Dr. Laura J. Moriarty
Professor
Department of Criminal Justice
Preferred contact: [email protected]
Office Hours: Monday and Wednesday 10-11 by virtual appointment or email. Students should email me during my virtual office hours and I will provide a Zoom link for the appointment. If we can conduct the appointment over email, we will do that but if you need to “see” me, we can meet over Zoom.
Also available at other times during the week, send me an email and we can arrange a virtual appointment. The only times not available on a regular basis is when I am in class. My class schedule is:
Class Schedule:
CJ/HLS 315.01 – M, W 8:30-9:50
CJ/HLS 490.02 – M, TH 1:15-2:35
Course Descriptions from the catalogue:
CJ-490 Seminar in Criminal Justice Credits: 4
Prerequisite(s): CJ-315 and Senior standing in Criminal Justice
Selected topics in criminal justice; presentation and discussion of a research paper.
HLS-490 Senior Research Project in Homeland Security Credits: 4
Prerequisite(s): CJ-315 or HLS-315 and Senior standing
Provide the student with an opportunity to complete a senior thesis in the area of homeland security. By exploring and analyzing the practical as well as theoretical problems, the student will be able to recommend changes with homeland security based upon empirical study.
Course Description: In this senior seminar course, students conduct original research using secondary data, writing a scholarly research paper that reports the findings of the original research and presenting those findings either as a poster or power point presentation. Students may conduct the research proposed in their CJ/HLS 315 research proposals if the proposal utilized secondary data or content analysis (although content analysis is not as easy as it sounds). If students proposed collecting original data utilizing survey research, a decision will be made very early in the class as to whether the instructor feels confident that the IRB will grant permission to conduct the research under the “exempt” status and whether the student is capable of collecting data in this manner. Students without a research proposal that fits either category will need to identify a topic of interest, conduct a preliminary search of the National Archive of Criminal Justice Data [https://www.icpsr.umich.edu/web/pages/NACJD/discover-data.html] to secure a secondary dataset to analyze for this topic, and propose the topic and dataset to the instructor. For Homeland Security students, this archive may work or you may consult START (https://start.umd.edu/ ). Datasets must be public, no restricted data will be pursued for this class. For the most part, students will use the datasets provided by the instructor listed in eCampus. While these datasets might not exactly reflect what you are interested in studying, you must balance having data readily available and making some compromises about the variables versus collecting original data that might not be collected, cleaned and ready for analyzing in the timeframe of this class.
Secondary Data/Secondary Analysis: Secondary data – Data collected by others. Secondary Analysis – a type of research in which data collected by others is reanalyzed. When you reanalyze the data, for this class, you develop original research questions along with research hypotheses that you will test using statistical tests of significance.
This class culminates with a final research paper. However, this research paper or thesis is very different from any paper you have written thus far in your academic career. While the skillset that you have developed in gathering literature on a topic and summarizing it, is very helpful in this class, it is only one element of the final paper. Likewise, your knowledge of criminal justice/homeland security theory is important as you must include a section in the paper that summarizes a theory or theoretical approach (i.e., framework) to explain the topic of choice. The main difference in this class from other classes is that you will be conducting original research and reporting on it in the final research paper.
Format of Class
This class is conducted as a self-paced, research course where students will gain research experience by conducting original research utilizing secondary data (or another instructor-approved data collection method). This course, over Zoom, presents some challenges with this format but we will make it work. Students will work independently on their research while the instructor works with students either individually or in groups.
As a self-paced course, students must attend each class but however long each student stays in the class session is up to the individual student and the topic of that class session. I will be available for the entire class period on Monday and Thursday. If you feel comfortable moving ahead with the course outline then do so. If you rather work on the section of the paper during the class period, this is fine too.
Students are required to attend all the presentation dates including the final exam period. Students are responsible for submitting assignments on time. Any late assignments will be penalized, typically one full letter grade reduction for each 24 hour period of lateness, including weekends.
