PSYCHOL 3020 - Doing Research in Psychology: Advanced
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code PSYCHOL 3020 Course Doing Research in Psychology: Advanced Coordinating Unit Psychology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 6 units of Level II Psychology which must include PSYCHOL 2004 Course Description The aim of this capstone course is to extend knowledge of the statistical and conceptual bases of psychological research based on content introduced at Level II. It covers intermediate-level quantitative statistical methods, statistical inference, research methods, and qualitative methodologies in applying psychological research to real-world problems.
Course Coordinator: Dr Rachel SearstonSchool of Psychology Office: Ph= +61 8313 5693; Email - email@example.com
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAt the successful completion of this course students will be able to:
1. Evaluate critically the importance of scientific and statistical reasoning in psychology
2. Apply methodological and statistical principles to assess the credibility of various claims about human psychology
3. Formulate principled arguments for using various methods and statistics in psychological research
4. Understand and apply the methodological and statistical concepts to various real-world problems
5. Evaluate critically the ethical issues that may impact on decision-making in psychological research
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,4,5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,3,5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,4,5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesAbelson, R. P. (1995). Statistics as Principled Argument. First Edition. Taylor & Francis Group [Available online via the University Library]
Recommended ResourcesGrolemund, G., & Wickham, H. (2017). R for Data Science.
Swirl: Learn R, in R. Install and start package in RStudio: 1) > install.packages(“swirl”) 2) >library(“swirl”)
Crump, M. J. C., Price, P., et al. (2017). Research Methods for Psychology.
Crump, M. J. C. (2018). Programming for Psychologists: Data Creation and Analysis.
Stanovich, K. E. (2013). How to Think Straight about Psychology. Tenth Edition. Pearson Education.
Online LearningVideo Lectures and Online Worksheets will be made available on MyUni: https://myuni.adelaide.edu.au/
MyUni may also be used for one or more of the following:
• Communication with students via Announcements and Discussion Board
• Submission of assessment
• Access to lecture recordings
• Access to worksheet materials
• Access to assigned and additional readings
• Access to self-directed learning activities
• Access to assessment preparation materials
Learning & Teaching Activities
Learning & Teaching ModesThis course consists of weekly online lectures and face-to-face class activities, two tutorials/SGDEs, and four online worksheets with accompanying drop-in sessions.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Video Lectures: 1 hour per week = 12 hours
Classes: 1 hour per week = 12 hours
Online Worksheets: 1 hour per worksheet accompanied by optional 1 hour face-to-face drop-in session x 4 = 8 hours
Group Presentation Session: 1 hour
Small Group Discovery Experience: 1 hour
Readings and Discussion Forum: 4 hours per week = 44 hours
Class Preparation and Self-Directed Study: 3 hours per week = 36 hours
Preparation of Oral and Written Assessment: 4 hours per week = 44 hours
Learning Activities Summary
Week Topic Week 1 Course Introduction Week 2 Making Claims with Statistics Week 3 Rhetorical Style Week 4 Magnitude of Effects Week 5 Open Science I Week 6 Open Science II Week 7 Articulation of Results Week 8 Generality of Effects Week 9 Qualitative Research Methods Week 10 Interestingness of Argument Week 11 Credibility of Argument Week 12 Course Summary
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning outcome(s) being addressed Weekly Quizzes Formative 40% 1-5 Position Paper Summative 45% 1-5 Group Presentation Summative 15% 1-5
Assessment DetailThe quizzes are worth 5% each and the top eight (out of 10) scores will count towards the final grade, for a total of 40%.
SubmissionPlease refer to the General Handbook for Undergraduate Psychology students (available at the link below) for details on submission process/requirements, penalties for late submission, the process of applying for extensions, and the staff “turn-around” timeline on assessments and the provision of feedback and policy relating to re-submission/redemptive work.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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