Editing Statistics and Statistical Programming (Winter 2021)
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:* [https://discord.com Discord] — for synchronous course meetings as well as asyncronous discussion and chat. | :* [https://discord.com Discord] — for synchronous course meetings as well as asyncronous discussion and chat. | ||
:* [https://wiki.communitydata.science/Statistics_and_Statistical_Programming_(Winter_2021) This syllabus wiki page] — for nearly everything else. | :* [https://wiki.communitydata.science/Statistics_and_Statistical_Programming_(Winter_2021) This syllabus wiki page] — for nearly everything else. | ||
;Instructor: [[Benjamin Mako Hill]] ([mailto:makohill@uw.edu makohill@uw.edu]) | ;Instructor: [[Benjamin Mako Hill]] ([mailto:makohill@uw.edu makohill@uw.edu]) | ||
:Office Hours: | :Office Hours: {{tbd}} and by appointment (I'm usually available via chat during "business hours.") | ||
<br clear=all> | <br clear=all> | ||
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You should expect this syllabus to be a dynamic document. Although the core expectations for this class are fixed, the details of readings and assignments ''will'' shift based on how the class goes, guest speakers that I might arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind: | You should expect this syllabus to be a dynamic document. Although the core expectations for this class are fixed, the details of readings and assignments ''will'' shift based on how the class goes, guest speakers that I might arrange, my own readings in this area, etc. As a result, there are three important things to keep in mind: | ||
* Although details on this syllabus will change, I will try to ensure that I never change readings more than six days before they are due. We will send an announcement '''no later than before we go to sleep each Tuesday evening''' that fixes the schedule for the next week. This means that if I don't fill in a reading marked "{{tbd | * Although details on this syllabus will change, I will try to ensure that I never change readings more than six days before they are due. We will send an announcement '''no later than before we go to sleep each Tuesday evening''' that fixes the schedule for the next week. This means that if I don't fill in a reading marked "{{tbd}}" six days before it's due, it is dropped. If we don't change something marked "{{tentative}}" before the deadline, then it is assigned. This also means that if you plan to read more than six days ahead, contact the teaching team first. | ||
* Because this syllabus a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in the weekly [https://canvas.uw.edu/courses/1369415/announcements an announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1369415/announcements course website on Canvas] to make sure you don't miss these announcements. | * Because this syllabus a wiki, you will be able to track every change by clicking the history button on this page when I make changes. I will summarize these changes in the weekly [https://canvas.uw.edu/courses/1369415/announcements an announcement on Canvas] sent that will be emailed to everybody in the class. Closely monitor your email or the announcements section on the [https://canvas.uw.edu/courses/1369415/announcements course website on Canvas] to make sure you don't miss these announcements. | ||
* I will ask the class for voluntary anonymous feedback frequently — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. | * I will ask the class for voluntary anonymous feedback frequently — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments to courses that I teach while the quarter progressed based on this feedback. | ||
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* Reinhart, Alex. 2015. ''Statistics Done Wrong: The Woefully Complete Guide''. SF, CA: No Starch Press. {{avail-uw|1=https://alliance-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=CP71226818410001451&context=L&vid=UW&lang=en_US&search_scope=all&adaptor=Local%20Search%20Engine&tab=default_tab&query=any,contains,statistics%20done%20wrong}} | * Reinhart, Alex. 2015. ''Statistics Done Wrong: The Woefully Complete Guide''. SF, CA: No Starch Press. {{avail-uw|1=https://alliance-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=CP71226818410001451&context=L&vid=UW&lang=en_US&search_scope=all&adaptor=Local%20Search%20Engine&tab=default_tab&query=any,contains,statistics%20done%20wrong}} | ||
This book provides a readable conceptual introduction to some common failures in statistical analysis that you should learn to recognize and avoid. It was also written by a Ph.D. student. You have access to an electronic copy via the | This book provides a readable conceptual introduction to some common failures in statistical analysis that you should learn to recognize and avoid. It was also written by a Ph.D. student. You have access to an electronic copy via the NU library (you'll need to sign-in and/or use the NU VPN to access it), but you may find it helpful to purchase as well. | ||