Course Goal:
Ability to conduct original research utilizing secondary data (or another instructor approved method), to write a comprehensive research paper, and to present the research findings as a poster or Power Point presentation.
Student Learning Outcomes
Students will be able to:
- Select a topic of importance to Criminal Justice or Homeland Security;
- Conduct and write a literature review on the topic, fully summarizing the empirical research that supports the topic;
- Formulate research questions and hypotheses;
- Identify a dataset from the sources discussed in class;
- Explain the Methodology for collecting the secondary data;
- Download the secondary data as a .SAV file for analyses in SPSS;
- Run the appropriate statistics to test bivariate and multivariate relationships; run simple frequencies and measures of central tendency to explain the sample;
- Interpret the SPSS output
- Create Tables and Figures for the final paper based on the results;
- Write a research paper that reports the findings of the original research;
- Present the research paper in a Power Point or Poster Presentation
Recommended Readings/Reference Books/Website:
- APA Manual (7th Edition) citation below – available through MU library:
American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: Author. - Comiskey, J. (2018). Theory for homeland security. Journal of Homeland Security Education, 7, 29-45.
- Pallant, J. (2016). SPSS Survival Manual, (6th Ed.) McGraw-Hill companion website: www.allenandunwin.com/spss
- Williams, F.P. and McShane, M.D. (2018). Criminological Theory (7th Ed.). Pearson.
Final Paper
The final paper (i.e., thesis) is the reporting of original, empirical, quantitative research. The form and style in presenting the study should follow how empirical research is presented in CJ and/or HLS journals. For the most part, these journals follow what is recommended in the APA Manual. Quantitative articles typically have four sections: Introduction, Method, Results, and Discussion. Likewise, a cover page and reference list are included.
Paper Mechanics:
• In general, student papers do NOT having running titles, an author’s note, keywords, or an abstract unless specifically required by the instructor. For this class, you are only required to include an abstract.
• Use 12 point font, Times-Roman
• Number all pages of the paper including the title page
Elements of the Research Paper:
Title Page as defined in the APA Manual (p. 30) includes:
• Title of the paper
• Student Name
• Affiliation (Monmouth University)
• Course Number and Course Title
• Instructor Name
• Assignment Due Date
Abstract – A brief but comprehensive summary of the contents of the paper.
Introduction – includes Statement of the Problem, Literature Review, and Theoretical Framework, Purpose of the Study, and Research Questions and Hypotheses.
Research Design/Method – usually contains a full description of each step of the investigation including a full statement of the research design. For this paper, students will utilize secondary data analysis but you must still explain the research design for the secondary data.
Description of Secondary Dataset – you must succinctly and concisely explain the research design including how the data were collected. What type of research? Cross-sectional/Longitudinal? Exploratory/Explanatory? What data collection method is used? (e.g., survey research) When were the data collected? (Spring 2019). How were the data collected? (Respondents were administered a survey over the internet).
Current Research Design based on the Secondary Data:
Research Questions
Hypotheses
Independent and Dependent Variables
Measurement – How are the variables measured in the secondary dataset?
Results – Data analysis. List the Research Questions and Hypotheses, identify the variables and how they are measured in the dataset including the levels of measurement. Report the findings. Tables should be included in this section. A table reports the statistics and significance levels.
Discussion – Utilizing your theory, literature review and findings – discuss the results. What was supported? What was not supported? What explains the results? What are some other areas of inquiry based on this research?
Conclusion – Summarize the main points of the study in terms of the significant findings. Reiterate the importance of the study.
References – APA style.
Course Outline
Week 1: Research Paper Topics
(Jan 25-27) Secondary Dataset Identified
Students to begin independent library search for current literature on their topics. Literature will be the foundation for the Statement of the Problem and the Purpose of the Study.
Students should review the APA Manual (7th Edition) focusing on how to write research papers, appropriately cite material within the paper, and compile a bibliography of cited work.
Week 2: Students to present to the class their topics and datasets.
