Syllabus: Statistics

Spring 2020

Course Description 

This course is an exploration of sociological approaches to statistics and quantitative reasoning.  Students will be exposed to introductory statistical techniques, and they will familiarize themselves with Stata software.  The course emphasizes quantitative literacy (students will learn to critique and interpret different kinds of statistical claims), but the course is primarily designed to advance students’ understanding of descriptive and inferential statistics.

Textbooks & Readings 

There are 2 required texts for this course:

• Statistics for People Who (Think They) Hate Statistics, by Neil J. Salkind & Bruce B. Frey, 7th Edition

• Using Stata for Quantitative Analysis, by Kyle C. Longest, 3rdEdition

Additionally, I post supplementary course content (resources, activity guides, and software tips) on my website.

You’ll use my website a great deal during the course.  It will contain directions for activities, best practices for dealing with software and datasets, and other content to help you through the course.  At home, you will attempt new techniques, and familiarize yourself with course readings. Much of our time in class will be spent workshopping what you’ve been assigned.  The website will serve as an intermediary – A place where you can access resources and troubleshoot what you’re working through.  

Course Objectives 

• Students will advance their understanding of research design, descriptive statistics and inferential statistics

• Students will refine their quantitative reasoning skills and develop their ability to interpret and evaluate inferential statistical claims about the social world

• Students will gain some exposure to nonparametric and multivariate statistics

• Students will develop familiarity with Stata software.  They will become adept at performing descriptive and inferential tasks and interpreting outputs in Stata

Troubleshooting & Support

For many of you, this course will involve a great deal of unfamiliar content, and challenging experiences with new software.  Luckily, the course is designed to support you every step of the way!  One thing to keep in mind, however, is that making mistakes is how you will learn most of the content in this course.  I encourage you to make errors – LOTS of errors.  And to respond to them thoughtfully.  Before you look elsewhere for help, I’d recommend attempting an activity a few times, using the resources I’ve provided in the textbook and on my website. 

Next, look to your group!  While your exams and your final portfolio will be done alone, you’re strongly encouraged to work through activities with your peers.  You’ll be assigned a group for exactly this reason.  They’re your first stop if you need external help.

If you are still struggling after speaking with your group, your next stop is our TA, Fengrui. She will hold weekly office hours to help you troubleshoot course content and activities.   

If, after working all these channels, you are still struggling.  I encourage you to reach out directly to me during my office hours or by appointment.

Grading 

Students will be scored based on their command of the course material as well as the critical thinking skills they display in the assignment. This course involves five, equally-weighted forms of assessment: 

• Weekly Homework Assignments (20%)

• Interpreting Statistics Group Assignment (20%)

• Midterm Examination (20%)

• Final Exam (20%)

• Final Portfolio (20%)

Assignment Descriptions 

Weekly Homework Assignments (20%): Each week, you will complete a short assignment using Stata Software and the General Social Survey dataset.  You will submit yourassignment via canvas each week prior to Thursday’s class (9am on Thursday).  These assignments are designed to help you become familiar writing Stata commands and interpreting Stata outputs.  They will ultimately make up your final portfolio. 

Interpreting Statistics Group Assignment (20%): At the beginning of the semester, you will be assigned to one of 10 groups.  These groups will each be assigned a “layman’s statistic,” a statistical truth that’s been reported in the news.  The group will engage the statistic by interrogating (1) its mathematical legitimacy (based on information provided in, or not provided in, the article itself and studies asserting similar predictions), and (2) its value in supporting the claim.

Midterm Examination (20%): We will hold an in-class midterm examination about half-way through the course.  This midterm will evaluate your conceptual understanding of the content we’ve covered up until that point in the semester.  While it will invite you to interpret Stata outputs, it will not involve your use of Stata. 

Final Exam (20%): The final exam will evaluate your conceptual understanding of the entire content we cover in the course.  It will evaluate students’ understanding of course concepts, their ability to apply techniques, their ability to interpret Stata outputs, and their ability to critically engage statistical claims made by others. Students will be required to name and apply concepts, interpret statistical claims and Stata outputs. 

