Below are links to syllabi for classes that I teach.  You may contact me at . 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
recent Syllabus
 CLP 6527 stats_image1 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 answer certain questions and petition (see below).

To opt out of CLP 6527/6528 (for those for whom it is required but feel they already have mastered the content), please scroll down.

 CLP 6528 Blackboard with mathematics sketches - vector illustration Measurement, Design and Statistics II every Spring syllabus Completion of CLP 6527 with a grade better than C+. All others must answer certain questions and petition (see below).
CLP 6529 stats_image4 Applied Multivariate Methods in Psychology every Fall syllabus Completion of CLP 6528 with a grade better than C+. All others must answer certain questions and 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 stats_image3 Best Methods for the Analysis of Change every Spring syllabus Completion of CLP 6529 with a grade better than C+. All others must answer certain questions and petition (see below).
 CLP 7934 np_image Neuropsychology of Aging directed reading
class; every
syllabus None.  Prior coursework in cognitive psychology and/or neuropsychology is strongly recommended



Marsiske courses


To petition for CLP 6527/6528/6529/7525 

  • In order to petition, please complete the form at this link. In that form, you will be asked to upload a completed petition as well. If I grant instructor approval, your petition will be sent to the department curriculum committee, and that committee will make final decisions and advise about registration.

To Opt Out of CLP 6527/6528

  • 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 opt-out request.
    • – Tell me what programs or programming languages (e.g., SPSS, SAS, STATA, R, MATLAB, Python, MiniTab, etc) you used in previous courses. Our courses all use R, so if that is not your past experience, please explain how you will acquire this expertise without taking these courses.

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 three-way 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 non-parametric 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 test-retest 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.

Programs/courses in other departments