ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE School of Mathematical Sciences NEW (or REVISED) COURSE: COS-STAT-672-Survey Design and Analysis 1.0 Course Designations and Approvals Required course approvals: Academic Unit Curriculum Committee College Curriculum Committee Approval request date: Approval granted date: Optional designations: General Education: Writing Intensive: Honors Is designation desired? No No No *Approval request date: **Approval granted date: 2.0 Course information: Course title: Survey Design and Analysis Credit hours: 3 Prerequisite(s): One semester course in basic statistics Co-requisite(s): None Course proposed by: Steven M. LaLonde Effective date: August 2013 Contact hours Maximum students/section Classroom 3 25 Lab 0 Studio 0 Other (specify) 0 2.a Course Conversion Designation*** (Please check which applies to this course). *For more information on Course Conversion Designations please see page four. Semester Equivalent (SE) Please indicate which quarter course it is equivalent to: 0307-772 Survey Design and Analysis Semester Replacement (SR) Please indicate the quarter course(s) this course is replacing: New July 27, 2010
2.b Semester(s) offered (check) Fall Spring Summer (online) Other All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here: 2.c Student Requirements Students required to take this course: (by program and year, as appropriate) None Students who might elect to take the course: This is an elective for graduate students in Advanced Certificate and MS programs in Applied Statistics. Graduate students in other programs interested in survey design. In the sections that follow, please use sub-numbering as appropriate (eg. 3.1, 3.2, etc.) 3.0 Goals of the course (including rationale for the course, when appropriate): 3.1 To introduce students to survey applications and methods of data collection. 3.2 To provide students with the appropriate tools and techniques to design, implement, and analyze surveys. 4.0 Course description (as it will appear in the RIT Catalog, including pre- and corequisites, and quarters offered). Please use the following format: COS-STAT-672 Survey Design and Analysis This course is an introduction to sample survey design with emphasis on practical aspects of survey methodology. Topics include: survey planning, sample design and selection, survey instrument design, data collection methods, and analysis and reporting. Application areas discussed will include program evaluation, opinion polling, customer satisfaction, product and service design, and evaluating marketing effectiveness. Data collection methods to be discussed will include face-to-face, mail, Internet and telephone. 5.0 Possible resources (texts, references, computer packages, etc.) Required: 5.1 The Survey Research Handbook, 3 rd edition, by Alreck and Settle, 2004 Supplemental: 5.2 Elementary Survey Sampling, Fifth Edition, by Scheaffer, Mendenhall, and Ott, 1996 5.3 Mail and Telephone Surveys, by Dillman, D. A., 1978. 5.4 Asking Questions, by Sudman, S. and Bradburn, N. M. 1982. 2
6.0 Topics (outline): 6.1 Survey Initiation 6.2 Survey Planning 6.3 Sample Design / Selection 6.4 Assessing Customer Needs 6.5 In-Depth Interviews 6.6 Conducting Focus Groups 6.7 Survey Instrument Design 6.8 Measuring Customer and Employee Satisfaction 6.9 Survey Data Collection 6.10 Univariate Analysis of Surveys 6.11 Multivariate Analysis of Surveys 6.12 Survey Reporting 6.13 Mini-Projects students will complete a series of mini-projects to get practice in designing, implementing, analyzing and reporting various types of surveys. 7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome Level 1: Knowledge: 1.1.Describes typical uses of surveys. 1.2.Identifies the costs and rewards to survey respondents and their effect on survey response. 1.3.Defines various measures of reliability and validity. 1.4.Lists the four levels of the voice of the customer. 1.5.Identifies skills that an interviewer or moderator should have. 1.6.Describes the guidelines for mail and internet survey data collection. 1.7.Describes the guidelines for telephone and personal interviews. Level 2: Comprehension: 2.1.Explains the relationship between sample size and reliability. 2.2.Distinguishes between probability samples and quota based samples. 2.3.Gives examples of applications of simple, stratified, and cluster sampling. 2.4.Cites examples of basic, linear, and differentiating customer needs. Assessment Method Homework Exams Projects 3
2.5.Identifies types of unordered response scales such as discrete choice, checklist, ranking and fixed sum. 2.6.Identifies types of ordered response scales such as ordinal, likert, verbal frequency, and semantic differential, rating and comparative. 2.7.Summarizes the differences between stated and derived importance in measuring customer s perception. 2.8.Explains the need for and application of sight editing and postcoding. 2.9.Understands floor and ceiling effects in the interpretation of response data. 2.10. Recognizes the opportunity for bivariate and multivariate techniques in survey analysis. Level 3: Application: 3.1.Develops a project outline for a survey project. 3.2.Prepares an interview guide for an in-depth interview or focus group. 3.3.Conducts an in-depth interview or focus group to assess customer needs. 3.4.Develops a written survey to measure customer satisfaction. 3.5.Develops survey questions appropriate to information needs. 3.6.Computes appropriate univariate summary statistics based on question design and information needs. Level 4: Analysis: 4.1.Prioritizes information needs so that survey length can be optimized for response rate and information value. 4.2.Recognizes the possibility of contextual effects in surveys and limits the effect of one question on another. 4.3.Points out the limitations of survey research in general and specific limitations of a specific research project. Level 5: Synthesis: 5.1.Communicates the results of a survey project through the development of a written report. 5.2.Draws conclusions and makes recommendations appropriate to information needs and survey quality. 4
Level 6: Evaluation: 6.1.Evaluates data collection methods and decides on most appropriate method for information purposes. 6.2.Supports recommendations with data analysis. 6.3.Defends sampling methodology for data collection. 8.0 Program outcomes and/or goals supported by this course Relationship to Program Outcomes (1 = slightly, 2=moderately, 3=significantly) Program Outcomes and/or Goals for CQAS 8.1 Advanced Certificate in Lean Six Sigma 8.1.1 Demonstrates an solid understanding of statistical thinking and Lean Six Sigma methodology in solving real-world problems. 8.1.2 Leads Lean Six Sigma improvement projects. Level of Support 1 2 3 8.2 Advanced Certificate and Masters of Science in Applied Statistics 8.2.1 Demonstrates solid understanding of statistical thinking and applied statistics methodology in solving real-world problems. 8.2.2 Designs studies that are efficient and valid. 8.2.3 Analyzes data using appropriate statistical methods. 8.2.4 Communicates the results of statistical analysis with effective reports and presentations. Note: Students obtaining the Advanced Certificate in Applied Statistics will not be expected to perform at the same level as students obtaining a Master of Science degree. 9.0 - Not Applicable General Education Learning Outcome Supported by the Course, if appropriate Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and discussion Assessment Method 5
Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to course-based assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created 10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.) None 6
*Optional course designation; approval request date: This is the date that the college curriculum committee forwards this course to the appropriate optional course designation curriculum committee for review. The chair of the college curriculum committee is responsible to fill in this date. **Optional course designation; approval granted date: This is the date the optional course designation curriculum committee approves a course for the requested optional course designation. The chair of the appropriate optional course designation curriculum committee is responsible to fill in this date. ***Course Conversion Designations Please use the following definitions to complete table 2.a on page one. Semester Equivalent (SE) Closely corresponds to an existing quarter course (e.g., a 4 quarter credit hour (qch) course which becomes a 3 semester credit hour (sch) course.) The semester course may develop material in greater depth or length. Semester Replacement (SR) A semester course (or courses) taking the place of a previous quarter course(s) by rearranging or combining material from a previous quarter course(s) (e.g. a two semester sequence that replaces a three quarter sequence). New (N) - No corresponding quarter course(s). 7