(Feb 1-3) The topic presentation should include why the topic is important to Criminal Justice or Homeland Security and the purpose of the study.
The Secondary Data should be described. You will find the important information about your dataset in the Methodology section on the website where you found the dataset. Include in the description, the summary of the project, the scope of the project, the time period of the study, and the time period when the data were collected. Likewise include the purpose of the study, the study design (research design), and the description of the sample, including the units of analysis (if applicable.)
Week 3: Develop your Research Questions and Hypotheses. Identify the Independent and
(Feb 8-10) Dependent Variables from your hypotheses. How are the variables measured in your dataset? What specific questions are asked of the respondents? What specific observations are being recorded? For each variable, what is the level of measurement?
Literature review sources should be collected, read, and organized into an outline to begin writing the literature review.
February 10th – Description of the secondary dataset is due.Week 4: Theoretical Framework – What theory or theoretical framework supports your
(Feb. 15-17) research project? I have found over the years that Social Learning Theory, Social Control Theory, Social Disorganization Theory and Routine Activities Theory have worked well in formulating hypotheses for my research interests. You may use whatever theory works best for your research.
Week 5: From the literature review and the theoretical framework,
(Feb 22-24) students should be able to write the Introduction to the research paper. The Introduction as presented in the APA Manual “indicates the problem that is be addressed and reviews the relevant literature in the topic area (using citations as appropriate). In the closing of the introduction, the purpose or rationale of the study is presented.” Research Questions and Hypotheses due Feb. 24.
Week 6: The first part of the Research Paper is due on March 3. The first part includes the
(Mar 1-3) Introduction as described in Week 5, the Theoretical Framework, and the Secondary Data description.
Week 7: MARCH 8TH HOLIDAY
(Mar 8-10)
March 10 Install SPSS (if not already installed). Download your secondary data file (if not
Already downloaded)
Research Questions and Hypotheses – How will you test your research hypotheses? Propose an analytic plan. Identify the variables in the dataset in order to test the hypotheses.
Week 8: Practice running SPSS statistical tests on your data or data provided by the
(Mar 15-17) instructor. When comfortable, run statistical tests on your research hypotheses. Save the output. Review the results, make corrections to the procedures/processes as needed.
Week 9: Write up the results of the analyses. Begin your conclusion section where you
(Mar 22-24) discuss the findings, limitations of the research, and any policy implications from the research. Analysis assignment is due March 24.
Week 10: Continue with writing final papers. The final paper will have these sections in it:
(Mar 29-31) Title page; Abstract; Introduction; Research Design/Method; Results; Discussion; Conclusion; References. See “Elements of the Research Paper” listed above for more detail.
Week 11: Continue working on the paper. Write the abstract when the paper is finished.
(Apr 5-7) Submit the paper on April 7th at 5 pm via eCampus.
Week 12: Prepare a Poster or PowerPoint Presentation on your paper (4/12). Submit Power Point presentations on April 14th at 1pm via eCampus.
(Apr 12-14)
Week 13-14: Poster Presentations [April 14, April 19, April 21, April 26 and May 3 (Final].
Students will have 15 minutes to present their research papers in a poster presentation or power point presentation.
Students will evaluate five student presentations: One each date of the presentations and two on the final date.
RECAP of Important Dates/Assignments due
Date Assignment Points
2/10
Identification and Description of Secondary Data
25
2/24
Research Questions, Hypotheses
25
3/3
First part of the research paper: Introduction, Theoretical Framework, [Research Questions and Hypotheses], [Description of Secondary Data] – topics in brackets should be updated based on feedback provided by the instructor.
50
3/24
Analysis – SPSS output, interpretation, and discussion; Tables & Figures
50
4/7
Final Paper – incorporate feedback from instructor into the final paper.
