“You miss 100 percent of the shots you never

take.”~Wayne Gretzky

PAF 101Module 2, Lecture

9

Class Agenda

•Announcements•Competition Debriefing•Attendance Policy Reminder•Assignment for Next Class

Check it out online: Syracuse Nicaragua Trip 2016

Build gardens and irrigation systems Work on sustainable eco- agriculture projects Participate in workshops about international environmental issues Practice your Spanish, shop at local markets, and relax in a volcanic crater lake!

• For more info: Maggie Tarasovitch / mntaraso@syr.edu

INTEREST MEETINGS:Oct. 13 & Oct. 14 / 7:00 PM

Hendricks Chapel, Noble Room

Remembrance Week 2015Sunday October 25th-Friday October 30th

• 10/25: Kickoff and Candlelight Vigil• 10/26: “My Brother’s Bomber” Documentary Screening• 10/27: “Terrorism in the Internet Age” Discussion Panel• 10/28: Day of Service, 12-4pm, Schine Underground• 10/29: “Celebration of Life” Open-Mic Night• 10/30: Rose Laying Ceremony, 2pm, Wall of Remembrance ONGOING: Wall of Dreams and Chair Display (Quad),Portrait Display (Panasci Lounge and Bird Library)

Remembrance Scholarship Program

The Remembrance Scholarship is one of the highest awards a Syracuse University student can receive and is awarded to seniors chosen for distinguished scholarship, citizenship, and service to the community. The mission of the Remembrance Scholars is to educate the campus community about terrorism by relating Syracuse University’s Pam Am Flight 103 experience to more current events. Through education, all 270 lost in the bombing of Pan Am Flight 103, especially our 35 students are remembered and honored.

For more info and to apply: remembrance.syr.edu

Competition Points

As of 10/7/2015

WinnersWinners

Losers

Group # Points

14 15

2 9

12 8

1 7

5 6

17 6

11 5

8 4

15 4

18 4

3 3

4 3

9 3

10 3

6 2

13 2

7 1

16 0

Competition Workshop Points

Groups 1-18, excluding 15: 3 points

Group 15: 5 points

Alumni Quote“When I was a TA for PAF 101, students complained about how anal we and you were about spelling, grammar, font and all those fun formatting rules that everyone loses points for on those modules. And I remember students saying it wasn’t relevant to the real world and that only in ‘academia’ did such BS exist. Well, thank God for such anal retentiveness, because these government contracts and guidelines are so specific it would blow the PAF requirements to shame! Attention to detail is the first rule for getting your foot in the door of the real world!”

~Laurie Schrall, Senior Consultant at consulting firm, BearingPoint

BAD THINGS HAPPEN WHEN YOU DON’T PAY ATTENTION TO DETAIL• HEY, SEXY. WANNA ENROLL?

• Admissions forms that Seton Hall University mailed to tens of thousands of prospective students abroad contained a misprinted telephone number that instead connected callers to a phone-sex line, the Newark, N.J., Star-Ledger reported.

• A recording instructed callers to dial another number to talk to "hot, horny girls" for 99 cents to $2.99 a minute (Chronicle of Higher Education, 2/15/06).

Module 2 Debriefing

Topic:

The Chancellor of Syracuse University, Kent Syverud, asked

for the design of a survey to assess what undergraduates

think of his leadership on campus.

Exercise 4.1 A (Kent Syverud)

•Gathering Information for and Determining the Purpose of a Survey• Quote the definition of the term“target population”from the Maxwell Manual.

• Place definition here:“The target population is the group of individuals who answer the survey.”

Exercise 4.1 A (Kent Syverud)

•Gathering Information for and Determining the Purpose of a Survey• Quote the definition of the term“target population”from the Maxwell Manual.

• Place definition here:“The target population is the group of individuals who answer the survey.”

Problem 1: The definition given is for sample not target population.

Problem 2: The quote is missing an internal citation. (Coplin, 2007, p. 38)

Exercise 4.1 B (Kent Syverud)

•Gathering Information for and Determining the Purpose of a Survey

• Name the Player, their organization and title here: Chancellor Kent Syverud, Syracuse University, Chancellor

• Briefly describe the purpose of the survey you will be designing here: Asking students about the Chancellor

Exercise 4.1 B (Kent Syverud)

•Gathering Information for and Determining the Purpose of a Survey

• Name the Player, their organization and title here: Chancellor Kent Syverud, Syracuse University, Chancellor

• Briefly describe the purpose of the survey you will be designing here: Asking students about the Chancellor Problem 1: Do not

include ‘Chancellor’ twice.

