Below are links to syllabi for classes that I teach. You may contact me at marsiske@phhp.ufl.edu . At the bottom of this page, I also list some courses/programs in other departments that might be of interest to students.
Course  Title  When offered 
Most recent Syllabus 
Prerequisite 
CLP 6527  Measurement, Design and Statistics I  every Fall  syllabus  Admission to graduate study in Clinical and Health Psychology, Psychology, Rehabilitation Sciences,Health Services Research, Management and Policy, or Speech, Language and Hearing Sciences. All others must petition (see below). To opt out of CLP 6527 (for those for whom it is required), click this link. 
CLP 6528  Measurement, Design and Statistics II  every Spring  syllabus  Completion of CLP 6527 with a grade better than C+. All others must petition (see below). 
CLP 6529  Applied Multivariate Methods in Psychology  every Fall  syllabus  Completion of CLP 6528 with a grade better than C+. All others must petition (see below). EPI and MPH students who have taken taken PHC 6052 and PHC 6053 will have a strong probability of successfully petitioning. 
CLP 7525  Best Methods for the Analysis of Change  every Spring  syllabus  Completion of CLP 6529 with a grade better than C+. All others must petition (see below). 
CLP 7934  Neuropsychology of Aging  directed reading class; every semester) 
syll_NPofaging_19_fall  None. Prior coursework in cognitive psychology and/or neuropsychology is strongly recommended

Petition for CLP 6527 and CLP 6528
 Send an email that answers the following questions along with this petition form.
 – describe your past statistics training, both undergraduate and especially graduate
 – describe the currency of your training; specifically, the longer it has been since your previous coursework, the more we will want to know about how you have practiced these skills and kept them current
 – explain why other available courses at UF cannot satisfy your training needs
 – discuss, specifically, your background and comfort with the SPSS program
 – describe your level of comfort with mathematics, statistical formulae, and theoretical statistics; if you are not comfortable with these areas, describe how you will manage that discomfort so it is not an impediment to your learning
 Send an email that answers the following questions, after reviewing the syllabi for CLP 6527 and CLP 6528 above:
 – What are the perceived areas of overlap? Why do you think this course would not be a useful use of your time?
 – If your argument is ‘I think I have taken this before’, I’d also like you to address WHEN you took the class (how long ago). Assuming you didn’t finish the course last month, I’d like you to explain how you kept your methodological and statistical skills FRESH and ACTIVE in the period of time between when you last took the course and now. Also, my pedagogical bent says “overlearning is good”. Especially in statistics and methodology, where students don’t always claim to have the highest levels of comfort, explain why you don’t think hearing the material again (especially from a different perspective, in different words, from a different instructor) wouldn’t be good for you as a scientist.
 – Past experience has shown us that there are usually two reasons for students to want to opt out. The first is because they had the material before (as above), but the second is because—all things being equal—they really don’t enjoy the stats stuff. The problem is that, as the research progresses, these students often end up being behind their classmates because their lack of enjoyment/motivation, in the past, turned out to have harmed their retention and learning. Convince us why a lack of motivation/lack of enjoyment is not the chief driver of your optout request.
 – Tell me whether your previous course emphasized SPSS or SAS. Here at UF, SPSS is the more commonly available program, so I have chosen to teach the class using mostly SPSS. If you previously trained in SAS, explain how you think (outside of taking the class) you’ll get the appropriate level of comfort and familiarity with SPSS. If you’re comfortable with SPSS, just reassure me about that.
For the remaining questions, don’t “look up” the answers. Answer in two or three sentences, drawing on what you know?
 – Describe the procedures by which would you decompose two and threeway interactions in an analysis of variance? (this is a good place to talk about simple effects decomposition or related planned/post hoc strategies)
 – Describe the process by which you would assess whether there is a problem with regression outliers in a multiple regression? Describe the quantitative and qualitative/visual tools you would use, and what decision criteria you would apply.
 – Describe how you would determine whether a variable distribution is appropriate for any general linear model procedure? If you discover a problem, what transformations or nonparametric approaches might fix it?
 – Explain what quantitative tools you would use to determine if there was a problem of predictor multicollinearity, and how you would fix it?
