Computer Laboratory for Undergraduate Research Courses in Behavioral Sciences

这个项目的主要目标是开发一个用于心理学和社会学本科课程的计算机实验室。这个实验室填补了一个关键的需求，为本科生提供了通过研究设计和统计的应用经验来学习的机会。实验室的总体重点是学生的主动学习和加强教学。以前，社会和行为科学专业的学生通过学习数学系的课程来学习统计学。现在，他们接触到社会和行为科学研究中统计分析的许多例子，表明它在这些学科中的重要性和相关性。该实验室建立在前NSF资助接受者的经验基础上，旨在实现三个目标。首先，我们正在设计一门新的基于计算机的统计应用课程。本课程为学生提供SPSS应用的知识，特别是如何在数据分析中使用描述性和推断性统计，基于：o M.A. Kelley，“建立一个新的社会科学计算机实验室”，NSF-ILI 9351007, o J.L. May，“社会与行为科学多学科计算机实验室”，NSF-ILI 9252354, o J.C. Raymondo，“行为科学计算机实验室”，NSF-ILI 9250330, o J.C. Raymondo和J.R. Garrett，“评估将计算机实验室经验引入行为科学统计课程”，《教学社会学》，第26卷（1998），第29-37页，o J. Towey，“为仁慈学院布朗克斯心理学、社会学和行为科学专业学生提供的流动心理学实验室”，NSF-ILI 9551942, o S. Wright，“本科教育的社会科学信息系统（SSIS）实验室”，NSF-ILI 9651363。第二，遵循Raymondo（上图），H.W. Fischer III，“从用户的角度教学统计”，《教学社会学》，第24卷（1996），第225-230页，以及J. Rudmann，“发展社会科学计算机实验室以改善本科科学教学”，NSF-ILI 9350962，实验室被用于实践研究方法课程，其中SPSS和人种志与研究设计相结合。第三，实验室被用作一系列核心课程的基础，这些课程以计算机技术为中心。这为入门和研究方法课程增加了一个实验部分。例如，心理学入门课程的学生将通过一个名为“嗅嗅虚拟老鼠”（Sniffy the Virtual Rat）的软件程序学习行为观察和数据收集。另一门关于种族和民族关系的课程在Fischer（1996）和Raymondo & Garrett（1998）的工作基础上结合了SPSS和工作手册。

Social Sciences - Other (89) The major objective of this project is developing a computer laboratory for use in psychology and sociology undergraduate courses. This laboratory is filling a critical need, offering undergraduates the opportunity to learn through applied experiences in research design and statistics. The overall emphasis of the laboratory is on active student learning and enhanced instruction. Previously, students in the social and behavioral sciences learned statistics by taking courses from the mathematics department. Now they are exposed to many examples of statistical analysis in social and behavioral science research, indicating its importance and relevance within those disciplines. Building on the experiences of former NSF grant recipients, this laboratory is designed to meet three objectives. First, we are designing a new course in computer-based statistical applications. This course provides students with knowledge of SPSS applications, particularly how to use descriptive and inferential statistics in data analysis, based on: o M.A. Kelley, "Creation of a New Social Science Computer Laboratory," NSF-ILI 9351007, o J.L. May, "A Multidisciplinary Computer Laboratory for the Social and Behavioral Sciences," NSF-ILI 9252354, o J.C. Raymondo, "Behavioral Sciences Computer Laboratory," NSF-ILI 9250330, o J.C. Raymondo and J.R. Garrett, "Assessing the Introduction of a Computer Laboratory Experience into a Behavioral Sciences Statistics Course," Teaching Sociology, Vol. 26 (1998), pp. 29-37, o J. Towey, "Mobile Psychology Laboratory for Mercy College's Bronx Majors in Psychology, Sociology, and Behavioral Science," NSF-ILI 9551942, and o S. Wright, "A Social Science Information Systems (SSIS) Laboratory for Undergraduate Education," NSF-ILI 9651363.Second, the laboratory is being used for hands-on research in a methods courses in which SPSS and Ethnograph are integrated with research design, following Raymondo (above), o H.W. Fischer III, "Teaching Statistics from the Users Perspective," Teaching Sociology, Vol. 24 (1996), pp. 225-230, and o J. Rudmann, "Development of a Social Science Computer Laboratory to Improve Undergraduate Science Instruction," NSF-ILI 9350962. Third, the laboratory is being used as a basis for a sequence of core courses where computer technology is central. This adds a laboratory component to introductory and research methods courses. For example, students in Introductory Psychology are introduced to behavioral observation and data gathering with a software program called "Sniffy the Virtual Rat." Another course on Race and Ethnic Relations employs SPSS in conjunction with a workbook, following the work of Fischer (1996) and Raymondo & Garrett (1998) cited earlier.