Problem 2: Description of survey is poor. Should talk abut the students’ view on the Chancellor’s leadership in undergraduate education.

Exercise 4.1 B (Cont.)•Gathering Information for and Determining the Purpose of a Survey

• Identify the target population you will sample for your survey. Write a specific description of your target population including its geographic location and approximate size: Students attending class on campus

Exercise 4.1 B (Cont.)•Gathering Information for and Determining the Purpose of a Survey

• Identify the target population you will sample for your survey. Write a specific description of your target population including its geographic location and approximate size: Students attending class on campus

Problem 3: Doesn’t say geographic location or approximate size.

Exercise 4.1B (Cont.)

Gathering Information for and Determining the Purpose of a Survey

• Write a piece of factual information that could be gathered through your survey here: The percentage of students who are satisfied and unsatisfied with the current undergraduate education system

• Write a piece of attitudinal information that could be gathered through your survey here: Whether or not students think the Chancellor is a good leader

Exercise 4.1B (Cont.) (Kent Syverud)

Gathering Information for and Determining the Purpose of a Survey

• Write a piece of factual information that could be gathered through your survey here: The percentage of students who are satisfied and unsatisfied with the current undergraduate education system

• Write a piece of attitudinal information that could be gathered through your survey here: Whether or not students think the Chancellor is a good leaderProblem 1: The factual information is actually

attitudinal. Also, it doesn’t directly relate to the Chancellor’s leadership

Exercise 4.1B (Cont.) (Kent Syverud)

Gathering Information for and Determining the Purpose of a Survey

• Describe specific policies the player might develop from the information gathered in your survey here: Chancellor Syverud will have more open office hours and will provide raises for faculty.

Exercise 4.1B (Cont.) (Kent Syverud)

Gathering Information for and Determining the Purpose of a Survey

• Describe specific policies the player might develop from the information gathered in your survey here: Chancellor Syverud will have more open office hours and will provide raises for faculty.

Problem 2: The second policy is not relevant to the topic.

Exercise 4.2 A (Kent Syverud)

•Choosing a Sample and Method of Contact • Indicate and discuss which of the three methods of contact from the Maxwell Manual you will use to contact your sample. • State the method using terms in the Maxwell Manual here: Email and call people

• Justify why you have chosen to use this method using information from the Maxwell Manual here: This way, we can try and reach every single person either with phone or email.

Exercise 4.2 A (Kent Syverud)•Choosing a Sample and Method of Contact • Indicate and discuss which of the three methods of contact from the Maxwell Manual you will use to contact your sample. • State the method using terms in the Maxwell Manual here: E-mail and call people

• Justify why you have chosen to use this method using information from the Maxwell Manual here: This way, we can try and reach every single person either with phone or email. Problem 1: Should be only

one method of contact. Also, “call people” should say “telephone”.

Problem 2: Weak justification. Should include a rationale like: This method has a high response rate according to the Maxwell Manual. This range should be satisfactory because the response rate for telephone is 40-75% (Coplin, 2007, p.49).

Exercise 4.2 B (Kent Syverud)

•Choosing a Sample and Method of Contact

• Identify one variable you will use to assess the degree to which your sample accurately reflects your target population. Identify the variable here: Attitudes toward the Chancellor

Exercise 4.2 B (Kent Syverud)

•Choosing a Sample and Method of Contact

• Identify one variable you will use to assess the degree to which your sample accurately reflects your target population. Identify the variable here: Attitudes toward the Chancellor

Problem 1: Not an appropriate variable; should choose gender, age, class year, race, or other traceable characteristic.

Exercise 4.2 B (Kent Syverud)

•Choosing a Sample and Method of Contact

• Explain why the variable you chose matters, and why it is important that the distribution of your particular variable should be similar to the target population:

The way people will answer the survey will be determined by their views toward the chancellor.

Exercise 4.2 B (Kent Syverud)

•Choosing a Sample and Method of Contact

• Explain why the variable you chose matters, and why it is important that the distribution of your particular variable should be similar to the target population:

Correct: “The variable class year is important because the amount of time students have spent at SU may affect their feelings about Kent Syverud.”

