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CLDP 3394/3194—Research and Evaluation Methods—Fall 2007 

Lecture on Tuesdays from 7:00‐9:45 in GR 4.208 
Lab on Thursdays from 7:00‐9:00 (see schedule for location of classes) 
 
Instructor Contact Information         Teaching Assistant Contact Information
Dr. Shayla Holub, Ph. D.           Elaine Dolan, M.A.    
GR 4.822;  972‐883‐4473            GR 4.516; 972‐883‐6073 
sholub@utdallas.edu            elaine.dolan@student.utdallas.edu 
Office hours:  Thursdays 6:00‐ 7:00          Office Hours:  Wed. 1‐2 or by appointment 
 or by appointment          
__________________________________________________________________________________________________________
Prerequisites:  PSY 2317 or STAT 1342  Required Textbook and Materials: 
Course Description:   Cozby, P. C. (2007). Methods in behavioral research (9th 
Research and Evaluation Methods serves two primary  Ed.). New York: McGraw Hill.  
purposes in the CLDP curriculum; it provides students 
with knowledge about research methods in the behavioral  It is highly recommended that you obtain your own copy 
sciences and fulfills the advanced writing requirement.  of the Publication Manual of the American Psychological 
The primary goal of this course is to help students obtain  Association (5th edition).  
the tools to understand, conduct and write about research  Student Assessment:   
in child development. Specifically, students will learn how 
to: 1) become better consumers of research, 2) design and  I am most concerned that students in this course gain skills 
conduct research studies, and 3) effectively share research  that will help them be productive in their future roles, 
findings with others. Additional course goals include  whether they choose to go to graduate school or start 
promoting independent and critical thinking, developing  working in the field. Nevertheless, quantitative assessment 
students’ abilities to communicate more effectively, and  of student learning is required. Points will be distributed 
giving students greater appreciation for statistics, research  in the following ways: 
methods and Psychology as a science.   Project Proposal and Pre‐proposal Materials‐ (25%).  
Student Learning Objectives:  Students will be asked to complete several exercises that 
After completing the course, students should be able to:    will lead them to the development and write‐up of the 
2.1 Identify and explain different research methods.   independent project.  
2.2 Explain and apply basic statistical analyses and employ 
critical thinking to evaluate the appropriateness of  Independent Project‐ (25%). This includes all portions of 
conclusions derived from their use.   the manuscript; grading will be based on adherence to 
2.3 Locate, accurately summarize, and evaluate bodies of  APA style, clarity, conceptualization, and incorporation of 
literature in developmental psychology.   comments from previous drafts.   
2.4 Use critical thinking to design and conduct basic studies to 
address research questions using appropriate methods.  
Oral Presentation – (5%). Students will give a group 
2.5 Demonstrate proficiency in writing research reports following  power point presentation. 
APA Style Guidelines that include an abstract, introduction,  Class Assignments– (5%). Students will be asked to 
methods, results and discussion sections.   complete assignments that will aid in understanding 
2.6 Describe and apply basic methods used in program 
course material.  
evaluation. 
3.2 Use critical thinking to analyze empirical reports.   Class Attendance and Participation‐ (10%).  Students 
3.3 Engage in creative thinking.   must sign‐in on the attendance sheets at all class sessions.  
4.1 Demonstrate effective writing skills in various formats.   The attendance grade is based on percent of classes 
4.2 Demonstrate effective oral communication skills.   attended.  
4.4 Demonstrate competence in collaborating with others.   Lab Work and Participation in Lab Exercises‐ (25%). 
10.2 Students will be able to write effectively using appropriate  There are several labs planned for the semester. Some of 
organization, mechanics and style.  
these labs are part of an NSF‐funded pilot test of the utility 
10.3 Students will develop the ability to construct effective 
written arguments.  
of an interactive web‐based textbook on research methods 
10.4 Students will be able to demonstrate an ability to gather,  in developmental science. 
incorporate and interpret source material in their writing.  Quizzes‐(10%). Two quizzes will be given to assess 
  student knowledge of key topics in lectures and readings. 
These will include multiple choice and/or short answer.  
 
Please note that the lab work for the course is included 
 
in the grade for the whole course. Students will receive 
  the same grade for the lab as they do for the total course. 
Instructor Policies and Expectations 
 
Grading‐ Final grades will be calculated as follows: A = 90 points and above, B= 80‐89 points, C= 70‐79 
points, D= 60‐69 points, F= below 60 points. +/‐ will be given at the discretion of the instructor.  
 
