Analytic Skills for Global Affairs

GLOB1-GC 3035 002| Fall 2024 | September 3 – December 12, 2024 | 3 Credits
Modality: In-Person
Course Site URL: https://brightspace.nyu.edu/

General Course Information

Name/Title (Pronouns): Dr. Olajumoke (Jumo) Ayandele (she/her/hers)
NYU Email: [email protected]
Class Meeting Schedule: Thursdays, 11:00am – 1:40pm
Class Location: Washington Square- 7 East 12th Street, Room 329
Office Hours: Set appointment by clicking this unique hyperlink

Description
What factors are key to successful post-conflict reconstruction and peace building? When do states cooperate on
energy policy? Is religious terrorism more dangerous? What is the relationship between democracy and
development? Is foreign aid effective in preventing conflict? The methods used to answer these and other
important questions about global affairs determine the accuracy of our answers.

The goals of this course are to introduce students to the research process and the different types of research
methods available to answer critical questions about global affairs. We will learn about both qualitative and
quantitative methods and will cover the advantages and disadvantages to different types of data collection and
analysis. Further, this course will enhance students’ ability to convey key ideas and research findings effectively
in writing and oral presentations. By the end of this course, students should be able to design a research project,
define and measure key social science phenomena, formulate hypotheses, test their hypotheses through qualitative
and/or quantitative research, and effectively present their research findings in written and oral form. Students will
also become more critical readers of published studies and sharper researchers and thinkers.

The material is chosen to convey an understanding of research design and choice of methods and analysis.
Although this course provides a brief introduction to statistical analysis, this is not a statistics course and should
not be viewed as a substitute for statistical training (which is available in the Applied Statistics and Advanced
Applied Statistics courses). Rather, it is an introduction to a range of analytic skills and their tradeoffs as they are
applied to the study of global affairs.

Prerequisites
No other courses are required to enroll in this course.

Learning Outcomes
By the end of this course, students will be able to:
• Identify and craft an interesting and relevant research question in global affairs
• Conduct an independent social science research project of their own
• Understand the tradeoffs to different qualitative and quantitative research design methods
• Consider the ethical implications of their research
• Convey, interpret, and understand research findings effectively orally and in written work

Communication Methods
Be sure to turn on your NYU Brightspace notifications and to regularly check your NYU email. This will be the
primary method I use to communicate information critical to your success in the course. Students are strongly
encouraged to come to me with any questions or concerns about substantive material or administrative matters. I
am always happy to chat and am available via my NYU email (I usually respond within 24-48 hours) or we can
arrange a mutually convenient time to discuss via Zoom, in-person, or by phone. Students who are experiencing
academic or personal issues that influence their performance in the course should see me as soon as possible. It is
much easier to address academic difficulties or extenuating circumstances early on and from a point of
understanding.

Structure | Method | Modality

This course meets in-person for 2 hour and 40 minute sessions for 14 weeks. The course relies on a combination
of lectures as well as active learning exercises through in-class small group work and discussion. Students are
expected to come prepared to discuss the assigned reading and to apply what they have gathered from that reading
to their proposed research project and in-class activities. Each session, the first half of the class will cover basic
research methods with the second half dedicated to understanding and interpreting statistical results.

Expectations
Learning Environment
You play an important role in creating and sustaining an intellectually rigorous and inclusive classroom culture.
Respectful engagement, diverse thinking, and our lived experiences are central to this course, and enrich our
learning community.

Participation
You are integral to the learning experience in this class. Be sure you have completed the required reading or
assignments and are prepared to actively contribute to class activities, group discussions, and work outside of
class.

Assignments and Deadlines

Please submit all graded assignments via our course site in NYU Brightspace. If you require assistance, please
contact me before the due date. Students should also note that certain weekly assignments discussed in class (not
turned in) are listed on the syllabus under the week’s reading and these must be completed by class time unless
otherwise indicated. In order to pass this course, students must turn in all assignments and receive a passing grade.

Feedback and Viewing Grades

I will provide timely meaningful feedback and grades on all your work via our course site in NYU Brightspace.

Attendance
I expect you to attend all class sessions. Attendance will be taken into consideration when determining your final
grade. Refer to the SPS Policies and Procedures page for additional information about attendance.

