Training in Quantitative Psychology at the University of Nebraska-Lincoln:
Courses in Research Methods, Design, and Data Analysis

Please note: SAS is no longer available through the Department of Psychology.
Contact the Department of Statistics for purchasing info.

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About the Emphasis in Quantitative Methods for Psychology Graduate Students:
Questions? Email Dr. Cal Garbin

Description

Graduate students in Psychology at UNL have the opportunity to complete an emphasis in quantitative methods as part of their program of study. It is important to note that this is an unofficial emphasis or concentration, and it is not an official minor recognized by the graduate school (and is thus not available to students outside of Psychology).

The structure of the quantitative methods emphasis is designed to give students not only the opportunity for in-depth study of advanced statistical models for psychological data in a classroom setting, but also to provide experience utilizing those skills within the student’s own research. Through these avenues the student will be able to provide demonstrable evidence of their quantitative skills that will be useful in securing future positions.

Students must complete a minimum of 15 credit hours of graduate-level courses in quantitative methods, including three required courses (9 hours) and additional elective courses (6 hours) as approved by the student’s supervisory committee. Students must also complete a quantitative comprehensive exam. Finally, students are strongly encouraged to use advanced models in conducting statistical analyses of their own research data to continue gaining relevant quantitative experience and the tangible products thereof.

Course Requirements

• Required Courses (9 hours): PSYC 941, PSYC 942, and PSYC 943
  
  
• Elective Courses (choose 6 hours): PSYC 944, PSYC 948, PSYC 930/971 one-credit "modules", or additional quantitative courses outside Psychology as applicable and approved by the supervisory committee
  
  

Comprehensive Exam

• Administration: The comprehensive exam will be created and evaluated by two or more quantitative faculty members with whom the student has completed coursework, that are on the student’s supervisory committee, or have otherwise been involved in the student’s research.
  
  
• Timing: The comprehensive exam can be scheduled at the mutual convenience of the student and the quantitative faculty members during a three-week period, usually around the time the student is working on a dissertation proposal.
  
  
• Content: The exam will consist of four essay questions, the distribution of which will be decided on an individual basis by the quantitative faculty involved. Questions may require integration of concepts in research design and data analysis across multiple courses, extension and application of those concepts to their research area, or a synthesis and evaluation of the methodological literature related to a particular modeling problem relevant to the student’s research.
  
  
• Process: The student will have three weeks to answer the exam questions. References must be provided. The answers will be evaluated by the quantitative faculty member who wrote the question at a minimum and potentially by other quantitative faculty as well. The quantitative faculty will decide if the student has passed on the first try or if the answers require substantial revision. The timing of the revisions will also be scheduled at the mutual convenience of the student and the quantitative faculty members involved, but should generally fall within a three-week window of receiving feedback on the initial exam.
  
  
• Outcome: The goal of the quantitative comprehensive exam is to provide evidence that student have successfully mastered and integrated the concepts presented during their quantitative coursework. In addition, the text generated from the synthesis and evaluation of methodological literature should also be integrated into the student’s dissertation (i.e., into the “analytic strategy” section of the method or results chapters) in relation to the choices the student has made in creating a plan of statistical analysis).