Many of you are teaching applied statistics in a psychology department, so this post is for you, though the stated student learning outcomes listed below probably applied in all areas of applied statistics.
As you may recall, the American Psychological Association adopted a set of guidelines for undergraduate psychology majors in 2007. Though statistics were not heavily specified in the 2007 guidelines, they were certainly mentioned.
Well, APA is preparing to come out with a new set of guidelines, “The APA Guidelines for the Undergraduate Psychology Major Version 2.0.” As of this writing, it is not posted on APA’s website (apa.org), but when it is, I will add the link here. In the mean time, if you are interested in having a copy, please feel free to email me. (A special thanks to Dr. Craig Wendorf from the University of Wisconsin – Stevens Point for providing me with a copy).
For now, I thought I would briefly review outcomes that are related to statistics. I encourage each of you to look at the current applied statistics class you are teaching to see … could all of these outcomes be said about students leaving your class at the end of the semester?
1.2e Students will be able to interpret simple graphs and statistical findings. (p 25)
1.2E Students will be able to describe the importance of specific statistical findings and complex graphs in the context of its level of statistical significance. (p 25)
1.4f Students will be able to select, apply, and interpret appropriate descriptive statistics to derive valid conclusions regarding research outcomes. (p 27)
1.4F Students will be able to select, apply and interpet appropriate inteferential statistics to derive valid conclusions regarding research outcomes. (p 27)
3.1f Students will be able to interpret quantitative data displayed in statistics, graphs, and tables, including statitical symbols in research reports. (p 41)
3.1F Students will be able to construct appropriate display of quantitive data in statistics, graphs, and tables.
In areas that are very closely related to applied statistics, and I’m suspecting that most of you cover in your applied statistics classes we have the following outcomes.
1.4 a Students will be able to describe various research methods used by psychologist including their respective advantages and disadvantages. (p 27)
1.4A Students will be able to evaluate the effectiveness of quantitative and qualitative research methods in addressing relevant research questions. (p 27)
1.4b Students will be able to discuss the value of experimental designs (i.e., controlled omparisons) in justifying cause-effect relationships.(p 27)
1.4B Students will be able to limit cause-effect claims to research strategies that appropriately rule out alternative explanations. (p 27)
1.4e Students will be able to explain why conclusions in psychologocial projects must be both reliable and valid.(p 27)
1.4E Students will be able to design and adopt high quality measurement strategies that enhance reliablity and validity. (p 27)
By week’s end, I, along with Nancy Biliwese from Emory, will be presenting the current draft of the recommendations from the Society of Teaching Psychology (Division 2 of APA) at the Atlanta STP Best Practices Conference. I am looking forward to sharing those outcomes with you when I can.
In the mean time, feel free to email me with student learning outcomes you feel are critical for all classes of applied statistics.