Generative AI Use
Students are only allowed to use AI tools, such as ChatGPT or Dall-E 2, on assignments in this course with
advance permission. Students must submit a written request with an explanation of how they will use a particular
tool in their assignment, and use is not permitted without written approval. If you are unclear if something is an
AI tool, please check with your instructor.

Textbooks And Course Materials

The following texts are required and available for purchase from various internet sites (Amazon prices are listed)
as well as the NYU Bookstore:
1. Wheelan, C. (2013). Naked Statistics: Stripping the Dread out of Data. (ISBN 978-0393347777) New
York, NY: Norton. ($11.69 new).
2. Merriam, S. B. and Elizabeth J. Tisdell (2015). Qualitative Research: A Guide to Design and
Implementation. 4th Edition. (ISBN 9781119003618) San Francisco, CA: Jossey-Bass. (Suggested Retail
Price - $39.30 new). *** The NYU library currently has online access to this book; however, I cannot
 guarantee you will have NYU access all semester as online holdings fluctuate:
https://bobcat.library.nyu.edu/permalink/f/1c17uag/nyu_aleph007557945/
3. Turabian, Kate, et al. (2018) A Manual for Writers of Research Papers, Theses and Dissertations. 9th
edition, (ISBN 022643057X) Chicago: U of Chicago Press ($15.99 new). **Please note page numbers on
syllabus are for this, the 9th edition.

Chapters from Kellstedt & Whitten’s (2013) Fundamentals of Political Science Research (ISBN
9781139104258) hereafter referred to as K&W can be accessed via the NYU library here:
https://getit.library.nyu.edu/go/9384615/

Excerpts from Urdan’s (2016) Statistics in Plain English (ISBN 9781317526988) are available on NYU
Brightspace or can be accessed via the NYU library here: https://getit.library.nyu.edu/go/9455405/

The following books are not required, but are recommended as additional resources that may be beneficial for
some students. The first is helpful in how to structure a research project and paper. The second is a helpful
writing/English grammar reference book.
1. Booth, W., Colomb, G., & Williams, J. (2008). The Craft of Research (3rd edition). Chicago, IL:
University of Chicago Press. ($9.86 new)
2. Strunk, William Jr. and E.B. White. The Elements of Style, White Plains: Longman Publishers, 2008.
($5.81 new). A free electronic version of this book is available via NYU Library.

Other required readings will be posted on our NYU Brightspace course website under the appropriate session.
Please reach out if you cannot locate a reading.

Free Statistics Videos: I strongly recommend checking out https://www.khanacademy.org/ The Khan
Academy has an incredible number of easy-to-follow (free!) video tutorials on statistics.

Grading | Assessment
Your grade in this course is based on your performance on the activities and assignments listed below. Since all
graded assignments are related directly to course objectives and learning outcomes, failure to complete any
assignment will result in an unsatisfactory course grade. Please note that a majority of the assignments are due
towards the end of the term as a significant understanding of methods is necessary. Be sure to plan accordingly
and be working on these assignments in advance. Midterm grades will be based upon class participation and your
preliminary research proposal.

All written assignments should be double-spaced with standard margins and font (11-12pt). Students are free to
use any standard, accepted method of in-text citation or footnotes (APA, MLA, Chicago etc.) so long as all
sources are properly referenced and the citation method selected is consistent throughout the assignment.
Unexcused late assignments will be penalized one letter grade for every 24 hours that they are overdue (i.e. an A
minus will become a B plus if <24 hours overdue; a B if 24-48 hours overdue; a B minus if 48-72 hours overdue
etc.). Grammar, punctuation, and spelling will be considered in grading. Please carefully proof-read your written
assignments before submitting them for a grade.

DESCRIPTION PERCENTAGE
Class participation 10%
Preliminary research proposal 10%
Critical research reviews (2) 40%
Quantitative Skills Exam 10%
Final research proposal 30%
TOTAL POSSIBLE 100%
Class Participation (10%)
Students are expected to attend and participate in all class sessions. In addition to being present, participation
entails being on time, staying focused, and taking an active and substantive role in class discussion and activities.
As such, it is important to have prepared by completing the required readings and homework (questions, practice
sets) before class. I strongly recommend taking notes or jotting down questions on the readings so that you can
easily contribute to classroom discussion. In addition to attendance and being on time, your participation grade
will be determined by active engagement that conveys understanding of the required readings and material
discussed in class. Please make sure your cell phones are silenced during class. While using laptops/tablets is
permitted for note-taking or relevant Internet searches in the case of group work, using such devices for non-class
related purposes is strictly prohibited and will negatively affect your participation grade (even if you otherwise
participate well). Previous students have complained it is extremely distracting for their own learning. Emails and
texts can be checked during the break.