Final Portfolio (20%): The final portfolio, which will be due the last week of the class will be a compilation of all of your weekly homework assignments.  These assignments will become more challenging as the semester progresses, and the final portfolio is your opportunity to integrate the activities.   

Deadlines and Late Work: Late work will be accepted within one week of the deadline at the expense of one letter grade for lateness. Work will not be accepted more than one week past the deadline unless the student has discussed a medical or family emergency with the instructor and agreed upon an alternative deadline. Exceptions are made infrequently and under special circumstances. 

Schedule of Course Readings

I ask that you come prepared to discuss all of the assigned readings on Tuesdays. Tuesday classes will be committed to comprehension: Do you understand the concepts introduced and how they are theoretically applied? By arriving at this level of understanding, we will “earn” Thursday’s workshop time. On Thursdays, we will learn how to apply these concepts and techniques using Stata software.  We will work with real data and prepare ourselves for the week’s portfolio activities.

Week 1

January 14th, 16th, & 23rd

Topics Covered: Introduction to Statistics & Introduction to Stata

Techniques Learned:

• Downloading Citrix Receiver

• Accessing Stata through Citrix

• Downloading GSS Dataset

• Accessing GSS Dataset through Stata

 Required Readings: Salkind & Frey, pgs. 4-17

Recommended Reading: Longest, pgs 2-23 

Due: “Week 1 Assignment”

Add/Drop Ends 1/22, Substitute Monday class schedule, 1/21

Week 2

January 28th & 30th

Topics Covered: Descriptive Statistics: Averages & Variability

Techniques Learned:

• Basic Stata Commands

 Required Readings: Salkind & Frey, pgs. 19-55, “Yippee! I’m in Statistics,” “Means to an End, Computing & Understanding Averages” & “Vive la Difference: Understanding Variability”

Recommended Reading: Longest, pgs. 24-65, 120-126, “The Essentials” & “Descriptive Statistics”

Due: “Week 2 Assignment”

Week 3

February 4th & 6th

Topics Covered: Descriptive Statistics, Graphically Representing Data, Misrepresentations of Data

Techniques Learned:

• Basic Stata Commands

 Required Readings: Salkind & Frey, pgs. 56-75, “A Picture Really Is Worth a Thousand Words”

Recommended Reading: Longest, pgs. 106-120, revisit 112-128, “Descriptive Statistics”

Due: “Week 3 Assignment”

Week 4

Week 5

Week 6

February 27th: Midterm Exam

March 3 & 5: Spring Break

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Written Work 

Written materials must be typed and submitted in the format required by your instructor. Strive for a thorough yet concise style. Cite literature appropriately, using APA requirements. Develop your thoughts fully, clearly, logically and specifically. Proofread all materials to ensure the use of proper grammar, punctuation and spelling. For writing support, please contact the Connors Family Learning Center. 

Attendance 2.0 

Consistent with BC’s commitment to creating a learning environment that is respectful of persons of differing backgrounds, we believe that every reasonable effort should be made to allow members of the university community to observe their religious holidays without jeopardizing their academic status. Students are responsible for reviewing course syllabi as soon as possible, and for communicating with the instructor promptly regarding any possible conflicts with observed religious holidays. Students are responsible for completing all class requirements for days missed due to conflicts with religious holidays. 

Accommodation and Accessibility 

Boston College is committed to providing accommodations to students, faculty, staff and visitors with disabilities. Advanced notice and formal registration with the appropriate office is required to facilitate this process. There are two separate offices at BC that coordinate services for students with disabilities: 

• The Connors Family Learning Center (CFLC) coordinates services for students with LD and ADHD. 

• The Disabilities Services Office (DSO) coordinates services for all other disabilities. 

Scholarship and Academic Integrity 

Failure to cite references is plagiarism. Academic dishonesty includes, but is not necessarily limited to, plagiarism, fabrication, facilitating academic dishonesty, cheating on exams or assignments, or submitting the same material or substantially similar material to meet the requirements of more than one course without seeking permission of all instructors concerned. Scholastic misconduct may also involve, but is not necessarily limited to, acts that violate the rights of other students, such as depriving another student of course materials or interfering with another student’s work. Please see the Boston College policy on academic integrity for more information.