A few other books may be useful resources while you're learning to analyze, visualize, and interpret statistical data with R. I will share some advice about these during the first class meeting: | A few other books may be useful resources while you're learning to analyze, visualize, and interpret statistical data with R. I will share some advice about these during the first class meeting: | ||
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* [https://depts.washington.edu/acelab/proj/Rstats/index.html Statistical Analysis and Reporting in R] — A set of resources created and distributed by Jacob Wobbrock (University of Washington, School of Information) in conjunction with a MOOC he teaches. Contains cheatsheets, code snippets, and data to help execute commonly encountered statistical procedures in R. | * [https://depts.washington.edu/acelab/proj/Rstats/index.html Statistical Analysis and Reporting in R] — A set of resources created and distributed by Jacob Wobbrock (University of Washington, School of Information) in conjunction with a MOOC he teaches. Contains cheatsheets, code snippets, and data to help execute commonly encountered statistical procedures in R. | ||
* [https://www.datacamp.com DataCamp] offers introductory R courses. Northwestern usually has some free accounts that get passed out via Research Data Services each quarter. Apparently, if you are taking or teaching relevant coursework, instructors can [https://www.datacamp.com/groups/education request] free access to DataCamp for their courses from DataCamp. If folks are interested in this, I can reach out. | * [https://www.datacamp.com DataCamp] offers introductory R courses. Northwestern usually has some free accounts that get passed out via Research Data Services each quarter. Apparently, if you are taking or teaching relevant coursework, instructors can [https://www.datacamp.com/groups/education request] free access to DataCamp for their courses from DataCamp. If folks are interested in this, I can reach out. | ||
== Assignments == | == Assignments == | ||
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==== Research project plan and dataset identification ==== | ==== Research project plan and dataset identification ==== | ||
;Due date: Friday January | ;Due date: Friday January 8, 2021 | ||
;Maximum length: 500 words (~1-2 pages) | ;Maximum length: 500 words (~1-2 pages) | ||
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* Do some Google Scholar and normal internet searching for datasets in your research area. You'll probably be surprised at what's available. | * Do some Google Scholar and normal internet searching for datasets in your research area. You'll probably be surprised at what's available. | ||
* Take a look at datasets available in the [https://dataverse.harvard.edu/ Harvard Dataverse] (a very large collection of social science research data) or one of the other members of the [http://dataverse.org/ Dataverse network]. | * Take a look at datasets available in the [https://dataverse.harvard.edu/ Harvard Dataverse] (a very large collection of social science research data) or one of the other members of the [http://dataverse.org/ Dataverse network]. | ||
* Look at the collection of social scientific datasets at [https://www.icpsr.umich.edu/icpsrweb/ICPSR/ ICPSR at the University of Michigan] ( | * Look at the collection of social scientific datasets at [https://www.icpsr.umich.edu/icpsrweb/ICPSR/ ICPSR at the University of Michigan] (NU is a member). There are an enormous number of very rich datasets. | ||
* Use the [http://scientificdata.isa-explorer.org/index.html ISA Explorer] to find datasets. Keep in mind the large majority of datasets it will search are drawn from the natural sciences. | * Use the [http://scientificdata.isa-explorer.org/index.html ISA Explorer] to find datasets. Keep in mind the large majority of datasets it will search are drawn from the natural sciences. | ||
* The City of Seattle has one of the best [https://data.seattle.gov/ data portal sites] of any municipality in the U.S. (and better than many federal agencies). There are also numerous administrative datasets released by other public entities (try searching!) that you might find inspiring. | * The City of Seattle has one of the best [https://data.seattle.gov/ data portal sites] of any municipality in the U.S. (and better than many federal agencies). There are also numerous administrative datasets released by other public entities (try searching!) that you might find inspiring. | ||
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==== Research project planning document ==== | ==== Research project planning document ==== | ||
;Due date: | ;Due date: January 31, 2021 | ||