Preliminary Research Proposal (10%)

Using the research question, you have selected for your final research proposal, you will
submit a short proposal due October 17th highlighting why your research question is important, how you have
chosen to define key concepts (e.g., genocide, development) in your proposed study and why, your hypothesis
about their relationship, and the theory underlying this hypothesis. Please be clear about the unit of analysis.
Although you are not expected to have your research design solidified at this point, you should also be thinking
about potential research design(s) options and measurement. You should also include a reference list of at least 5-
10 quality academic sources related to your topic.

2 Critical Research Reviews (40% total; 20% each)

A key objective of this course is to learn how to better consume, deconstruct and analyze existing research. As
such, students will critically review two published articles from peer-reviewed academic journals. One article
will primarily utilize qualitative research methods, and the other will primarily use quantitative methods. The
reviews are due by class time and strict 4-page limits will be enforced. Students should be prepared to discuss the
articles at length in class.

The options for the qualitative CRR (due October 31st) are as follows (select one):
1) García et al. 2021. “Violence Here and Violence There: How Compound Violence Drives
Undocumented Mexican’s Migrant to and Settlement in the United States” Journal of Immigrant
and Refugee Studies.
2) Martin et al. 2023. “I’m Fighting for My Life: Exploring Interactions Between Black Women
with Breast Cancer and Healthcare Providers.” Qualitative Health Research 33 (8-9).

The options for the quantitative CRR (due December 5th) are as follows (select one):
1) Wu et al. 2019 “Media Consumption and Fear of Crime in a Large Chinese City.” Social Science
Quarterly. 100 (6).
2) Brierley and Pereira 2023. “Women Bureaucrats and Petty Corruption: Experimental Evidence
from Ghana.” Research and Politics. January-March: 1-7.

In each CRR, students should identify the research question and the independent and dependent variables, and
then evaluate how those variables are conceptualized and operationalized, the data and methods used by the
researcher(s), the findings and implications of the study, and any limitations based on choice of research design
and methods. Students should focus on the advantages and disadvantages to the ways in which the researcher has
structured the study and the implications of the choices the researcher has made on the validity and
generalizability of the findings. For the quantitative CRR, students should dedicate at least a few sentences
toward interpreting the table(s), paying particular attention to the main values that the author is interested in.
Importantly, the CRR should NOT read like a summary of the article (i.e., you can assume the reader is familiar
with the article), but rather a critique (positive and/or negative) of choices in methods and research design. For
example, how well do the methods used actually test the hypothesis (or hypotheses)? How well does the author’s
evidence support his/her main argument? What might be some limitations of the evidence? What are some future
avenues for research? Having read the article, does any question come to mind that you would like to test or see
tested? Tip: Where applicable, it is often helpful to read the abstract, introduction, and conclusion before reading
through the theory, methods and results.

Quantitative Analytic Skills Exam (10%): December 5th

This brief, in-class exam (held at the start of class) will test for comprehension of basic concepts used in
quantitative research, all of which we will have reviewed throughout the semester. A detailed study guide will be
made available to students prior to the exam.

Final Research Proposal (30%)

Building on your preliminary research proposal, you will write a 10–12-page research proposal due December
15th. The proposal will begin by briefly outlining your research question, its importance, and key findings on the
topic from the secondary literature (this means you will need some knowledge of the secondary literature on your
topic). You will then propose a method(s) for testing key hypotheses related to your research question drawing on
the material covered in this course. Your proposal should highlight potential advantages and disadvantages to the
methodological approach(es) you have selected and potential problems in data collection and analysis with regard
to your specific research question. You should also cover how you will conceptualize and measure your variables
incorporating any feedback you received on your preliminary proposal. Note that you will not actually carry out
the designed research project for this course. The aim is for you to think critically about the research question and
choices in research design to create a research proposal (similar to what you would submit to a funding agency).
Which analytic skills that you have learned are best suited to your research question? What are the potential
advantages of disadvantages of different analytic approaches? You may use text from your preliminary research
proposal in the final proposal but should incorporate any relevant feedback. This assignment is an excellent
opportunity to vet potential thesis topics and design an original research project that can be implemented for your
Masters thesis.

Writing Assistance
Some students may find they need improvement writing academic papers in a clear and concise manner.
Because writing is one of the most important skills for a professional in Global Affairs, we highly
recommend that any students experiencing difficulties with writing seek assistance in this area. One free,
on-campus resource is the NYU Writing Center, located at 411 Lafayette St., 3rd Floor, Telephone: 212
998-8866 Email: [email protected]. Additional resources are also available for international
students through SPS at: http://www.scps.nyu.edu/student-affairs/student-life/international/international-
student-support-center/academic-enhancement-programs/tutoring.html
NYU SPS Graduate Grading Scale
A 95-100 4.000 Exceptional: Demonstrates exceptional mastery of all learning outcomes of
the course and thorough and complete understanding of all concepts.

A- 90-94 3.667 Excellent: Demonstrates highly competent mastery of all learning

outcomes of the course and strong understanding of all concepts.

B+ 87-89 3.333 Very Good; exceeds course standards: Demonstrates mastery of all
learning outcomes of the course and understanding of core concepts.

B 83-86 3.000 Good; meets course standards: Demonstrates mastery of some learning
outcomes; understanding of some core concepts could be improved.

B- 80-82 2.667 Somewhat Satisfactory; meets some course standards and requires
improvement: Demonstrates basic understanding of some learning
outcomes; improved understanding of all core concepts is needed.

C+ 77-79 2.333 Less than Satisfactory; requires significant improvement: Demonstrates

partial understanding of all learning outcomes and core concepts; requires
significant improvement.

C 73-76 2.000 Unsatisfactory; requires substantial improvement: Demonstrates partial

understanding of some learning outcomes and core concepts; requires
substantial improvement.

C- 70-72 1.667 Unsatisfactory; requires extensive improvement: Demonstrates poor

understanding of all learning outcomes and core concepts; requires
extensive improvement.

F Below Fail: Demonstrates minimal to no understanding of all key learning

70 outcomes and core concepts; work is unworthy of course credit towards the
degree.

P Passing: If a Pass/Fail grade is allowed, the choice of pass/fail must be

made prior to the completion of the fifth week of the term.

Course Outline

Week 1, September 5th

Topics: Introduction to social science research; why do research; qualitative & quantitative approaches;
inductive and deductive reasoning; what constitutes good research

Assigned Readings:
• Turabian, Ch. 1 & pp. 134-5 (131-2, 8th edition)
• Levitin, p. 152-4;156-8
• Popper, K. “Science as Falsification”:
• Kellstedt and Whitten (K&W) Ch. 1: The Scientific Study of Politics:
https://getit.library.nyu.edu/go/9384615
• Merriam and Tisdell, pp.1-21
 • Babbie 24-29
• Listen to “Guessing Games” (06/26/17) episode from NPR’s “Hidden Brain” podcast
https://one.npr.org/?sharedMediaId=532601345:534468679
• Optional: Hancock and Algozzine, pp. 3-12 Overview of research and Qualitative vs. Quantitative research)
• Wheelan, Ch. 1

Assignments:
• Begin thinking about potential research questions or puzzles in global affairs that interest you

Recommended Readings:
• Silver, N. “Are you smarter than a television pundit?”
• Kane, “The Empiricism Strikes Back: Strategies for Avoiding a Post-Truth World”

Week 2, September 12th

Topics: Turning an interest into a research question; identifying puzzles and refining your research
question; defining key concepts and measuring variables; evaluating graphs; measures of central tendency
and measures of variability (part 1)

Assigned Readings:
• Turabian: Ch. 2, pp. 10-19 (12-18, 8th edition)
• “Logical fallacies” note which seem most common to you
• Merriam and Tisdell, pp.73-89
• Levitin, pp.93-96; 222-31; 26-42
• K&W (https://getit.library.nyu.edu/go/9384615) pp. 99-109, Ch. 12, pp. 273-86
• Harford, “The Data Detective”, pp. 76-85
• Wheelan, Chapters 2 and 3
• Urdan, Ch. 1, p. 4-5 “Types of Scales and Measurement” & Ch. 2: Measures of Central Tendency pp. 13-19
& complete work problems on p. 20

Assignments:
• Bring 1 causal claim (from news articles/magazines/tv news) to class today. It does not have to be related
to global affairs. We will discuss these as a group. Continue thinking about potential research questions.
• Note which logical fallacies seem most common
• Urdan work problems p.20