Lab Attendance‐ DONʹT MISS A LAB!  Make‐up labs will be given only if:  (a) you were seriously ill 
and have verifiable documentation from a physician, or (b) you were detained the day and time of the 
lab, or (c) you made arrangements prior to the lab to attend an urgent family affair.  In any of these 
cases, you must notify the professor in advance of the scheduled lab time.  If the instructor is not 
informed prior to missing a lab, you will receive 0 points for that exercise.  Please note: make‐up labs 
are designed to be more comprehensive to compensate for the learning that takes place during lab 
meetings through involvement and collaboration with peers.  
 
Class Attendance‐ I will not provide detailed notes for missed classes. If you miss a class, please get 
notes from another student. It is strongly suggested that you do not miss class.   
 
Preparing for Class‐ Students are expected to come to class prepared. This means completing the 
assigned readings before class, so that you can ask questions and be prepared for the day’s lecture, 
discussion or lab exercise. Remember, active participation in this course in part of your grade. Please 
bring the textbook and assigned readings to class.  
 
Quality of Assignments‐ All assignments turned in for this class must be proofread, typed and on‐
time!!! No exceptions! All assignments will lose one letter grade per day that they are late. Grades will 
be lowered two letter grades if they are not typed. Assignments will not be accepted through e‐mail.  
 
Individual Appointments‐ There will be some class periods in which we will not being meeting as a 
class. Instead, the instructor will be available to meet individually with students. Please respect other 
students’ meetings by patiently waiting your turn. 
 
Web CT and Turnitin.com‐ These are computer resources offered by the university that will be used in 
class. If you do not know how to use or access these programs, please see the course instructor.   
 
Respect for Others in the Class‐ It is expected that students listen to and respect each others’ insights 
during class. During lab sessions, students will be asked to works in groups. It is expected that 
students will work in a collegial manner. Any problems or difficulties should be brought to the course 
instructor or TA for resolution.  
 
Please turn off cell phones and pagers during class meetings, as they can be a distraction to your 
fellow classmates. Please refrain from e‐mailing, messaging or other forms of entertainment during 
class.  
 

 
Date  Topic  Required Readings 
8/16  Introduction to course.    
  The research endeavor.  
8/21  Psychology as a science.   Chapters 1, 2 (p. 16‐23; 33‐
Basic versus applied research.   36). Appendix A (p.287‐
Anatomy of a research article‐ writing an introduction.   295). 
8/23  Being a good consumer of research (meet in JO 3.210)  Chapter 2 (p. 23‐32). 
8/28  Ethics in research with children.    Chapter 3. 
8/30  Overview of research designs.   Chapter 4.  
  Conducting developmental research.    Chapter 11 (p. 218‐221).  
9/4  Measurement theory.   Chapter 5. Appendix A (p. 
Writing a methods section.   295‐297).  
9/6  Quiz # 1.    
  Reliability/Validity Lab 
9/11  Observational Methods  Chapter 6. 
Discussion of naturalistic observation experiences.  
9/13  Systematic Observation Lab (meet in JO 3.210)  TBA 
9/18  Surveys and Interviews  Chapter 7. 
 
9/20  Survey and Interview Lab (meet in JO 3.210)  TBA 
9/25  Experimental designs and methods.    Chapter 8, Chapter 9  
  Developing our own experiment.  
9/27  Experiment Lab (meet in JO 3.210)   
10/2  The reality of experimental designs.   Chapter 10, Chapter 11 
Quasi‐experimental methods and issues in experimentation.  
10/4  Experiment Lab II (meet in JO 3.210)  TBA 
10/9  Research results  Chapter 12, Chapter 13 
10/11  SPSS lab (meet in GR 3.206)  Assignment 1 in “Ready, Set, 
  Go!: A Student Guide to 
SPSS” (on electronic course 
reserves) 
10/16  Program Evaluation Lab (meet in JO 3.210)   
10/18  Program Evaluation Lab (cont.)  (meet in JO 3.210)   
10/23  Writing a results section. Project specific analyses. (meet in GR 3.206) 
Appendix A (p. 297‐299).  
10/25  SPSS Lab for project database set‐up (meet in GR 3.206)   
10/30  Generalizing results and sharing your research with others.   Chapter 14.  
  Writing a discussion section.   Appendix A (p. 299‐320). 
11/1  Creating Tables and Figures Lab. (meet in JO 3.210)   
11/6  Group meetings to analyze data.    
11/8  Group meetings to analyze data.    
11/13   Oral Presentations   
11/15  Oral Presentations   
11/20  Oral Presentations‐  Last Day of Class   
11/22  Thanksgiving‐ No Class   
11/27   Papers due by 7:00 (our final exam time)   
 
The topics listed on the syllabus are general ideas about will comprise that day’s class 
session. However, I reserve the right to change these topics if additional time is 
needed or based on class interest. Additional required readings or assignments may 
also be added.  
 
Students should bring headphones on these dates: (9/13, 9/20, 9/27, 10/4). 
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