;Suggested length: ~5 pages | ;Suggested length: ~5 pages | ||
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I will also provide example planning documents via our Canvas site: | I will also provide example planning documents via our Canvas site: | ||
* [https://canvas.northwestern.edu/files/9439380/download?download_frd=1 One by public health researcher Mika Matsuzaki]. The first planning document I ever saw and still one of the best. It's missing a measures section. It's also focused on a research context that is probably very different from yours, but try not to get bogged down by that and imagine how you might map the structure of the document to your own work. | * [https://canvas.northwestern.edu/files/9439380/download?download_frd=1 One by public health researcher Mika Matsuzaki]. The first planning document I ever saw and still one of the best. It's missing a measures section. It's also focused on a research context that is probably very different from yours, but try not to get bogged down by that and imagine how you might map the structure of the document to your own work. | ||
* [One provided as an appendix to Gerber and Green's excellent textbook, ''Field Experiments: Design, Analysis, and Interpretation'' (FEDAI)]. It's over-detailed and over-long for the purposes of this assignment, but nevertheless an exemplary approach to planning empirical quantitative research in a careful, intentional way that is worthy of imitation. | * [One by Jim Maddock] created as part of a qualifying exam early in 2019. Jim doesn't provide dummy tables or anticipated findings/contributions, but he has an especially phenomenal explanation of the conceptual relationships and processes he wants to test. {{tentative}} | ||
* [One provided as an appendix to Gerber and Green's excellent textbook, ''Field Experiments: Design, Analysis, and Interpretation'' (FEDAI)]. It's over-detailed and over-long for the purposes of this assignment, but nevertheless an exemplary approach to planning empirical quantitative research in a careful, intentional way that is worthy of imitation. {{tentative}} | |||
==== Research project presentation ==== | ==== Research project presentation ==== | ||
;Presentation due date: March | ;Presentation due date: March 11, 2021 | ||
;Maximum length: 15 minutes | ;Maximum length: 15 minutes | ||
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[[Statistics_and_Statistical_Programming_(Spring_2019)/Final_project_presentations]] | [[Statistics_and_Statistical_Programming_(Spring_2019)/Final_project_presentations]] | ||
---> | ---> | ||
You will also create and record a short presentation of your final project. The presentation will provide an opportunity to share a brief overview of your project and findings with the other members of the class. Since you will all give other research presentations throughout your career, I strongly encourage you to take the opportunity to refine your academic presentation skills. The document [ | You will also create and record a short presentation of your final project. The presentation will provide an opportunity to share a brief overview of your project and findings with the other members of the class. Since you will all give other research presentations throughout your career, I strongly encourage you to take the opportunity to refine your academic presentation skills. The document [Creating a Successful Scholarly Presentation] (file posted to Canvas) may be useful. {{tentative}} | ||
Additional details about the presentation goals, format suggestions, resources, and more will be provided later in the quarter. | |||
==== Research project paper ==== | ==== Research project paper ==== | ||
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* Problem set discussion: 40% | * Problem set discussion: 40% | ||
* | * Proposal identification: 5% | ||
* Final project planning document: 5% | * Final project planning document: 5% | ||
* Final project presentation: 15% | * Final project presentation: 15% | ||
* Final project paper: 35% | * Final project paper: 35% | ||
I will jointly and holistically evaluate your participation in problem set discussions along four dimensions: | I will jointly and holistically evaluate your participation in problem set discussions along four dimensions: attendance, preparation, engagement, and contribution. These are quite similar to the dimensions described in the "Participation Rubric" section of [[User:Benjamin Mako Hill/Assessment|my assessment page]]. Exceptional participation means excelling along all four dimensions. Please note that participation ≠ talking/typing more and I encourage all of us to seek balance in our discussions. | ||