Recommended Readings:
• Booth et al. “From Topics to Questions”

Week 3, September 19th

Topics: Reviewing the literature; citations, referencing and plagiarism; measures of central tendency and
measures of variability (part 2)
ZOOM SESSION WITH BOBST LIBRARY PERSONNEL (September 20th)

Assigned Readings:
• Turabian, Chs. 3 & 4
• K&W Ch.2: Theory Building & Ch.12 pp.273-86
• Levitin, 129-149
 • Merriam and Tisdell, pp.89-95
• Taylor, Dena. (2005) The Literature Review: A Few Tips on Conducting It. University of Toronto,
• Urdan, Ch. 3: Measures of Variability pp. 21-32 & complete work problems on p.32

Assignments:
• Draft research question due in class to be discussed in small groups
• Urdan work problems p.32

Recommended Readings:
• SPS plagiarism policy.
• NYU’s quick reference citation guide is located here.
• Playing with Numbers.
• Best, Joel. 2004. More Damned Lies and Statistics: How Numbers Confuse Public Issues. “Missing
Numbers” pp. 1-25
• Thies, C. (2002) “A Pragmatic Guide to Qualitative Historical Analysis in the Study of International
Relations.” International Studies Perspectives

Week 4, September 26th

Topics: Developing hypotheses, choosing a research design and testing hypotheses, assessing causality and
alternative explanations; probability and sampling

Assigned Readings:
• Turabian, Ch. 2, pp. 19-21 (18-22, 8th edition)
• Kellstedt & Whitten (K&W) (https://getit.library.nyu.edu/go/9384615) Ch.3, Ch.4 pp.82-88
• Merriam and Tisdell, pp.95-103; Ch.2
• Levitt, S. D. & Dubner, S. (2006). Freakonomics. “Chapter 4. Where Have All of the Criminals Gone,” pp.
115-145. (*Be prepared to identify the research question, and the independent and dependent variables the
authors are interested in)
• Squire, P. (1988). “Why the 1936 Literary Digest Poll Failed." Public Opinion Quarterly 52:125-33.
• Wheelan, Chs. 5 and 5½

Assignments:
• For Levitt & Dubner, be prepared to discuss: What is their argument? What are the independent and
dependent variables? How do the authors assess causality in this case? Are you convinced by their
argument? What are some potential alternative explanations?
• Quantitative Practice Set #1 due (ungraded)

Recommended Readings:
• Badger, “Does ‘Wrong Mind-Set’ Cause Poverty or Vice Versa?”
• Cohn, “A 2016 Review: Why Key State Polls Were Wrong About Trump”

Week 5, October 3rd

Topics: Research design review; the central limit theorem, the normal distribution, standard errors

Assigned Readings:
• McGrew and McFall, “A Scientific Inquiry into the Validity of Astrology” (1990).
• Wheelan, Chs.8 & 9
 • Urdan, Chs. 1 (except section on p.4-5 on measurement you already read), Ch. 4

Assignments:
• Read McGrew and McFall. Identify the independent and dependent variables. What is the research
question? What is the hypothesis (i.e., the prediction) they test? What is the basic theory underlying this
hypothesis? Briefly explain—as if you were talking to a 10 yr. old—how the authors tested this hypothesis.
Don’t worry about discussing the results yet—just concentrate on how the authors conducted this analysis.
• Draft research question due via NYU Brightspace for professor feedback

Week 6, October 10th

Topics: Experiments and experimental design; statistical significance
Note: I am assigning lighter reading as I expect you to focus on identifying and reading the literature relevant to
your research question for incorporation in your draft proposal.

Assigned Readings:
• K&W (https://getit.library.nyu.edu/go/9384615), pp.70-82; 147-50.
• Fearon, J, Humphreys, M. & Weinstein, J. (2009). Can development aid contribute to social cohesion after
civil war? Evidence from a field-experiment in post-conflict Liberia. American Economic Review 99: 287-
291.
• NYT article, “Workplace Wellness Programs Don’t Work. Why Some Studies Show Otherwise.”
• Optional: Hyde, S. (2015) Experiments in International Relations: Lab, Survey and Field

Assignments:
• For Fearon & Laitin, be prepared to identify: 1) the independent and dependent variables as concepts and as
how they are operationalized, 2) the research question, and 3) the sample and population of interest.

