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PAF 101

Module 2, Lecture 9. PAF 101. “ You miss 100 percent of the shots you never take. ”. ~Wayne Gretzky. BINDER CLIP. “I was wrong to call it a butterfly clip.” -Coplin. Class Agenda. Announcements Competition Debriefing Attendance Policy Reminder Assignment for Next Class.

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PAF 101

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  1. Module 2, Lecture 9 PAF101 “You miss 100 percent of the shots you never take.” ~Wayne Gretzky

  2. BINDER CLIP “I was wrong to call it a butterfly clip.” -Coplin

  3. Class Agenda • Announcements • Competition Debriefing • Attendance Policy Reminder • Assignment for Next Class

  4. Competition Points Winners Losers Competition Points as of 2/19/2014

  5. 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

  6. 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).

  7. Group Competition Performance • All groups received 3 points except group 6. • Winner is group 15! They got 5 points.

  8. 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. Module 2 Debriefing

  9. 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)

  10. 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. 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 (Kent Syverud)

  11. 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 leader. • 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.

  12. 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. Exercise 4.2 A (Kent Syverud)

  13. 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. 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)

  14. 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: Call students in a random order. Ask them the questions. Record the answers. Exercise 4.3 A (Kent Syverud)

  15. Determining Sample Size Complete the following steps to determine your sample size and confidence interval. 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: 2000 Indicate the approximate percentage this represents of the target population here: 30% Indicate the 95% confidence interval of responses from a sample of this size here: 5% Exercise 4.3 B (Kent Syverud)

  16. 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: 1750 people Justify the rate you chose here: “According to the Maxwell Manual, phone calls will get a 40% - 75% response rate”. 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 (Kent Syverud)

  17. 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)

  18. 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. Confidence interval: should have + or – Helpful Hints:

  19. 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.

  20. For Next Class • Make sure to print a copy in case of a computer disaster. • Make sure your module cover page is only 1 page and don’t include the formatting guidelines. • Module Two is Due By 12:45 p.m. on Friday, 2/21

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