____

Date________5/24/2016__

Comments:

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SUFFOLK COUNTY COMMUNITY COLLEGEEXECUTIVE DEAN’S ACKNOWLEDGMENT-OF-SUPPORT






******************************************************************This section to be filled out by Proposer:

Name of Proposal: PSY 225 Quantitative Methods for the Behavioral Sciences Adopting Campus: A__x__ E__x__ G__x___

************************************************************************This section to be filled out by Executive Dean:_____X____Support__________Do Not Support

Name of Executive Dean:________P. Wesley Lundburg____________________________

Date________May 25, 2016___________________

Comments:This course appears to be of benefit for students who will be transferring to a SUNY bachelor’s program, as per the standard requirements for a 200-level statistics/analysis course. The course has appropriate academic rigor and appears to cover the basic elements for a quantitative methods course.

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SUFFOLK COUNTY COMMUNITY COLLEGEEXECUTIVE DEAN’S ACKNOWLEDGMENT-OF-SUPPORT






******************************************************************This section to be filled out by Proposer:Name of Proposal: PSY 225 Quantitative Methods for the Behavioral Sciences Adopting Campus: A__x__ E__x__ G__x___

************************************************************************This section to be filled out by Executive Dean:

Xxx strongly_____Support

__________Do Not Support

Name of Executive Dean:__Dorothy J. Laffin____________________________________

Date__May 25, 2016__________________________

Comments:I join my colleagues on the Eastern Campus in complete support of this course proposal. Thank you to all who worked on this activity. DJL

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