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 Day Topic/Content Location/Notes

Jan. 16 Monday University Holiday, MLK No class today

Jan 18 Wednesday

Introduction; What is research?

Getting to know you

Full Class Day

Rd. Chapter 2

Jan. 23 Monday In-class research activity (Starburst)

Last day to file for May graduation Full Class Day

PowerPoint About You and

your research interests*

Jan. 25 Wednesday In-class research activity –continued (Starburst)

Full Class Day

Rd. Article 1; Quiz Ch. 2

Rd. Chapter 3;

Jan. 30 Monday

Group Formation;

Brainstorming your topic; Searching the literature

Full Class Day

Sign up for out-of-class group meeting

Quiz Article 1; Rd Article 2;

Feb. 1 Wednesday

Literature Searching

Question for Study/Plan of Action Due

Writing the Intro Last day to declare pass/fail

Full Class Day

Question for Study/Plan of

Action Due*

Quiz Ch. 3;

Rd Ch. 5 & 6

Bring article to share regarding

your topic of interest

Feb. 6 Monday

No class

Feb. 7-8 Tuesday-

Wednesday

Group meetings/Action plans

(groups meetings Feb. 7-8 in place of class)

Groups make 30 minute

appointment (see sign up sheet)

Feb. 8 Wednesday No class

Rd.Ch 13;

Due: Intro, Methods, Lit

Review early draft*

Feb. 13 Monday

APA format

Methodology/Surveys

Writing the methodology; Data Collection Forms

Full Class Day

Quiz Ch. 5 and Ch. 6;

Rd. pp.624-642;

Quiz Ch. 13

Feb. 15 Wednesday Group meetings, 1-3 1

st draft methodology section

due* all groups; Rd. Ch. 17;

Feb. 20 Monday

Data Collection can begin with instructor approval

Writing the Lit Review

Full Class Day

Rd Ch. 8; Quiz pp. 624-642;

Quiz Ch. 17

Feb. 22 Wednesday Group meetings, 4-7

Feb. 27 Monday Data Collection

Full Class Day Quiz Ch. 8

Feb. 29 Wednesday Group meetings, 1-3

1st draft Lit Review due*

All groups

March 5 Monday Statistics

Full Class Day

1st. draft methodology section

due*; Rd. Ch. 10, 11, 12

March 7 Wednesday Group meetings, 4-7

March 12 Monday Spring Break No class- Spring Break

March 14 Wednesday Spring Break No class-Spring Break

March 19 Monday

Writing the Results

Tables, Figures, References

Full Class Day

1st Draft of Intro, Lit. Review,

Methodology*

Quiz Ch. 10, 11, 12

March 21 Wednesday Group meetings, 1-3 1

st Draft of Results and

Conclusions Due*

March 26 Monday Creating the PowerPoint; Creating the Poster

Full Class Day

March 28 Wednesday Group meetings, 4-7

April 2 Monday Results, Conclusions, Recommendations

Full Class Day

Final Draft of Results and

Conclusions Due*

April 4 Wednesday Group meetings, 1-3

Last day to drop a course

1st Draft of Final Paper Due*

Poster Slide for final review Due*

April 9 Monday

Poster Slide Presentations to class Last Day for May graduation candidates to change

grades of Incomplete

Full Class Day

Poster Slide Presentation to

class for critique

April 11 Wednesday Group meetings, 4-7

PowerPoint Due*;

final draft of Paper Due*

April 16 Monday Final Steps

Full Class Day

April 18 Wednesday Final PowerPoint Presented to Class, Groups 1-3

Full Class Day

Final PPT. presentations to

class (Groups 1-3)

April 23 Monday Final PowerPoint Presented to Class, Groups 4-7

Last day to withdraw from the University

Full Class Day

Final PPT. presentations to

class (Groups 4-7)

April 25 Wednesday PowerPoint Presentation to Faculty, Groups 1-3

Full Class Day

Final PPT. presented to faculty,

(Groups 1-3)

April 30 Monday PowerPoint Presentation to Faculty, Groups 4-7

Full Class Day

Final Paper Due*

And PPT. to Faculty,

(Groups 4-7)

May 3 Thursday 11:30 a.m. -2:30 p.m. Final Poster Presentation Final Poster Presentation

Grading Criteria: % Overall Grade

1. Quizzes on readings and articles (10) 20

2. *Written work deadlines (14) 28 (*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 20

4. Oral Presentation PowerPoint (Faculty Review 6/Peer Review 6) 12

5. Poster Presentation 10

6. Peer Review 5

7. Attendance 5

Total 100%

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 90-93 = A-

87-89 = B+ 84-86 = B

80-83 = B- 77-79 = C +

74-76 = C 70-73 = C-

67-69 = D+ 64-66 = D

60-63 = D- Below 60 = F

Attendance 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 Strongly

Disagree Agree

Organized 1 2 3 4 5 6 7

Insightful 1 2 3 4 5 6 7

A contributor 1 2 3 4 5 6 7

A leader 1 2 3 4 5 6 7

Someone I’m glad 1 2 3 4 5 6 7

was on my team

Biggest Strength: _______________________________________________________________________

Biggest Weakness _______________________________________________________________________

1. Final Paper Rubric. This report should be 15 pages, no more no less and written in APA style

Summary Report Rubric

Criteria 4 points 3 points 2 points 1 point

Organization Information is very

organized with well-

constructed

paragraphs and

subheadings.