 – Describe how would estimate an interaction between two continuous predictors in a regression model, while avoiding a serious multicollinearity problem? (Your answer should NOT propose categorizing a continuous variable; this is a good place to follow the recommendations of Aiken & West, or discuss residual centering).
 – Using a 2×2 table, discuss how you would compute and interpret a simple odds ratio? How does this relate to a logistic regression?
 – Using a 2×2 table, comparing a diagnostic test and a gold standard diagnosis, discuss how you could compute sensitivity and specificity? How do these relate to a Receiver Operating Characteristic?
 – What do you understand to be the problem with testretest stability as an index of an instrument’s reliability? What might be better approaches for assessing reliability?
Please note, I will simply make a recommendation to your area head or training director. They will make the ultimate decision.
 Send an email that answers the following questions along with this petition form.
 – describe your past statistics training, both undergraduate and especially graduate
 – describe the currency of your training; specifically, the longer it has been since your previous coursework, the more we will want to know about how you have practiced these skills and kept them current
 – explain why other available courses at UF cannot satisfy your training needs
 – discuss, specifically, your background and comfort with the SPSS and AMOS programs
 – describe your level of comfort with mathematics, statistical formulae, and theoretical statistics; if you are not comfortable with these areas, describe how you will manage that discomfort so it is not an impediment to your learning
For the remaining questions, don’t “look up” the answers. Answer in two or three sentences, drawing on what you know?
 – Describe the procedures by which would you decompose two and threeway interactions in an analysis of variance? (this is a good place to talk about simple effects decomposition or related planned/post hoc strategies)
 – Describe the process by which you would assess whether there is a problem with regression outliers in a multiple regression? Describe the quantitative and qualitative/visual tools you would use, and what decision criteria you would apply.
 – Describe how you would determine whether a variable distribution is appropriate for any general linear model procedure? If you discover a problem, what transformations or nonparametric approaches might fix it?
 – Explain what quantitative tools you would use to determine if there was a problem of predictor multicollinearity, and how you would fix it?
 – Describe how would estimate an interaction between two continuous predictors in a regression model, while avoiding a serious multicollinearity problem? (Your answer should NOT propose categorizing a continuous variable; this is a good place to follow the recommendations of Aiken & West, or discuss residual centering).
 – Using a 2×2 table, discuss how you would compute and interpret a simple odds ratio? How does this relate to a logistic regression?
 – Using a 2×2 table, comparing a diagnostic test and a gold standard diagnosis, discuss how you could compute sensitivity and specificity? How do these relate to a Receiver Operating Characteristic?
 – What do you understand to be the problem with testretest stability as an index of an instrument’s reliability? What might be better approaches for assessing reliability?
 Send an email that answers the following questions along with this petition form.
 – describe your past statistics training, both undergraduate and especially graduate
 – describe the currency of your training; specifically, the longer it has been since your previous coursework, the more we will want to know about how you have practiced these skills and kept them current
 – explain why other available courses at UF cannot satisfy your training needs
 – discuss, specifically, your background and comfort with the SPSS and AMOS programs
 – describe your level of comfort with mathematics, statistical formulae, and theoretical statistics; if you are not comfortable with these areas, describe how you will manage that discomfort so it is not an impediment to your learning
For the remaining questions, don’t “look up” the answers. Answer in two or three sentences, drawing on what you know.
 – Discuss the ways in which a MANOVA differs from multiple ANOVAs in its handling of a set of dependent variables?
 – Describe how a discriminant function analysis might be used as a followup or posthoc procedure to better understand the results of a MANOVA?
 – In mixed effects models, if an IV has both a fixed and a random effect, what does this mean? What different information do the two types of effects provide?
 – In mixed effects models, what is the difference between a Level 2 vs. Level 1 predictor? What different information do the two levels of predictors provide?
 – What is Kaiser’s rule for determining a factor structure in exploratory factor analysis?
 – When might correlated uniqueses/residuals be allowed in a confirmatory factor model?
 – What is the concept of factorial invariance, and how is it assessed?
Programs/courses in other departments
 Biostatistics
 Research Evaluation and Methodology (Education)
 Social Science Methodology (old list, but many courses may still apply)
 UF Statistics