Southern Methodist University APSM 5300 Senior Project (3 credits) Course Syllabus Class time: Monday/Wednesday 9:30 -10:50

a.m., Simmons Hall 218 Spring 2012 Department of Applied Physiology & Wellness Annette Caldwell Simmons School of Education & Human Development Instructors: Peter B. Gifford; Susie L. Holland Email: pgifford@smu.edu; slholland@smu.edu Office Hours: By Appointment Textbook: Fraenkal, J.R., Wallen N.E., & Hyun H. (2012). How to design and evaluate research in education (8th ed.). San Francisco: McGraw-Hill. Readings are taken from selected articles. Course description: This class teaches you the process of formal inquiry. You should acquire the ability to: 1) formulate questions that can be addressed using quantitative and qualitative analysis, 2) gather data, 3) analyze data and 4) reach valid conclusions. In short, you will learn how to use the scientific method correctly. The scientific method is not just for scientists. Regardless of your professional interests the importance of asking questions and drawing appropriate conclusions from data is essential for your success. The entire field of management and consulting uses the method as their exclusive practice for essentially all business decisions including assessing markets, product development, etc. Working in small groups with faculty members you will develop a question, review the pertinent literature, decide on a method for collecting and analyzing information, collect the information and present the findings in a professional manner as a group paper, group class PowerPoint presentation, and group poster presentation in an open forum. Group formation: This class will be divided into seven groups as follows: two groups of AP & E students (two groups of 3); five groups of Sport Management students (one group of 3 and four groups of 4). Prerequisites: STAT 1301 Introduction to Statistics; or 2301 Statistics for Modern Business Decisions; or STAT 2331 Introduction to Statistical Methods Course Objectives: Students will: read, interpret, explain and apply area-specific knowledge to professional practice using the scientific method. translate knowledge to practice in real life settings. distinguish between and communicate the differences between evidence-based practices and hearsay. cite several methods for accessing relevant information. communicate appropriately, professionally and effectively in both written and oral forms in a teamwork context in both formal and informal settings. as an individual and as a team acquire interpersonal, professional, presentation and communication skills.

Schedule: Date Jan. 16 Jan 18 Day Monday Wednesday Topic/Content University Holiday, MLK Introduction; What is research? Getting to know you Full Class Day In-class research activity (Starburst)
Last day to file for May graduation Full Class Day

Location/Notes No class today Rd. Chapter 2 PowerPoint About You and your research interests* Rd. Article 1; Quiz Ch. 2 Rd. Chapter 3;

Jan. 23

Monday

Jan. 25

Wednesday

In-class research activity continued (Starburst) Full Class Day Group Formation; Brainstorming your topic; Searching the literature Full Class Day Sign up for out-of-class group meeting Literature Searching Question for Study/Plan of Action Due Writing the Intro
Last day to declare pass/fail

Jan. 30

Monday

Quiz Article 1; Rd Article 2; Question for Study/Plan of Action Due* Quiz Ch. 3; Rd Ch. 5 & 6 Bring article to share regarding your topic of interest

Feb. 1

Wednesday

Full Class Day Feb. 6 Feb. 7-8 Monday TuesdayWednesday Wednesday

No class Group meetings/Action plans (groups meetings Feb. 7-8 in place of class) No class APA format Methodology/Surveys Writing the methodology; Data Collection Forms Full Class Day Group meetings, 1-3 Data Collection can begin with instructor approval Writing the Lit Review Full Class Day Group meetings, 4-7 Data Collection Full Class Day Group meetings, 1-3 Statistics Full Class Day Group meetings, 4-7 Groups make 30 minute appointment (see sign up sheet) Rd.Ch 13; Due: Intro, Methods, Lit Review early draft* Quiz Ch. 5 and Ch. 6; Rd. pp.624-642; Quiz Ch. 13 1st draft methodology section due* all groups; Rd. Ch. 17; Rd Ch. 8; Quiz pp. 624-642; Quiz Ch. 17

Feb. 8

Feb. 13

Monday

Feb. 15 Feb. 20 Feb. 22 Feb. 27 Feb. 29 March 5 March 7

Wednesday Monday Wednesday Monday Wednesday Monday Wednesday

Quiz Ch. 8 1st draft Lit Review due* All groups 1st. draft methodology section due*; Rd. Ch. 10, 11, 12

March 12 March 14 March 19 March 21 March 26 March 28 April 2 April 4

Monday Wednesday Monday Wednesday Monday Wednesday Monday Wednesday

Spring Break Spring Break Writing the Results Tables, Figures, References Full Class Day Group meetings, 1-3 Creating the PowerPoint; Creating the Poster Full Class Day Group meetings, 4-7 Results, Conclusions, Recommendations Full Class Day Group meetings, 1-3
Last day to drop a course
st