Problem 2: Old answer did not answer question

Exercise 4.3 A (Kent Syverud)

•How Would You Get the Sample• Clearly and concisely describe the exact procedures you will use to select the sample and contact the respondents. Be detailed and list each step needed to select the sample. Be realistic.• List the steps you will follow here:

1. Call students in a random order. 2. Ask them the questions. 3. Record the answers.

Exercise 4.3 A (Kent Syverud)

•How Would You Get the Sample• Clearly and concisely describe the exact procedures you will use to select the sample and contact the respondents. Be detailed and list each step needed to select the sample. Be realistic.• List the steps you will follow here:

1. Call students in a random order. 2. Ask them the questions. 3. Record the answers.

Problem: Steps are incomplete.• Where do they get the names?

Need a list.• Need to describe what “random”

means.• Need to say how many students

they will call until complete.

Exercise 4.3 B (Kent Syverud)

•Determining Sample Size • Complete the following steps to determine your sample size.• Restate your target population (from 4.1B) and its size here: SU undergrads, 12,000 students

• Indicate the size of the sample you plan to analyze here: 2,000

• Indicate the approximate percentage this represents of the target population here: 30%

Exercise 4.3 B (Kent Syverud)

•Determining Sample Size • Complete the following steps to determine your sample size.• Restate your target population (from 4.1B) and its size here: SU undergrads, 12,000 students

• Indicate the size of the sample you plan to analyze here: 2,000

• Indicate the approximate percentage this represents of the target population here: 30%

Problem 1: Target population still not specific enough. Full time or part time students? Which campus? Main, south, abroad? Missing geographic location.

Problem 2: Percent is incorrect. 2,000/12,000 x 100 = 17%

Exercise 4.3 C

• Determining Sample Size • Complete the following steps to determine your response

rate and required number of contacts.• Estimate the exact response rate you expect for your survey

here: 1,750 people• Justify the rate you chose here:“According to the Maxwell

Manual, phone calls will get a 40% - 75% response rate”(Coplin, 2007, p. 49).

• Write down how many people you will have to contact in order to obtain your desired number of responses here: 2000

• Using the formula from the text, show the calculations that you used to find how many people you will have to contact here:

Desired sample = # of contacts 2000 = 1750 Expected response rate 1.15

Exercise 4.3 C

• Determining Sample Size • Complete the following steps to determine your response

rate and required number of contacts.• Estimate the exact response rate you expect for your survey

here: 1,750 people• Justify the rate you chose here: “According to the Maxwell

Manual, phone calls will get a 40% - 75% response rate”(Coplin, 2007, p. 49).

• Write down how many people you will have to contact in order to obtain your desired number of responses here: 2000

• Using the formula from the text, show the calculations that you used to find how many people you will have to contact here:

Desired sample = # of contacts 2000 = 1750 Expected response rate 1.15

Problem 1: Response rate should be a percent, not a raw number.

Problem 2: Not an adequate justification; must state why that rate was chosen and need to pick ONE rate, not a range.

Problems 3 & 4: Incorrect understanding of response rate messed up the calculations; both sections are incorrect.

Exercise 4.4 (Kent Syverud)

• Creating the Questions • Provide examples of two closed-choice questions for your survey. All response categories must be shown. Follow the format in the Maxwell Manual.• Write the question that will gather factual information here: Do you think Kent Syverud’s blog posts and emails are effective? Yes No Don’t Know/Not Sure

• Write the question that will gather attitudinal information here: Do you believe Kent Syverud is an approachable person outside of academics? Yes No

Exercise 4.4 (Kent Syverud)

• Creating the Questions • Provide examples of two closed-choice questions for your survey. All response categories must be shown. Follow the format in the Maxwell Manual.• Write the question that will gather factual information here: Do you think Kent Syverud’s blog posts and emails are effective? Yes No Don’t Know/Not Sure

• Write the question that will gather attitudinal information here: Do you believe Kent Syverud is an approachable person outside of academics? Yes No

Problem 1: This question is attitudinal because it asks for an opinion.

Problem 2: Should also say Not Sure/Don’t Know

Helpful Hints:• Know the difference between factual and attitudinal

• Closed questions should include all choices, including “Don’t know” or “N/A”

• Don’t overestimate response rate; must justify with Maxwell Manual

• Descriptions must be specific (mention specific type of policy)

• Variables: Freshman and Sophomore are not the name of the variable: Class year is.

Class Homework Reminder• If absent, you are still responsible for homework. Check the previous lecture slides online.

• If you miss class Monday, and homework is due Wednesday, you must bring it in Wednesday or you will receive a five point penalty.

For Next Class

•Module Two is Due By 12:45 p.m. on Friday, October 9

•Don’t email your TA after 12:45 PM on Thursday