Week 7, October 17th

Topics: Case studies and the comparative method; difference of means t-tests; ANOVA

Assigned Readings:
• Levitin pp.161-64 (Question: Does “cherry-picking” threaten the integrity of scientific research?)
• Selecting on the Dependent Variable (blog post)
• Comparative Case Study Design: Kaarbo and Beasley (p.372-387)
• Ricks & Liu (2018) Process Tracing Research Designs: A Practical Guide
• Urdan, Chapter 8 pp.93-96, 102-105, Ch. 9 pp.113-121 (read to get the gist of what ANOVA is doing –
you don’t need to memorize formulas)

Assignments:
• Review the Final Research Proposal Guide so that you know what is required for the FINAL proposal.
• Preliminary Research Proposals due October 17th at midnight.

Recommended Readings:
• Snyder, R. (2001) “Scaling Down: The Subnational Comparative Method” Studies in International
Comparative Development.
• Hancock and Algozzine, Ch.3
• Levitt S. and Dubner, S. Freakonomics. “Chapter 3. Why do Drug Dealers Still Live with their Moms?,"
85-113.
 • Gerring, John. 2004. What is a Case Study and What is it Good For? American Political Science Review
98 (2): 341-54.
• Baxter, P and Jack, S. (2008) “Qualitative Case Study Methodology: Study Design and Implementation
for Novice Researchers.” The Qualitative Report pp. 544-59.
• Sambanis, Nicholas. 2004 "Using Case Studies to Expand Economic Models of Civil War." Perspectives
on Politics 2(2): 259-79.

Week 8, October 24th

Topics: Interviews & focus groups; fieldwork & archival research; t-tests & ANOVA (review) & chi-
square test of independence

Assigned Readings:
• Aberbach & Rockman (2002) Conducting and Coding Elite Interviews
• Creswell & Creswell p. 190-99
• Merriam and Tisdell, Ch.5-6
• Babbie: Qualitative Field Research pp.303-314
• Kang, “What the Documents Can’t Tell You”
• Urdan, Chapter 14, pp. 205-210

Assignments:
• Be prepared to indicate which qualitative article you plan to read for your CRR

Recommended Readings:
• Nordstrom and Robben (1996). Seduction and Persuasion: The Politics of Truth and Emotion among
Victims and Perpetrators of Violence. In Fieldwork Under Fire: Contemporary Studies of Violence and
Survival. (Think about what biases and aspects of your identity might influence your research)
• Fujii, L.A. 2010. "Shades of truth and lies: Interpreting testimonies of war and violence." Journal of Peace
Research 47 (2): 231-41.
• Hertel et al. (2009) Fieldwork in developing countries: Hitting the road running. Perspectives on Politics
305-309.

Week 9, October 31st

*No In-person Class*

Work on Qualitative Critical Research Review (CRR1)

Assignments:
• Qualitative Critical Research Review (CRR1) due

Week 10, November 7th

Topics: Discussion of CRRs; content analysis; qualitative data analysis; correlation

Assigned Readings:
• Both Qualitative CRR articles (you should have at least some familiarity with the article you are not writing
a CRR for)
• Wheelan, Ch. 4
• Urdan, Ch. 12 (read pp.165-170; 179 (Writing it Up)-181; complete work problems 1-3)
Assignments:
• Urdan work p.181 problems 1-3

Week 11, November 14th

Topics: Surveys and sampling; bivariate and multivariate OLS regression

Assigned Readings:
• Wheelan, Ch. 11
• Babbie, Earl. The Practice of Social Research, pp. 245-277 (Skim if necessary but very useful if you want
to field a survey)
• Video (5 mins): Pew Research Center, “Survey Question Wording”
• Urdan, Ch. 13, pp.183-199; work problems p. 203

Assignments:
• Urdan work problems p.203

Recommended (Highly) Readings:

• Kellstedt & Whitten, “Chapter 9. Bivariate Regression Models," pp. 159-82.
• Kellstedt & Whitten, “Chapter 10. Multiple Regression Models I: The Basics," pp. 183-201.

Week 12, November 21st

Topics: OLS multiple regression cont’d; interpreting statistical output (presentation using STATA); review
for Quantitative Analytics Exam; Ethical considerations in the conduct of research

Assigned Readings:
• Wheelan, Chs.12 and 13
• Re-read Urdan Ch. 13 if you are having trouble with regression
• Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology 4: 371-8.
(Think about potential ethical considerations for your own study).