My assessment of your final project proposal, planning document, presentation, and paper will reflect the clarity of the work, the effective execution and presentation of quantitative empirical analysis, as well as the quality and originality of the analysis. Throughout the quarter, we will talk about the qualities of exemplary quantitative research. In general, I expect your final project to embody these exemplary qualities. | My assessment of your final project proposal, planning document, presentation, and paper will reflect the clarity of the work, the effective execution and presentation of quantitative empirical analysis, as well as the quality and originality of the analysis. Throughout the quarter, we will talk about the qualities of exemplary quantitative research. In general, I expect your final project to embody these exemplary qualities. | ||
== Schedule == | == Schedule (with all the details) == | ||
When reading the schedule below, the following key might help resolve ambiguity: §n denotes chapter n; §n.x denotes section x of chapter; §n.x-y denotes sections x through y (inclusive) of chapter n. | |||
=== Week 1 (9/17) === | |||
==== September 17: Intro and setup ==== | |||
;[[Statistics_and_Statistical_Programming_(Fall_2020)/w01_session_plan|Session plan]] | |||
'' | <blockquote>''Note: Aaron doesn't actually expect you to complete these before class on September 17''</blockquote> | ||
'''Required''' | |||
* Read this syllabus, discuss any questions/concerns with the teaching team. | * Read this syllabus, discuss any questions/concerns with the teaching team. | ||
* Confirm course registration and access to [https://www.openintro.org/book/os/ the textbook] (pdf download available for $0 and b&w paperbacks for $20) as well as any software and web-services you'll need for course (Discord, Canvas, this wiki, R, RStudio). Discord invites will be sent via email. | * Complete [https://apps3.cehd.umn.edu/artist/user/scale_select.html pre-course assessment of statistical concepts] (access code TBA via email). Estimated time to do this is 30-40 minutes. '''Submission deadline: September 18, 11:00pm Chicago time''' | ||
* Confirm course registration and access to [https://www.openintro.org/book/os/ the textbook] (pdf download available for $0 and b&w paperbacks for $20) as well as any software and web-services you'll need for course (Zoom, Discord, Canvas, this wiki, R, RStudio). Discord invites will be sent via email. | |||
* Complete [https://wiki.communitydata.science/Statistics_and_Statistical_Programming_(Fall_2020)/pset0 problem set #0] | |||
'''Recommended''' | |||
* Work through one (or more) introduction(s) to R and Rstudio so that you can complete problem set 0. Here are several suggestions: | |||
** '''From Aaron:''' The [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w01-R_tutorial.html Week 01 R tutorial] (you should also download the [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w01-R_tutorial.rmd .rmd version of the tutorial] that you can open and read/edit in RStudio). These are accompanied by the R and Rstudio intro screencasts ([https://communitydata.cc/~ads/teaching/2019/stats/screencasts/w01-s01-intro.webm Part 1] and [https://communitydata.cc/~ads/teaching/2019/stats/screencasts/w01-s02-intro.webm Part 2]) Aaron created for the 2019 version of the course. | |||
** Modern Dive [https://moderndive.netlify.app/index.html Statistical inference via data science] Chapter 1: [https://moderndive.netlify.app/1-getting-started.html Getting started with R]. | |||
** [https://rladiessydney.org/courses/ryouwithme/ RYouWithMe] course [https://rladiessydney.org/courses/ryouwithme/01-basicbasics-0/ "Basic basics" 1 & 2] (and maybe 3 if you're feeling ambitious). | |||
** Verzani §1 (Getting started). | |||
** Healy §2 (Get started). | |||
''' | === Week 2 (9/22, 9/24) === | ||
* [ | ;[[Statistics_and_Statistical_Programming_(Fall_2020)/w02_session_plan|Session plans]] | ||
==== September 22: Data and variables ==== | |||
'''Required''' | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §1.1-1.3 (Introduction to data). | |||
* Watch [https://www.youtube.com/playlist?list=PLkIselvEzpM6pZ76FD3NoCvvgkj_p-dE8 Lecture materials for §1.1-3 (Videos 1-4 in the playlist)]. | |||
* Complete '''exercises from OpenIntro §1:''' 1.6, 1.9, 1.10, 1.16, 1.21, 1.40, 1.42, 1.43 (and remember that solutions to odd-numbered problems are in the book!) | |||
* Submit, review, and respond to questions or requests for discussion via Discord or some other means. | |||
==== September 24: Numerical and categorical data ==== | |||
'''Required''' | |||
=== | |||
'''Required | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §2.1-2 (Numerical and categorical data). | * Read Diez, Çetinkaya-Rundel, and Barr: §2.1-2 (Numerical and categorical data). | ||
* | * Review [https://www.youtube.com/playlist?list=PLkIselvEzpM6pZ76FD3NoCvvgkj_p-dE8 Lecture materials for §2.1 and §2.2 (Videos 6-7 in the playlist)]. | ||
* Complete '''exercises from OpenIntro §2:''' 2.12, 2.13, 2.16, 2.20, 2.23, 2.30 (and remember that solutions to odd-numbered problems are in the book!) | |||