100
4/14
Poster or Power Point Presentations due at 1pm via eCampus
25
4/14, 4/19, 4/21, 4/26, 5/3
Poster or Power Point Presentations - see presentation schedule
4/14, 4/19, 4/21, 4/26, 5/3
Review of Peer Presentations – one student review each day including the final date (May 3)
25
GRADING
There are seven parts to the final grade for a total of 300 points:
- Identification and Description of Secondary Dataset (25 points)
- Research Questions and Hypotheses (25 points)
- First half of the Research Paper: Introduction – includes the Literature Review, Theoretical Framework, and concludes with Research Questions and Hypotheses; Description of the Secondary Data [Revised based on instructor feedback.] (50 points)
- Analysis – SPSS output, interpretation and discussion; Tables and Figures (50 points)
- Final Paper – incorporate feedback from the instructor (100 points)
- Power Point or Poster Presentation – (25 points)
- Review of Peer Presentations – (25 points)
To calculate the final grade, add the points you earned from each assignment and divide that number into 300 and multiply it by 100. For example, if you earn 270 points, you divide 270/300 X 100 = 90% (A-).
Grading Distribution
93-100 A 90-92 A-
87-89 B+ 83-86 B
80-82 B- 77-79 C+
73-76 C 70-72 C-
67-69 D+ 63-66 D
60-62 D- 59 and below F
Flexible Grading (Tentative)
For Spring 2021, “once standard grades are posted, students can choose to keep some or all of those standard (A to F) grades or choose to have some or all of the grades become Pass/Fail (P/F).” Please be advised, it is prudent to consult with your academic advisor before making such a decision.
A decision about Flexible Grading will be made early in the spring semester.
UNIVERSITY POLICIES
Students should be familiar with the Student Handbook where all University Policies are listed. The following policies are listed here for emphasis and are taken directly from the Faculty Desk Reference.
Statement on Students with Disabilities
“Students with disabilities who need special accommodations for this course are encouraged to meet with the appropriate disability service provider on campus as soon as possible. In order to receive accommodations, students must be registered with the appropriate disability service provider on campus as set forth in the Student Handbook and must follow the University procedure for self- disclosure, which is stated in the University Guide to Services and Accommodations for Students with Disabilities. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office. Students who are interested in utilizing accommodations can begin the process of registering with the DDS office via Accommodate (https://monmouth-accommodate.symplicity.com). The link to Accommodate can also be found on the DDS website on eCampus. Students who wish to speak with a disability services administrator should email [email protected].”
Statement on Academic Honesty
“In order for Monmouth University to provide an environment that allows students to pursue their educational goals, it is essential to enforce strict academic integrity. Therefore, you will be on your honor throughout this course to maintain academic honesty.
Academic dishonesty (cheating, plagiarism, aiding and abetting others to cheat or plagiarize) of any kind will not be tolerated in this class. Anyone caught in such an act will receive a grade of zero on the assignment and be reported to the Provost’s Office.
Cheating includes copying from someone else's test or quiz; submission of material for academic evaluation that has been prepared by another individual(s) or commercial agency; willfully damaging the academic work or efforts of another student to gain an unfair advantage; possessing or using any materials intended to be used as an instrument of academic evaluation in advance of its administration. For this online course, any tests submitted using your notes, book or other materials when not explicitly being told it is okay to do so, constitutes as cheating.
Plagiarism includes submitting written materials without proper acknowledgment of the source; deliberate attribution to, or citation of, a source from which the referenced material was not in fact obtained; submitting data which have been altered or contrived in such a way as to be deliberately misleading.
Note that it is your responsibility to educate yourself about what constitutes cheating and plagiarism up front. Stating that you “didn’t know” after you’ve been caught will not save you from the zero grade, and you won’t have the opportunity to resubmit the work; instead, your aim should be to get it right the first time. If you are not sure, speak with your professor about this matter before you turn in your work.”
Submission of the Same Work for Two Courses
“The submission of the same (or essentially the same) paper for two separate courses without the expressed permission of all faculty members involved is against University policy.”
Attendance Policy
The attendance policy is included in the Requirements for the Course.