Assignments:
• Quantitative Practice Set 2 Due (collected in class/ungraded)

Week 13, December 5th

Topics: Quantitative skills Exam; Discussion of quantitative CRRs; quantitative wrap up; presenting your
research

Assigned Readings:
• There is no required reading to give you time to prepare your CRR and for your Exam

Assignments:
• In-class Quantitative Exam
• Quantitative Critical Research Review (CRR2) due
Recommended Readings:
• Mahoney, J. & Goetz, G. (2006) A tale of two cultures: contrasting quantitative and qualitative research.
Political Analysis 14:227-49.

Week 14, December 12th

Topics: Final Research Proposal

Assigned Readings:
• Review Turabian Chs. 5-10 before writing your paper (skim if the material seems familiar)
• **Very helpful: Kellstedt and Whitten Ch.12 pp.273-86 provides great advice
• Callen et al. “These Three Barriers Make It Hard for Policymakers to Use the Evidence That Development
Researchers Produce,” 08/13/17, The Monkey Cage.
• Quick story from Levitt and Dubner (from the book “Think Like a Freak”)
• Recommended: Miller et al.: “How to be a Peer Reviewer” (2013).

Assignments:
• Final proposals due December 15th at midnight

*The syllabus may be modified to better meet the needs of students and to achieve the learning outcomes*

The School of Professional Studies (SPS) and its faculty celebrate and are committed to inclusion, diversity,
belonging, equity, and accessibility (IDBEA), and seek to embody the IDBEA values. The School of Professional
Studies (SPS), its faculty, staff, and students are committed to creating a mutually respectful and safe environment
(from the SPS IDBEA Committee).

New York University School of Professional Studies Policies

1. Policies - You are responsible for reading, understanding, and complying with NYU SPS Academic Policies
(Undergraduate | Graduate), NYU's Guidance and Expectations on Student Conduct, and Student Affairs and
Reporting.

2. Learning/Academic Accommodations - New York University is committed to providing equal educational

opportunity and participation for students who disclose their dis/ability to the Moses Center for Student Accessibility.
If you are interested in applying for academic accommodations, contact the Moses Center as early as possible in the
semester. If you already receive accommodations through the Moses Center, request your accommodation letters
through the Moses Center Portal as soon as possible ([email protected] | 212-998-4980).

3. Health and Wellness - To access the University's extensive health and mental health resources, contact the NYU
Wellness Exchange. You can call its private hotline (212-443-9999), available 24 hours a day, seven days a week, to
reach out to a professional who can help to address day-to-day challenges as well as other health-related concerns.

4. Student Support Resources - There are a range of resources at SPS and NYU to support your learning and
professional growth. For a complete list of resources and services available to SPS students, visit the NYU SPS Office
of Student Affairs site.

5. Religious Observance - As a nonsectarian, inclusive institution, NYU policy permits members of any religious
group to absent themselves from classes without penalty when required for compliance with their religious
obligations. Refer to the University Calendar Policy on Religious Holidays for the complete policy.

6. Academic Integrity and Plagiarism - Students are expected to be honest and ethical in all academic work. This
trust is shared among all members of the University community and is a core principle of American higher education.
Any breaches of this trust will be taken seriously. One common area of academic dishonesty is plagiarism. Plagiarism
involves borrowing or using information from other sources without proper and full credit. Students are expected to
quote accurately and identify the origin of citations from others, as well as to acknowledge when ideas are dependent
upon concepts developed from other sources. Please consult NYU SPS Academic Policies (Undergraduate | Graduate)
for additional information on plagiarism and other forms of academic dishonesty.

Turnitin, an originality detection service in NYU Brightspace, may be used in this course to check your work for
plagiarism. Read more about academic integrity policies at NYU SPS Academic Policies (Undergraduate | Graduate).

7. Use of Third-Party Tools - During this class, you may be required to use non-NYU apps/platforms/software as a
part of course studies, and thus, will be required to agree to the “Terms of Use” (TOU) associated with such
apps/platforms/software.

These services may require you to create an account but you can use a pseudonym (which may not identify you to the
public community, but which may still identify you by IP address to the company and companies with whom it shares
data).

You should carefully read those terms of use regarding the impact on your privacy rights and intellectual property
rights. If you have any questions regarding those terms of use or the impact on the class, you are encouraged to ask
the instructor prior to the add/drop deadline.