* Submit, review, and respond to questions or requests for discussion via Discord or some other means. | |||
* | |||
''' | |||
=== Week 3 (9/29, 10/1) === | |||
;[[Statistics_and_Statistical_Programming_(Fall_2020)/w03_session_plan|Session plans]] | |||
'''Required | ==== September 29: R fundamentals: Import, transform, tidy, and describe data ==== | ||
* | '''Required''' | ||
* Complete [[Statistics_and_Statistical_Programming_(Fall_2020)/pset1|problem set #1]] (due Monday, September 28 at 1pm Central) | |||
'''Recommended | '''Recommended''' | ||
* [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w03-R_tutorial.html Week 3 R tutorial] (note that you can access .rmd or .pdf versions by replacing the suffix of the URL accordingly). | |||
* Additional material from any of the recommended R learning resources suggested last week or elsewhere in the syllabus. In particular, you may find the ModernDive, RYouWithMe, Healy, and/or Wickham and Grolemund resources valuable. | * Additional material from any of the recommended R learning resources suggested last week or elsewhere in the syllabus. In particular, you may find the ModernDive, RYouWithMe, Healy, and/or Wickham and Grolemund resources valuable. | ||
<!--- | <!--- | ||
'''Resources''' | '''Resources''' | ||
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---> | ---> | ||
== | ==== October 1: Probability ==== | ||
== | '''Required''' | ||
'''Required | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §3 (Probability). | * Read Diez, Çetinkaya-Rundel, and Barr: §3 (Probability). | ||
* Watch [https://www.youtube.com/watch?list=PLkIselvEzpM5EgoOajhw83Ax_FktnlD6n&v=rG-SLQ2uF8U Probability introduction] and [https://www.youtube.com/watch?v=HxEz4ZHUY5Y&list=PLkIselvEzpM5EgoOajhw83Ax_FktnlD6n&index=2 Probability trees] OpenIntro lectures (just videos 1 and 2 in the playlist). | * Watch [https://www.youtube.com/watch?list=PLkIselvEzpM5EgoOajhw83Ax_FktnlD6n&v=rG-SLQ2uF8U Probability introduction] and [https://www.youtube.com/watch?v=HxEz4ZHUY5Y&list=PLkIselvEzpM5EgoOajhw83Ax_FktnlD6n&index=2 Probability trees] OpenIntro lectures (just videos 1 and 2 in the playlist). | ||
* | * Complete '''exercises from OpenIntro §3:''' 3.12, 3.15, 3.22, 3.28, 3.34, 3.38 | ||
'''Resources''' | '''Resources''' | ||
* [https://seeing-theory.brown.edu/index.html#secondPage Seeing Theory §1-2 (Basic Probability and Compound Probability)] | * [https://seeing-theory.brown.edu/index.html#secondPage Seeing Theory §1-2 (Basic Probability and Compound Probability)] | ||
=== Week 4 (10/6, 10/8) === | |||
;[[Statistics_and_Statistical_Programming_(Fall_2020)/w04_session_plan|Session plans]] | |||
=== | ==== October 6: Emotional contagion and more advanced R fundamentals: import, tidy, transform, and simulate data; write functions ==== | ||
'''Required''' | |||
* Read the paper below as well as the attendant [https://www.pnas.org/content/111/29/10779.1 "Expression of editorial concern"] and [https://www.pnas.org/content/111/29/10779.2 "Correction"] that were subsequently appended to it. | |||
:Kramer, Adam D. I., Jamie E. Guillory, and Jeffrey T. Hancock. 2014. “Experimental Evidence of Massive-Scale Emotional Contagion through Social Networks.” ''Proceedings of the National Academy of Sciences'' 111(24):8788–90. [[http://www.pnas.org/content/111/24/8788.full Open access]] | |||
* Complete [[Statistics_and_Statistical_Programming_(Fall_2020)/pset2|problem set #2]] (due Monday, October 5 at 1pm CT) | |||
'''Recommended''' | |||
* [ | * [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w04-R_tutorial.html Week 4 R tutorial] (as usual, also available as .rmd or .pdf) | ||
'''Required | ==== October 8: Distributions ==== | ||
'''Required''' | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §4.1-3 (Normal and binomial distributions). | * Read Diez, Çetinkaya-Rundel, and Barr: §4.1-3 (Normal and binomial distributions). | ||
* Watch [https://www.youtube.com/watch?list=PLkIselvEzpM6V9h55s0l9Kzivih9BUWeW&v=S_p5D-YXLS4 normal and binomial distributions] OpenIntro lectures (videos 1-3 in the playlist). | |||
* Complete '''exercises from OpenIntro §4:''' 4.4, 4.6, 4.15, 4.22 | |||
''' | '''Resources''' | ||
* [https://seeing-theory.brown.edu/index.html#secondPage/chapter3 Seeing Theory §3 (Probability distributions)] | * [https://seeing-theory.brown.edu/index.html#secondPage/chapter3 Seeing Theory §3 (Probability distributions)] | ||
==== October 9: [[#Research project plan and dataset identification|Research project plan and dataset identification]] due by 5pm CT ==== | |||
*'''Submit via [https://canvas.uw.edu/courses/1434003/assignments Canvas]''' (due by 5pm CT) | |||
= | |||
* | |||
''' | === Week 5 (10/13, 10/15) === | ||
* Complete [[/ | ;[[Statistics_and_Statistical_Programming_(Fall_2020)/w05_session_plan|Session plans]] | ||