No class- Spring Break No class-Spring Break 1 Draft of Intro, Lit. Review, Methodology* Quiz Ch. 10, 11, 12 1st Draft of Results and Conclusions Due*

Final Draft of Results and Conclusions Due* 1st Draft of Final Paper Due*
Poster Slide for final review Due*

Poster Slide Presentations to class April 9 Monday

Last Day for May graduation candidates to change grades of Incomplete Full Class Day

Poster Slide Presentation to class for critique PowerPoint Due*; final draft of Paper Due*

April 11 April 16 April 18 April 23 April 25 April 30 May 3

Wednesday Monday Wednesday Monday Wednesday Monday Thursday

Group meetings, 4-7 Final Steps Full Class Day Final PowerPoint Presented to Class, Groups 1-3 Full Class Day Final PowerPoint Presented to Class, Groups 4-7
Last day to withdraw from the University Full Class Day

Final PPT. presentations to class (Groups 1-3) Final PPT. presentations to class (Groups 4-7) Final PPT. presented to faculty, (Groups 1-3) Final Paper Due* And PPT. to Faculty, (Groups 4-7) Final Poster Presentation % Overall Grade 20 28 20 12 10 5 5 100%

PowerPoint Presentation to Faculty, Groups 1-3 Full Class Day PowerPoint Presentation to Faculty, Groups 4-7 Full Class Day 11:30 a.m. -2:30 p.m. Final Poster Presentation

Grading Criteria: 1. Quizzes on readings and articles (10) 2. *Written work deadlines (14)

(*Indicates something is due and tardiness will lose grade points) (Written work deadlines must be submitted electronically the day before by 6 p.m.)

3. Final summary report paper 4. Oral Presentation PowerPoint (Faculty Review 6/Peer Review 6) 5. Poster Presentation 6. Peer Review 7. Attendance Total

Re-grade Policy Students wishing to have the credit awarded on an assignment or test reconsidered, have the option to do so. Re-grade requests must be made within one class period of the return of the test or assignment to the student. The full assignment or test will be re-graded and results, either positive or negative will be binding. Requests not made within one class of student receipt will not be considered. Grade Scale: 94-100 = A 87-89 = B+ 80-83 = B74-76 = C 67-69 = D+ 60-63 = DAttendance Policy: For any missed class, including excused absences, students are required to write a minimum one page summary of the lecture or class exercise missed. The summary is to be completed within one week of returning to class following the absence. A counted/official absence will be accrued only for those classes missed without subsequent completion of the summary report. Deductions of points toward the overall grade (of up to 5 points total) from official/counted absences will occur in accordance with the following rubric: MW classes: 0-2 absences = 0 points lost; 3-4 absences= 3 points lost; >4 absences = 5 points lost. Grading Rubrics
Thinking about each individual group member, please rate the degree to which the statements describe their behavior while involved in the project. There are no right or wrong answers, only your opinions. Please try to be as honest as possible and circle the answer that best reflects how you feel. ____________________________ was: Name Strongly Disagree Strongly Agree

90-93 = A84-86 = B 77-79 = C + 70-73 = C64-66 = D Below 60 = F

Organized Insightful A contributor A leader Someone Im glad was on my team Biggest Strength: Biggest Weakness

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

_______________________________________________________________________ _______________________________________________________________________

1. Final Paper Rubric. This report should be 15 pages, no more no less and written in APA style Summary Report Rubric Criteria Organization 4 points Information is very organized with wellconstructed paragraphs and subheadings. All paragraphs include introductory sentence, explanations or details, and concluding sentence. Information clearly relates to the main topic. It includes several supporting details and/or examples. No grammatical, spelling or punctuation errors. 3 points Information is organized with wellconstructed paragraphs. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Information clearly relates to the main topic. It provides 12 supporting details and/or examples. 2 points Information is organized, but paragraphs are not well-constructed. Paragraphs included related information but were typically not constructed well. 1 point The information appears to be disorganized.

Paragraph Construction

Paragraphing structure was not clear and sentences were not typically related within the paragraphs. Information has little or nothing to do with the main topic.

Relevance of Information

Information clearly relates to the main topic. No details and/or examples are given.

Mechanics

Almost no grammatical, spelling or punctuation errors All sources (information and graphics) are accurately documented, but a few are not in the desired format. Paper makes a moderate contribution to the literature.

A few grammatical, spelling or punctuation errors.

Sources

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format. Paper makes little contribution to the literature.

Many grammatical, spelling or punctuation errors. Some sources are not accurately documented.

Quality of Work

Paper makes a significant contribution to the literature.

Paper makes no significant contribution to the literature.

2. Oral Presentation Rubric: This is a team presentation requiring collaboration, planning and practice. Class Presentation Rubric: Class Presentation Criteria Presenters Engagement with Audience 2 points Presentation is on topic, interactive and engages the audience. 1 point Presentation is on topic, fails to engage the audience in meaningful interaction. Presenters voices were somewhat audible, did not enunciate all words and used proper grammar half of the time. 0 points Low engagement with the audience; no opportunity for interaction.

Presenters Voices, Diction and Grammar

Presenters voices had the appropriate volume, enunciated all words well and used proper grammar throughout the presentation.

Presenters voices were either too loud or barely audible, barely enunciated any words and the improper use of grammar is very evident throughout the entire presentation. Presenters used no eye contact with audience and demonstrated many distracting bodily actions. The content of the presentation barely highlights the presenters paper and is not succinct.

Presenters Body Language

Presenters used eye contact with audience and had no distracting extraneous bodily actions. Content of presentation relates directly to the research paper highlighting content thoroughly and succinctly. The presenters content is organized and easy to follow and understand.

Presenters used some eye contact with audience and demonstrated a few distracting bodily actions. Content of presentation covers partially the presenters research paper and is somewhat succinct.

Presentations Content

Presentations Clarity and organization

Presenters content is somewhat clear and somewhat easy to follow and understand.

Presenters dont demonstrate any organization and very difficult to follow.

Poster presentation rubric: CATEGORY Graphics Clarity 4

Graphics are all in focus and the content easily viewed and identified from 6 ft. away. Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display. All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. The poster is exceptionally attractive in terms of design, layout and neatness.

3
Most graphics are in focus and the content easily viewed and identified from 6 ft. away. One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

Most graphics are Many graphics are in focus and the not clear or are too content is easily small. viewed and identified from 4 ft. away. The graphics are No graphics made made by the by the student are student, but are included. based on the designs or ideas of others.

Graphics Originality

Graphics Relevance

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. The poster is attractive in terms of design, layout and neatness.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Labels

Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. The poster is acceptably attractive though it may be a bit messy.

Labels are too small to view OR no important items were labeled.

Attractiveness

The poster is distractingly messy or very poorly designed. It is not attractive. There are more than 2 errors in capitalization or punctuation. There are more than 2 grammatical mistakes on the poster.

Mechanics

Capitalization and There is 1 error in There are 2 errors punctuation are capitalization or in capitalization or correct throughout punctuation. punctuation. the poster. There are no grammatical mistakes on the poster. There is 1 grammatical mistake on the poster. There are 2 grammatical mistakes on the poster.

Grammar

Professionalism: 100% punctual attendance is expected. Students are to be prepared for class. All electronic devices are to be off during class unless otherwise needed for the class. Students are responsible for checking SMU e-mail on a daily basis for messages from the university or from instructors. Due Dates: All assignments must be turned in at the beginning of class on the date listed in the syllabus. The score of a late assignment will be reduced by 10% or as noted on the rubric for the assignment. Absence from class does not constitute notification about a late assignment. If an absence is unavoidable, the student is responsible for e-mailing the assignment to the instructor on time. Computer/printer failures are not acceptable reasons for late assignments. Quality of Work: All written work must be typed and must meet the high quality standards expected of an outstanding student and future professional. Requests for Help with Assignments: Students should feel free to talk to the instructor, or email the instructor about any assignment. However, the student should always make an effort to begin the assignment before asking for help. E-mailing the instructor the night before a long-term assignment is due is not an optimal time for questions. Requests for Grades of Incomplete: Consult the University Catalog for policies regarding grades of Incomplete.

Disability Accommodations: Students needing academic accommodations for a disability must first be registered with Disability Accommodations & Success Strategies (DASS) to verify the disability and to establish eligibility for accommodations. Students may call 214-768-1470 or visithttp://www.smu.edu/alec/dass to begin the process. Once registered, students should then schedule an appointment with the professor to make appropriate arrangements. Religious Observance: Religiously observant students wishing to be absent on holidays that require missing class should notify their professors in writing at the beginning of the semester, and should discuss with them, in advance, acceptable ways of making up any work missed because of the absence. (See University Policy No. 1.9) Excused Absences for University Extracurricular Activities: Students participating in an officially sanctioned, scheduled University extracurricular activity will be given the opportunity to make up class assignments or other graded assignments missed as a result of their participation. It is the responsibility of the student to make arrangements with the instructor prior to any missed scheduled examination or other missed assignment for making up the work. (University Undergraduate Catalogue)