Information is

organized with well-

constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.

Paragraph

Construction

All paragraphs

include introductory

sentence,

explanations or

details, and

concluding

sentence.

Most paragraphs

include introductory

sentence,

explanations or

details, and

concluding

sentence.

Paragraphs included

related information

but were typically

not constructed

well.

Paragraphing

structure was not

clear and

sentences were

not typically

related within the

paragraphs.

Relevance of

Information

Information clearly

relates to the main

topic. It includes

several supporting

details and/or

examples.

Information clearly

relates to the main

topic. It provides 1-

2 supporting details

and/or examples.

Information clearly

relates to the main

topic. No details

and/or examples are

given.

Information has

little or nothing

to do with the

main topic.

Mechanics No grammatical,

spelling or

punctuation errors.

Almost no

grammatical,

spelling or

punctuation errors

A few grammatical,

spelling or

punctuation errors.

Many

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 a

few are not in the

desired format.

All sources

(information and

graphics) are

accurately

documented, but

many are not in the

desired format.

Some sources are

not accurately

documented.

Quality of Work Paper makes a

significant

contribution to the

literature.

Paper makes a

moderate

contribution to the

literature.

Paper makes little

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 2 points 1 point 0 points

Presenters’ Engagement

with Audience

Presentation is on topic,

interactive and engages

the audience.

Presentation is on topic,

fails to engage the

audience in meaningful

interaction.

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

somewhat audible, did

not enunciate all words

and used proper grammar

half of the time.

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’ Body

Language

Presenters used eye

contact with audience and

had no distracting

extraneous bodily actions.

Presenters used some eye

contact with audience and

demonstrated a few

distracting bodily actions.

Presenters used no eye

contact with audience and

demonstrated many

distracting bodily actions.

Presentation’s Content Content of presentation

relates directly to the

research paper

highlighting content

thoroughly and

succinctly.

Content of presentation

covers partially the

presenters’ research paper

and is somewhat succinct.

The content of the

presentation barely

highlights the presenters’

paper and is not succinct.

Presentation’s Clarity

and organization

The presenters’ content is

organized and easy to

follow and understand.

Presenters’ content is

somewhat clear and

somewhat easy to follow

and understand.

Presenters don’t

demonstrate any

organization and very

difficult to follow.

Poster presentation rubric:

CATEGORY 4 3 2 1

Graphics -

Clarity

Graphics are all in

focus and the

content easily

viewed and

identified from 6

ft. away.

Most graphics are

in focus and the

content easily

viewed and

identified from 6

ft. away.

Most graphics are

in focus and the

content is easily

viewed and

identified from 4

ft. away.

Many graphics are

not clear or are too

small.

Graphics -

Originality

Several of the

graphics used on

the poster reflect

an exceptional

degree of student

creativity in their

creation and/or

display.

One or two of the

graphics used on

the poster reflect

student creativity

in their creation

and/or display.

The graphics are

made by the

student, but are

based on the

designs or ideas of

others.

No graphics made

by the student are

included.

Graphics -

Relevance

All graphics are

related to the topic

and make it easier

to understand. All

borrowed graphics

have a source

citation.

All graphics are

related to the topic

and most make it

easier to

understand. All

borrowed graphics

have a source

citation.

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 All items of

importance on the

poster are clearly

labeled with labels

that can be read

from at least 3 ft.

away.

Almost all items of

importance on the

poster are clearly

labeled with labels

that can be read

from at least 3 ft.

away.

Several items of

importance on the

poster are clearly

labeled with labels

that can be read

from at least 3 ft.

away.

Labels are too

small to view OR

no important items

were labeled.

Attractiveness The poster is

exceptionally

attractive in terms

of design, layout

and neatness.

The poster is

attractive in terms

of design, layout

and neatness.

The poster is

acceptably

attractive though it

may be a bit

messy.

The poster is

distractingly

messy or very

poorly designed. It

is not attractive.

Mechanics Capitalization and

punctuation are

correct throughout

the poster.

There is 1 error in

capitalization or

punctuation.

There are 2 errors

in capitalization or

punctuation.

There are more

than 2 errors in

capitalization or

punctuation.

Grammar There are no

grammatical

mistakes on the

poster.

There is 1

grammatical

mistake on the

poster.

There are 2

grammatical

mistakes on the

poster.

There are more

than 2

grammatical

mistakes on the

poster.

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)