Withdraw Dates and Final Exams:
Withdraw Dates and Final Exams are included in the course outline.
Student Recordings of Class Lectures
“Under the Family Educational Rights and Privacy Act (FERPA), your education records as a student are confidential and protected. Under most circumstances your records will not be released without your written and signed consent. Part of a student’s protected and confidential education records include video and / or audio recordings of students within the classroom. As such, students are STRICTLY PROHIBITED from video or audio recording distance learning lectures off of any platform utilized by professors (Zoom, Webex, etc.). A prohibited recording includes, but is not limited to recordings using the platform, a cell phone, tablet, video camera, audio capture device, etc. Students may be subject to disciplinary action under the Student Code of Conduct if found to have made any video and/or audio recording distance learning lectures without proper consent.”
Presentation Schedule (15 minutes each)
Date/Time Presenter Title of Research Paper
April 14
1:15-1:30 Tyler Mendez
1:35-1:50 Emily Ciccolo
2:00-2:15 Kaylee Baduria
2:20-2:35 Devon Fine
April 19
1:15-1:30 Jessica Diaz
1:35-1:50 Michael Warren
2:00-2:15 Dylan Bosco
2:20-2:35 Shawandda Tineo
April 21
1:15-1:30 Jennifer Garcia
1:35-1:50 Leighann Gensch
2:00-2:15 Travis Dowdall
2:20-2:35 Kelsey Edrington
April 26
1:15-1:30 Greg Scaturo
1:35-1:50 Margaret Rue
2:00-2:15 Patrick McFarland
2:20-2:25 Michael Millford
May 3 (Final)
2:40-5:30
2:40-2:55 Destiny Guerra
3:00-3:15 Joshua Schwartz
3:20-3:35 Hannah Seehaus
3:40-3:55 Paige Thompson
4:00-4:15 Kerri Gilliard
4:20-4:35 Anthony Defilippo
4:45-5:00 Dylan Bosco
Directions to Install SPSS
Installation instructions can be found here:
Windows: https://servicedesk.monmouth.edu/CherwellPortal/Knowledge/Command/Queries.GotoRecord?BusObId=934c68436065e717e2d7ca4e9992f112d80031cedc&PublicId=1154
Mac: https://servicedesk.monmouth.edu/CherwellPortal/Knowledge/Command/Queries.GotoRecord?BusObId=934c68436065e717e2d7ca4e9992f112d80031cedc&PublicId=1122
Authorization Code: f37d405abdaae100881b
Assignment 1
Identification and Description of Secondary Data
Due: February 10, 2021 at 5 pm
Students are to select a topic of interest (e.g., a research problem). Conduct a preliminary review of the topic: maybe read about it in an Intro textbook? With a topic in mind, students should review the datasets and codebooks found on eCampus. There are several datasets covering a range of topics that should allow students to research their topic of interest utilizing one of these datasets. The datasets listed include:
Police Public Contact (typo in eCampus)
Health Behavior in School Aged Children
Racial Attitudes in America
Digital Abuse and Online Discrimination
National survey of Police Media Relations
Kaiser Family Foundation Survey – Race
Kaiser Family Foundation Survey – Campus Sexual Assault
Monitoring the Future 2014
Monitoring the Future 2016
National Opinion Survey of Crime and Justice
College Alcohol study
Campus Crime data
Parent & Teen Survey
Parent & Child Behavior Survey
GSS data (General Social Survey)
Latino Immigrant National Survey 2012
Preventing Incidents of Repeat Family Violence
NCVS Workplace Risk Survey 2002
National Survey on Drug Use 2002
National Survey of Adolescents in the U.S.