==== October 13: Descriptive analysis and visualization of data ==== | |||
'''Required''' | |||
* Complete [[Statistics_and_Statistical_Programming_(Fall_2020)/pset3|problem set #3]] (due Monday, October 12 at 1pm CT) | |||
'''Recommended''' | |||
* [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w05-R_tutorial.html Week 5 R tutorial] and [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w05a-R_tutorial.html Week 5 R tutorial supplement] (both, as usual, also available as .rmd or .pdf). | |||
==== October 15: Foundations for (frequentist) inference ==== | |||
'''Required''' | |||
'''Required | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §5 (Foundations for inference). | * Read Diez, Çetinkaya-Rundel, and Barr: §5 (Foundations for inference). | ||
* Watch [https://www.youtube.com/watch?v=oLW_uzkPZGA&list=PLkIselvEzpM4SHQojH116fYAQJLaN_4Xo foundations for inference] (videos 1-3 in the playlist) OpenIntro lectures. | |||
* Complete [https://www.openintro.org/book/stat/why05/ Why .05?] OpenIntro video/exercise. | * Complete [https://www.openintro.org/book/stat/why05/ Why .05?] OpenIntro video/exercise. | ||
* Complete '''exercises from OpenIntro §5:''' 5.4, 5.8, 5.10, 5.17, 5.30, 5.35, 5.36 | |||
''' | '''Resources''' | ||
* | * Kelly M., [https://rss.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1740-9713.2013.00693.x Emily Dickinson and monkeys on the stair Or: What is the significance of the 5% significance level?] ''Significance'' 10:5. 2013. | ||
* [https://seeing-theory.brown.edu/index.html#secondPage/chapter4 Seeing Theory §4 (Frequentist Inference)] | * [https://seeing-theory.brown.edu/index.html#secondPage/chapter4 Seeing Theory §4 (Frequentist Inference)] | ||
'''Required | === Week 6 (10/20, 10/22) === | ||
* | ;[[Statistics_and_Statistical_Programming_(Fall_2020)/w06_session_plan|Session plans]] | ||
* Read Reinhart, §1. | ==== October 20: Reinforced foundations for inference ==== | ||
* | '''Required''' | ||
* Complete [[Statistics_and_Statistical_Programming_(Fall_2020)/pset4|problem set #4]] | |||
* Read Reinhart, §1. | |||
* Revisit the Kramer et al. (2014) paper we read a few weeks ago: | |||
:Kramer, Adam D. I., Jamie E. Guillory, and Jeffrey T. Hancock. 2014. “Experimental Evidence of Massive-Scale Emotional Contagion through Social Networks.” ''Proceedings of the National Academy of Sciences'' 111(24):8788–90. [[http://www.pnas.org/content/111/24/8788.full Open access]] | |||
==== October 22: Inference for categorical data ==== | |||
'''Required''' | |||
=== | |||
'''Required | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §6 (Inference for categorical data). | * Read Diez, Çetinkaya-Rundel, and Barr: §6 (Inference for categorical data). | ||
* Watch [https://www.youtube.com/watch?list=PLkIselvEzpM5Gn-sHTw1NF0e8IvMxwHDW&v=_iFAZgpWsx0 inference for categorical data] (videos 1-3 in the playlist) OpenIntro lectures. | |||
* Complete '''exercises from OpenIntro §6:''' 6.10, 6.16, 6.22, 6.30, 6.40 (just parts a and b; part c gets tedious) | |||
''' | '''Resources''' | ||
* [https://gallery.shinyapps.io/CLT_prop/ OpenIntro Central limit theorem for proportions demo]. | * [https://gallery.shinyapps.io/CLT_prop/ OpenIntro Central limit theorem for proportions demo]. | ||
''' | === Week 7 (10/27, 10/29) === | ||
;[[Statistics_and_Statistical_Programming_(Fall_2020)/w07_session_plan|Session plans]] | |||
==== October 27: Applied inference for categorical data ==== | |||
'''Required''' | |||
* Read Reinhart, §4 and §5 (both are quite short). | |||
* Skim the following (all are referenced in the problem set) | |||
** Aronow PM, Karlan D, Pinson LE. (2018). The effect of images of Michelle Obama’s face on trick-or-treaters’ dietary choices: A randomized control trial. PLoS ONE 13(1): e0189693. [https://doi.org/10.1371/journal.pone.0189693 https://doi.org/10.1371/journal.pone.0189693] | |||
** Buechley, Leah and Benjamin Mako Hill. 2010. “LilyPad in the Wild: How Hardware’s Long Tail Is Supporting New Engineering and Design Communities.” Pp. 199–207 in ''Proceedings of the 8th ACM Conference on Designing Interactive Systems.'' Aarhus, Denmark: ACM. [[https://mako.cc/academic/buechley_hill_DIS_10.pdf PDF available on Hill's personal website]] | |||
** Shaw, Aaron and Yochai Benkler. 2012. A tale of two blogospheres: Discursive practices on the left and right. ''American Behavioral Scientist''. 56(4): 459-487. [[https://doi.org/10.1177%2F0002764211433793 available via NU libraries]] | |||
* Complete [[Statistics_and_Statistical_Programming_(Fall_2020)/pset5|problem set #5]] | |||
'''Resources''' | |||
* [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w06-R_tutorial.html Week 06 R tutorial] (it's very short!) | |||
==== October 29: Inference for numerical data (part 1) ==== | |||
