Spring 2020 PSQF 7375 Section 6: Applied Generalized Linear Models

Planned Schedule of Events (Printable Original Syllabus last updated 2/2/2020; Printable Revised Syllabus last updated 5/16/20)

Schedule of Topics and Events:

The planned schedule of topics and events may need to be adjusted throughout the course. The online syllabus above will always have the most current schedule and course materials.

Course Objectives, Materials, and Pre-Requisites:

This course will illustrate the uses of generalized linear models for predicting univariate and multivariate outcomes. The course is organized to take participants through each of the cumulative steps in a statistical analysis: deciding which type of model is appropriate, creating predictor variables, building models to evaluate unique effects of predictors, and interpreting and presenting empirical findings. Class time will be devoted primarily to lectures and examples. Lecture materials will be available for download at the website above no later than the day prior to class, or else paper copies can be requested. Video recordings of the class lectures will also be available online but are not intended to take the place of class attendance (either in person or via zoom). Readings will be assigned for each specific topic as needed; the initial list of readings below may be updated later. There will be no required sessions held outside the regular class time noted above. However, because the course will have an applied focus requiring the use of statistical software, participants are encouraged to attend group-based office hours, in which multiple participants will have opportunities to work on course assignments simultaneously and receive immediate assistance. Participants should be comfortable with general linear models (e.g., analysis of variance and linear regression) prior to enrolling in this course. Auditors and visitors are always welcome.

Course Requirements:

Participants will have the opportunity to earn up to 100 total points in this course. Up to 86 points can be earned from homework assignments (approximately 6 in total)—these will be graded for accuracy. Up to 14 points may be earned from submitting outside-of-class formative assessments (approximately 7 in total); these will be graded on effort only—incorrect answers will not be penalized. Please note there will also be an opportunity to earn up to 3 points of extra credit (labeled as homework 0; see the above syllabus). There may be other opportunities to earn extra credit at the instructor's discretion.

REVISION for Weeks 11-16: Given the transition to online instruction and loss of one academic week, the coursework has been revised as follows: Participants will now have the opportunity to earn up to 82 total points in this course. Up to 70 points can be earned from homework assignments (5 in total)—these will be graded for accuracy. Up to 12 points may be earned from submitting outside-of-class formative assessments (6 in total); these will be graded on effort only—incorrect answers will not be penalized. Extra credit opportunities have not been changed.

Policy on Late Homework Assignments and Incompletes:

In order to provide participants with prompt feedback, late homework assignments will incur a 3-point penalty. However, extensions will be granted as needed for extenuating circumstances (e.g., conferences, comprehensive exams, family obligations) if requested at least two weeks in advance of the due date. Late or incomplete outside-of-class quizzes will incur a 1-point penalty when submitted. A final grade of “incomplete” will only be given in dire circumstances and entirely at the instructor's discretion.

REVISION for Weeks 11-16: Given the general chaos of our world right now, the penalty for late assignments will be removed effective 3/30/20, but participants are still encouraged to complete homework and formative assessments by the recommended due dates. However, the hard deadline for the end of the semester must remain intact: all outstanding work must be submitted by Friday, May 15, 2020 at 11:59 PM.

Final grades will be determined according to the proportion earned of the total possible points:

>96 = A+, 93–96 = A, 90–92 = A−, 87–89 = B+, 83–86 = B, 80–82 = B−, 77–79 = C+, 73–76 = C, 70–72 = C−- (PASS), 67–69 = D+, 63–66 = D, 60–62 = D−, <60 = F

Academic Misconduct:

As a reminder, the University of Iowa College of Education has a formal policy on academic misconduct, which all students in this course are expected to follow. Please consult the instructor if you have questions.

Accommodating Students with Disabilities:

Students with disabilities or who have other special needs are encouraged to contact the instructor for a confidential discussion of their individual needs for academic accommodation.

Respect for Diversity:

It is the instructor's intent that students from ALL backgrounds and perspectives feel welcome and encouraged to participate in this course. There is no such thing as a “stupid” question or answer. All course participants—enrolled students and auditing visitors—should always feel welcome to ask whatever questions will be helpful in helping them understand and follow the course content. You may do so during class, in office hours, over email, or in individual appointments with the instructor (available by request).

Respect for The Rest of Your World:

The instructor realizes that this course is not your only obligation in your work or your life. If work or life events (expected or unexpected) may compromise your ability to succeed in this course, PLEASE contact the instructor for a confidential discussion (in person or over email, as you prefer) so that we can work together to make a plan for your success. Please do not wait to do so until you are too far behind to catch up!

Course Software:

Participants will also need to have access to software that can estimate the models presented. Although the course will feature SAS and STATA primarily, other software packages (e.g., SPSS, R) can also be used to complete homework assignments. These packages are freely available to University of Iowa members through the UIowa Virtual Desktop but STATA is not available off-campus. Another option that allows the use of both SAS and Stata off-campus is the Research Remote Desktop. See info here: https://its.uiowa.edu/rrds.

Required Course Textbook (must be purchased):

Agresti, A. (2015). Foundations of linear and generalized linear models (1st ed.). Hoboken, NJ: Wiley & Sons.

Optional Course Textbook (can be purchased for future Stata-specific reference):

Hardin, J. W. & Hilbe, J. M. (2018). Generalized linear models and extensions (4th ed.). College Station, TX: STATA Press.

Other Course Readings (available via "Files" in Icon):

Hardin, J. W., & Hilbe, J. M. (2014). Estimation and Testing of Binomial and Beta-Binomial Regression Models with and without Zero Inflation. The Stata Journal, 14 (2), 292–303.

Hsieh, F. Y. (1989). Sample size tables for logistic regression. Statistics in Medicine, 8, 795-802.

Hoffman, L. (2015 chapters 2-3). Longitudinal analysis: Modeling within-person fluctuation and change. New York, NY: Routledge Academic.

Enders, C. K. (2010; chapters 3–5). Applied missing data analysis. New York, NY: Guilford.

Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2019). Using Quantile Regression to Estimate Intervention Effects Beyond the Mean. Educational and Psychological Measurement, 79(5), 883–910.

MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York, NY: Routledge Academic.

Mize, T. (2019). Best practices for estimating, interpreting, and presenting nonlinear interaction effects. Sociological Science 6, 81-117.

Williams, R. (2016). Understanding and interpreting generalized ordered logit models. The Journal of Mathematical Sociology, 40, 7-20.

Other readings To Be Determined (TBD)...