Risk Factors for Victimizing Women
Screening of Youth-at-Risk of Delinquency
Baltimore Policy Survey
PRIUS (Profiles of Individual Radicalization in the United States)
CBS News Poll Data
Survey of Inmates 2004
Rape Prevention on College campus
With your topic in mind and from the titles of the datasets listed above, start reviewing the Codebooks that match your interest. Look at the variables, reviewing how the questions are asked of the respondents (or the operational definition of the variables) to determine how the variables are measured. Thinking about your topic, what are you interested in researching? Does the dataset have variables that measure these concepts?
This process of reviewing codebooks and datasets will take some time. We will work on this in class while students conduct library research on the topic of interest. If you have already identified a dataset in CJ/HLS 315 course, you may use this dataset for this class as well.
Once you have a dataset identified, you should describe the research design for how the data were collected. For the most part, the research design is contained in the Codebook. If it is not, then you will need to search the citations listed in the Codebook to understand how the data were collected.
The description of the research design should be brief. For the most part, the research design will be survey research. Students should indicate the type of survey research, what sampling procedure is employed, who are the subjects/units of analysis, what is the population, what is the sample size?
Describe the research design the best that you can. You will have a chance to revise the description based on my feedback when you submit the final research paper.
This assignment is worth 25 points and is due February 10 at 5 pm submitted via eCampus.
Assignment 2
Research Question and Hypotheses
Due: February 24, 2012 at 5 pm
With your research topic or research problem identified, the next step is creating the research question. A research question is a statement answered through the research process. Basically, you are deciding what you want to study and why. The “why” helps formulate the research question or questions.
For example, your topic might be “Confidence in Law Enforcement.” What is important next is deciding on the research question(s) related to this topic. Why do you want to study “Confidence in Law Enforcement”? Maybe you want to know if there is a difference between certain groups and their confidence in law enforcement. Maybe these groups include gender, political affiliation, educational level, income level and marital status. Your research question could be: Does confidence in law enforcement vary by gender, political affiliation, educational level, income and marital status?
Now with your research question identified, what are your hypotheses? A hypothesis is a tentative guess about the relationship between the independent and dependent variables. What is the expect relationship between the variables. Hypotheses are linked to theory and previous research.
There are two types of hypotheses: research and null. (You most likely remember this from your statistics course). The research hypothesis is the focus of the study –the answer to your research question; and the null hypotheses is “no relationship between the variables.” The research hypothesis is denoted by H1 and the null hypothesis by H0.
Considering the example above, the following may be hypotheses based on the research question:
H1: Women have more confidence in law enforcement than do men.
H0: There is no difference between gender and confidence in law enforcement.
H1: Republicans have more confidence in law enforcement than do Democrats.
H0: There is no difference between party affiliation and confidence in law enforcement.
H1: As income levels increase, so does confidence in law enforcement.
H0: There is no difference between income levels and confidence in law enforcement.
H1: As educational levels increase, so does confidence in law enforcement.
H0: There is no difference between education and confidence in law enforcement.
H1: Married people have more confidence in law enforcement than do single people.
H0: There is no difference between marital status and confidence in law enforcement.
In each hypotheses the dependent variable is CONFIDENCE IN LAW ENFORECEMENT. The independent variables are gender, political affiliation, income, education and marital status. In order to understand the levels of measurement for each variable, consult the Codebook for the secondary dataset (that you are using for this research). Are these variables in the dataset? How are they measured? What is the operational definition for each variable? What is the level of measurement for each variable?
With the hypotheses created and the levels of measurement known for the variables, you can begin thinking about how you will analyze the data. What statistical tests will you use to test your hypotheses?
For this assignment, submit your research questions and hypotheses. Identify the independent and dependent variables in each hypothesis. Explain how the variables are measured in the dataset – what are the operational definitions? What are the levels of measurement for each variable?
Complete the assignment the best you can. You will have a chance to revise these sections of the research paper based on my feedback before you submit the final research paper.
This assignment is worth 25 points and is due February 24, at 5 pm submitted via eCampus.
Assignment 3
First half of the Research Paper
Due: March 3, 2021 at 5 pm
The first part of the Research Paper consists of the Introduction and Description of the Secondary Data. Remember that the Introduction includes the literature review, theoretical framework, research questions and hypotheses.