'''Required''' | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §7.1-3 (Inference for numerical data: differences of means). | |||
* Watch [https://www.youtube.com/watch?list=PLkIselvEzpM5G3IO1tzQ-DUThsJKQzQCD&v=uVEj2uBJfq0 inference for numerical data] (videos 1-4 in the playlist) OpenIntro lectures (and featuring one of the textbook authors!). | |||
* Complete '''exercises from OpenIntro §7:''' 7.12, 7.24, 7.26 | |||
'''Resources''' | |||
* [https://gallery.shinyapps.io/CLT_mean/ OpenIntro Central limit theorem for means demo]. | |||
==== October 30: [[#Research project planning document|Research project planning document]] due 5pm CT==== | |||
* Submit via [https://canvas.uw.edu/courses/1434003/assignments/ Canvas] (due by 5pm CT) | |||
=== Week 8 (11/3, 11/5) === | |||
==== November 3: U.S. election day (no class meeting) ==== | |||
==== November 4: Interactive self-assessment due ==== | |||
* Please submit results [https://canvas.uw.edu/courses/1434003/assignments/799630 (via Canvas)] [FIXME] from the [https://communitydata.science/~ads/teaching/2020/stats/assessment/interactive_assessment.rmd interactive self-assessment] by 5pm CT. | |||
* | ==== November 5: Inference for numerical data (part 2) ==== | ||
'''Required''' | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §7.4-5 (Inference for numerical data: power calculations, ANOVA, and multiple comparisons). | |||
* Watch [https://www.youtube.com/watch?list=PLkIselvEzpM5G3IO1tzQ-DUThsJKQzQCD&v=uVEj2uBJfq0 inference for numerical data] (videos 4-8 in the playlist) OpenIntro lectures (and featuring one of the textbook authors!). | |||
* Complete '''exercises from OpenIntro §7:''' 7.42, 7.44, 7.46 | |||
'''Resources''' | |||
* [https://www.openintro.org/go/?id=stat_better_understand_anova&referrer=/book/os/index.php OpenIntro supplement on ANOVA calculations] (useful if you think you'll be doing more ANOVAs). | |||
=== Week 9 (11/10, 11/12) === | |||
==== November 10: Applied inference for numerical data (t-tests, power analysis, ANOVA) ==== | |||
;[[Statistics_and_Statistical_Programming_(Fall_2020)/w09_session_plan|Session plans]] | |||
''' | '''Required''' | ||
* [ | * Complete [[Statistics_and_Statistical_Programming_(Fall_2020)/pset6|problem set #6]] | ||
''' | '''Resources''' | ||
* | * [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w09-R_tutorial.html Week 09 R tutorial] | ||
=== | ==== November 12: Linear regression ==== | ||
'''Required''' | |||
'''Required | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §8 (Linear regression). | * Read Diez, Çetinkaya-Rundel, and Barr: §8 (Linear regression). | ||
* Watch [https://www.youtube.com/playlist?list=PLkIselvEzpM63ikRfN41DNIhSgzboELOM linear regression] (videos 1-4 in the playlist) OpenIntro lectures. | |||
* Read [https://www.openintro.org/go/?id=stat_more_inference_for_linear_regression&referrer=/book/os/index.php More inference for linear regression] (OpenIntro supplement). | * Read [https://www.openintro.org/go/?id=stat_more_inference_for_linear_regression&referrer=/book/os/index.php More inference for linear regression] (OpenIntro supplement). | ||
* Complete '''exercises from OpenIntro §8:''' 8.6, 8.36, 8.40, 8.44 | |||
* Complete '''exercises from OpenIntro supplement:''' 4 and 5 (answers provided in the supplement). | |||
'''Resources''' | |||
* [https://seeing-theory.brown.edu/index.html#secondPage/chapter6 Seeing Theory §6 (Regression analysis)] | |||
''' | === Week 10 (11/17, 11/19) === | ||
* | ;[[Statistics_and_Statistical_Programming_(Fall_2020)/w10_session_plan|Session plans]] | ||
==== November 17: Applied linear regression ==== | |||
'''Required''' | |||
* Complete [[Statistics_and_Statistical_Programming_(Fall_2020)/pset7|Problem set #7]] | |||
''' | '''Resources''' | ||
* [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/w10-R_tutorial.html Week 10 R tutorial] | |||
==== November 19: Multiple and logistic regression ==== | |||
'''Required''' | |||
* | |||
=== | |||
'''Required | |||
* Read Diez, Çetinkaya-Rundel, and Barr: §9 (Multiple and logistic regression). (Skim §9.2-9.4) | * Read Diez, Çetinkaya-Rundel, and Barr: §9 (Multiple and logistic regression). (Skim §9.2-9.4) | ||
** '''Disclaimer:''' | ** '''Disclaimer:''' Aaron doesn't like §9.2-9.3, but it should be useful to understand and discuss them, so we'll do that. | ||
* Watch [https://www.youtube.com/playlist?list=PLkIselvEzpM5f1HYzIjFt52SD4izsJ2_I multiple and logistic regression] (videos 1-4 in the playlist) OpenIntro lectures. | |||
* Read [https://www.openintro.org/go/?id=stat_interaction_terms&referrer=/book/os/index.php Interaction terms] (OpenIntro supplement). | * Read [https://www.openintro.org/go/?id=stat_interaction_terms&referrer=/book/os/index.php Interaction terms] (OpenIntro supplement). | ||
* Read [https://www.openintro.org/go/?id=stat_nonlinear_relationships&referrer=/book/os/index.php Fitting models for non-linear trends] (OpenIntro supplement). | * Read [https://www.openintro.org/go/?id=stat_nonlinear_relationships&referrer=/book/os/index.php Fitting models for non-linear trends] (OpenIntro supplement). | ||
* Complete '''exercises from OpenIntro §9:''' 9.4, 9.13, 9.16, 9.18, | |||
''' | '''Resources''' | ||
=== Week 11 (11/24) === | |||
==== November 24: Applied multiple and logistic regression ==== | |||
;[[Statistics_and_Statistical_Programming_(Fall_2020)/w11_session_plan|Session plans]] | |||
'''Required''' | |||
* Complete [[Statistics_and_Statistical_Programming_(Fall_2020)/pset8|Problem set #8]] | |||
=== | '''Resources''' | ||
* Mako Hill created (and Aaron updated) a brief tutorial on [https://communitydata.science/~ads/teaching/2020/stats/r_tutorials/logistic_regression_interpretation.html interpreting logistic regression coefficients with examples in R] | |||
* [[/ | |||
''' | |||
* | |||
=== | === Week 12+ === | ||
==== December 3: [[#Research project presentation|Research project presentation]] due by 5pm CT ==== | |||
'''[https://canvas.uw.edu/courses/1434003/discussion_topics/856868 Post your video via this "Discussion" on Canvas]'''. Please view and provide constructive feedback on other's videos! | |||
* '''Post videos directly to the "Discussion."''' The Canvas text editor has an option to upload/record a video. That's what you want. | * '''Post videos directly to the "Discussion."''' The Canvas text editor has an option to upload/record a video. That's what you want. | ||
* '''Please remember not to over-work/think this.''' I mentioned this in class, but just to reiterate, the focus of this assignment should not be your video editing skills. Please do what you can to record and convey your ideas clearly without devoting insane hours to creating the perfect video. | * '''Please remember not to over-work/think this.''' I mentioned this in class, but just to reiterate, the focus of this assignment should not be your video editing skills. Please do what you can to record and convey your ideas clearly without devoting insane hours to creating the perfect video. | ||
* '''Some resources for recording presentations:''' There are a bunch of ways you might record/share your video. Some ideas include using the embedded media recorder in Canvas (!) that can record with with your webcam (maybe attach a few visuals to accompany this?); recording a "meeting" with yourself in Zoom; and "Panopto," a piece of high-end video recording, sharing, and editing software that | * '''Some resources for recording presentations:''' There are a bunch of ways you might record/share your video. Some ideas include using the embedded media recorder in Canvas (!) that can record with with your webcam (maybe attach a few visuals to accompany this?); recording a "meeting" with yourself in Zoom; and "Panopto," a piece of high-end video recording, sharing, and editing software that NU licenses for campus use. Here are some pointers: | ||
** You should be able to use your | ** NU has a "digital learning resource hub" which provides some [https://digitallearning.northwestern.edu/resource-hub#for-students resources for students]. The first item in that list has pointers for recording yourself and posting to Canvas and includes info about the Canvas media recorder and Panopto. | ||
** You should be able to use your NU zoom account to create a zoom meeting, record your meeting (in which you deliver your presentation and share your screen with any visuals), and then share a link to the recording via the "Recordings" item in the left-hand menu of your [https://northwestern.zoom.us/ https://northwestern.zoom.us/] account page. | |||
** If nothing works, please get in touch. | ** If nothing works, please get in touch. | ||
==== December 4: Post-course assessment of statistical concepts due by 11pm CT ==== | |||
Complete [https://apps3.cehd.umn.edu/artist/user/scale_select.html post-course assessment] (access code TBA VIA email). Submission deadline: December 4, 11:00pm Chicago time. | |||
==== December 10: [[#Research project paper|Research project paper]] due by 5pm CT ==== | |||
'''[https://canvas.uw.edu/courses/1434003/assignments/812317 Submit your paper, data, and code via Canvas].''' [FIXME] | |||
== Credit and Notes == | == Credit and Notes == | ||
This syllabus has, in ways that should be obvious, borrowed and built on the [https://www.openintro.org/stat/index.php OpenInto Statistics curriculum]. | This syllabus has, in ways that should be obvious, borrowed and built on the [https://www.openintro.org/stat/index.php OpenInto Statistics curriculum]. Most aspects of this course design extend Benjamin Mako Hill's [[Statistics_and_Statistical_Programming_(Winter_2017)|COM 521 class]] from the University of Washington as well as a [[Statistics_and_Statistical_Programming_(Spring_2019)|prior iteration of the same course]] offered at Northwestern in Spring 2019. |