Hi It obviously worked for Sue, so can be done. For me, I'm not sure that the logical progression in stats (which I have more experience with) maps well onto the logical progression in methods. How do descriptive statistics, probability, inferential statistics map onto measurement, reliability, validity, randomization, counterbalancing, within- and between- designs, .... Some matches appear clear, but I'm less certain about the overall layout.
Another complication for us was that we were going to two half courses from one half combined course (stat/meth) in an environment where there would be multiple sections with different instructors feeling entitled to "do their own thing." For example, the half-combined course (nominally both) was more meth and little stats for some instructors and opposite for others. We anticipated the potential for a real mess with 2 half combined courses, especially if students did not take the two halves sequentially. We did impose more restrictions on (most) instructors once we got the two half courses going with a common lab structured and taught by someone else (very good person!). To make the mixed approach work, we would definitely have to have been quite prescriptive. In addition, many students do have a lot to deal with in a stats course. Interesting question whether it would be more manageable separate in a half course or combined with other material but over two half courses. I also like the repetition aspect of doing them successively. Learn basics in stats and apply it in methods during a later term. I teach our full-year Honours stats/methods course (mostly former) that follows intro sequence and it is surprising (perhaps) how much students have lost from intro stats / methods even with the distributed repetition. Most of first month is spent on review. Surely someone has done a relevant study!! If not, I'll continue to pontificate. Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca >>> "Frantz, Sue" <sfra...@highline.edu> 14-Apr-10 3:04:49 PM >>> When I had it in college, there were two 4-credit courses: Research Design and Analysis I and II. Talk about a method and the stats that go with it. Move on to the next method and the stats that go with it. And so on. I liked that set up a lot. Sue -- Sue Frantz Highline Community College Psychology, Coordinator Des Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Teaching of Psychology Idea Exchange (ToPIX) APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- You are currently subscribed to tips as: j.cl...@uwinnipeg.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9&n=T&l=tips&o=1959 or send a blank email to leave-1959-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=1966 or send a blank email to leave-1966-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