The assignment is worth 50 points and should be submitted via eCampus.
Assignment 4
Data Analysis
Due: March 24, 2021 at 5 pm (50 points)
Now that the first half of your research paper is complete, it’s time to conduct the data analysis for your paper. In other words, it is time to test your hypotheses. The assumption here is that with the first half of the paper complete, you have identified your research questions, hypotheses, independent and dependent variables in the hypotheses, and the levels of measurement for the variables as found in your dataset. If this is not the case, make sure you make an appointment with me to figure out what is wrong.
Below are the steps to test your hypotheses:
- Open the data file for the secondary dataset that will serve as your data for this research project. Simply click on the dataset (data file) as found on eCampus.
Note: If you cannot open the dataset, it might be because you do not have SPSS on your computer. See the instructions for installing SPSS, along with the code for doing so in the syllabus.
- List your first hypothesis – indicating the independent and dependent variables and the levels of measurement for each.
- Consult the “Choosing the Appropriate Statistic” handout. Figure out which Test of Significance or Measure of Association is most appropriate to test your hypothesis.
- Follow the instructions on the handout to run this statistic using SPSS and how to read the results.
[Remember: SPSS is not intuitive – in other words, it will do whatever you ask it to do regardless of whether you are adhering the assumptions for the test statistic. We call this “garbage in, garbage out.” Carefully, assess whether you are meeting the assumptions of the tests being employed.]
- Focusing on the “Presenting the Findings” sections of the handout, explain your findings.
- Utilizing the handout as a guide, do this same process (Steps 2-5) for each hypothesis.
- Write the “Data Analysis” section of the paper. Here you will report the findings from above hypothesis by hypothesis. In other words, sequentially report each hypothesis, with the SPSS output embedded into the text or referenced and attached in an appendix.
- Conclude the “Data Analysis” section of the paper with a summary of the findings in a paragraph or two that leads into the Discussion section of the paper.
- As always, do the best that you can and you will have the opportunity to adjust this part of the paper based on my feedback prior to submitting the final paper.
Assignment 5
Final Paper
Due: April 7, 2021 at 5 pm
The instructions for completing the final research papers are included in the course syllabus. You should incorporate the feedback from the previously submitted sections into the final paper. The paper is worth 100 points.
Assignment 6
Power Point Presentation
Due: April 14, 2021 at 1:00 pm
On April 12, students begin to prepare for the research presentations by creating power point slides to accompany it. Power point slides are due April 14 at 1:00 (when the presentations begin).
Student presentations of their research papers are scheduled for April 14 to May 3. Please see the presentation schedule included in the course syllabus. Student have 15 minutes for the research presentations. The power point slides should consist of 8-10 slides and should serve as a mechanism to summarize the research results and thereby facilitating the oral presentation.
The power points slides and presentation of the research is worth 25 points. Submit the power point slides on April 14, 2021 at 1 pm (right before class).
Assignment 7
Peer Evaluations
Due: May 3 at 7 pm
Students will evaluate 5 peer research presentations. You may select any student’s presentation to evaluate but you must evaluate one presentation each day of the regular semester including the final exam date for a total of 5 peer evaluations.
Below is a Grading Rubric that can be used as a guide when evaluating your peers. All 5 evaluations should be submitted in one file on May 3 by 7 pm via eCampus.
STUDENT PEER EVALUATION RUBRIC
Student Presenter: ______________________________________________
Title of Presentation: ____________________________________________
Date of Presentation: ____________________________________________
CONTENT
Excellent
Good
Fair
Poor
Timeliness of the Topic and relevancy of secondary data to the topic
Research Questions tied to the Literature Review and Theoretical Framework
Hypotheses well-articulated
Analysis easily understood
Conclusions tied to research questions and literature review
Power Point Slides – quality of the slides
Power Point Slides – helpfulness with understanding paper content
Additional comments: