{"id":191,"date":"2016-06-24T14:54:07","date_gmt":"2016-06-24T19:54:07","guid":{"rendered":"http:\/\/blogs.acu.edu\/ryanjessup\/?page_id=191"},"modified":"2020-08-26T13:33:10","modified_gmt":"2020-08-26T18:33:10","slug":"courses-taught-and-example_content","status":"publish","type":"page","link":"https:\/\/blogs.acu.edu\/rkj95n\/teaching\/courses-taught-and-example_content\/","title":{"rendered":"Courses taught and example content"},"content":{"rendered":"<p><em><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2020\/07\/Spring-2020-Syllabus-MKTG-341.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Marketing Research (MKTG 341)<\/a> <\/em><\/p>\n<p>In this course students learn the basics of what marketing research can and cannot do for organizations.\u00a0 I teach this course as a hands-on immersive experience in which the students immediately form groups and obtain a client for whom they conduct a marketing research project over the course of one semester.<\/p>\n<ul>\n<li><a href=\"teaching\/courses-taught-and-example_content\/marketing-research-example-content\/\">Here is an example of how I teach p values and null hypothesis testing.<\/a><\/li>\n<li><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2020\/07\/Marketing-Research-Example-Final-Project.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Here is a sample final project.<\/a> This project is the culmination of the entire semester long experience and the description of the project can be found in the <a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2020\/07\/Spring-2020-Syllabus-MKTG-341.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">syllabus<\/a>.\u00a0 Over the 17 semesters I have taught this course, students have produced approximately 70 such projects, with clients all over Abilene and beyond.<\/li>\n<\/ul>\n<p><em><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2020\/07\/Spring-2020-Syllabus-MKTG-342.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Consumer Behavior (MKTG 342)<\/a><\/em><\/p>\n<p>In this course students learn the psychology of consumer choice.\u00a0 One of my main emphases for this course is that all individuals are predictably irrational when it comes to making decisions, even decisions that have measurable financial impact upon their lives.\u00a0 Ideally, awareness of these inherent irrationalities should help serve to (1) reduce their effect on the students, (2) increase their patience with people who display such irrationalities, and (3) help them effectively market to people who might not always make the optimal decision.\u00a0 Additionally, I encourage them to think critically about the evidence for irrational behavior, requiring them to design, carry out, and analyze an experiment to test a hypothesis related to consumer behavior.<\/p>\n<ul>\n<li><a href=\"teaching\/courses-taught-and-example_content\/data-mining-example-content\/\">Here is an example of how I motivate a discussion of product placement.<\/a><\/li>\n<li><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2016\/06\/Consumer-Behavior-Example-Final-Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Here is a sample final paper.<\/a> This paper is the result of research that\u00a0the students&#8217; must carry out from initial idea to finish, though it is less substantial than the project for marketing research.\u00a0 A description of it can be found in the <a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2020\/07\/Spring-2020-Syllabus-MKTG-342.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">syllabus<\/a>.<\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=xqcKIigHBDg&amp;feature=youtu.be\" target=\"_blank\" rel=\"noopener noreferrer\">Here is a sample video showing a student group&#8217;s experiment that they created to support their final presentation.<\/a>\u00a0 In the video, children were given one Oreo cookie and told that if they did not eat the cookie until the experimenter returns (5-10 minutes later) then they would receive a 2nd Oreo cookie.\u00a0 The video shows the desperate attempts of several children trying to wait so as to receive the 2nd cookie.\u00a0 This is also known as the Marshmallow experiment; it is a fun experiment &#8212; and video &#8212; so who cares that it <a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/0956797618761661\" target=\"_blank\" rel=\"noopener noreferrer\">does not fully replicate<\/a>?<\/li>\n<\/ul>\n<p><em><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2020\/07\/Spring-2020-Syllabus-MKTG-IS-432-01.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Data Mining (IS 432\/MKTG 432)<\/a><\/em><\/p>\n<p>In this course students receive an introduction to the field of data mining, a growing field which takes the mountains of data produced by online and purchasing data and mines it for trends unobservable to the naked eye.\u00a0 My goals in this course are to (1) help students better understand proper reasoning and comparison techniques when dealing with data and (2) introduce them to a variety of data mining algorithms so that they can pursue a deeper understanding on their own and at least have familiarity with them when they are discussed.<\/p>\n<ul>\n<li><a href=\"teaching\/courses-taught-and-example_content\/data-mining-example-content\/\">Here is an example of how I introduce multiple linear regression.<\/a><\/li>\n<li><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2016\/06\/Data-Mining-Example-Final-Paper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Here is a sample final paper<\/a> and, <a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2016\/06\/Data-Mining-Example-Data-File.xlsx\" target=\"_blank\" rel=\"noopener noreferrer\">here, a related data file for download<\/a>. This paper is the primary hands-on experience for the class and a description of it can be found in the <a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2020\/07\/Spring-2020-Syllabus-MKTG-IS-432-01.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">syllabus<\/a>. \u00a0I explain to the students that they will speed date each of the different algorithms and, in the project, they take a few algorithms out for dinner and a movie.<\/li>\n<\/ul>\n<p><em><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2016\/06\/Spring-2012-Syllabus-IS-322-01.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Business Statistics (IS 322)<\/a><\/em><\/p>\n<p>In this course students learn the basics of statistical methods, from descriptive to introductory inferential statistics.\u00a0 Though I have not taught this course since my first year, my goal was to enable students to understand the logic underlying the statistics as well as to see that it coheres with what they would inherently agree was reasonable.\u00a0 Furthermore, I desired that they should be able to effectively identify when and what statistic was appropriate for each situation.<\/p>\n<p><em><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2016\/06\/Spring-01-2016-Syllabus-BUSA-550.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Foundations of Analytics (BUSA 550)<\/a><\/em><\/p>\n<p>In this graduate course, first students obtain a statistical refresh from their undergraduate years, followed by introductions into statistical decision techniques, data mining, and time series analysis.\u00a0 Former MBA director-turned-dean Brad Crisp asked me to design and, later, to teach this course.\u00a0 The approach I used in designing and teaching the course was to remind students what they may have long forgotten, show them how it could be applied in their daily professional lives, and then engender their appreciation for advanced techniques.<\/p>\n<p><em>Honors Colloquia<\/em><\/p>\n<p style=\"padding-left: 30px\"><em><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2016\/06\/Fall-2014-Syllabus-HON-402-412-revised.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Bees brains and bad behavior: Big ideas in cognitive science (HON 402\/412)<\/a><\/em><\/p>\n<p style=\"padding-left: 30px\">In this honors colloquium students are introduced to major findings and ideas within the field of cognitive science.\u00a0 This includes interesting and surprising findings from the study of attention, memory, learning, and decision making. \u00a0Also, I introduced some statistical tools to help us understand why people often behave the way they do and addressed how we can better learn, teach, and make decisions.\u00a0 Under the assumption that many honors students will go to graduate school, my goal in teaching this course is to expose students to the field of cognitive science so that they can know whether they want to have graduate training in one of its\u00a0various subfields (e.g., psychology, neuroscience, computer science, etc.).<\/p>\n<p style=\"padding-left: 30px\"><em><a href=\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2016\/06\/Fall-2015-Syllabus-HON-407-417.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Existence of God: Reason and evidence (Hon 407\/417)<\/a><\/em><\/p>\n<p style=\"padding-left: 30px\">In this honors colloquium co-taught with John Homer, we first introduce students to logical arguments and logical fallacies.\u00a0 Then, we introduce several apologetical arguments for the existence of God, followed by a discussion of extra-Biblical evidence for the existence of Jesus and God.\u00a0 This colloquium was in part inspired by my experiences outside of the Bible belt, particularly at institutions of higher learning in Ireland and southern California where I encountered very intelligent individuals who vociferously attacked the foundations of my faith.\u00a0 I wanted students who completed\u00a0this course\u00a0to be better prepared and more confident in such encounters than was I.<\/p>\n<h6 style=\"padding-left: 30px\"><\/h6>\n<hr \/>\n<h6 style=\"padding-left: 30px\">&lt;\u00a0<a href=\"http:\/\/blogs.acu.edu\/rkj95n\/table-2-3\/\">Table 2.3<\/a>\u00a0| Courses Taught\u00a0| <a href=\"teaching\/courses-taught-and-example_content\/marketing-research-example-content\/\">Marketing Research Example Content<\/a>\u00a0&gt;<\/h6>\n","protected":false},"excerpt":{"rendered":"<p>Marketing Research (MKTG 341) In this course students learn the basics of what marketing research can and cannot do for organizations.\u00a0 I teach this course as a hands-on immersive experience in which the students immediately form groups and obtain a client for whom they conduct a marketing research project over the course of one semester. &hellip; <a href=\"https:\/\/blogs.acu.edu\/rkj95n\/teaching\/courses-taught-and-example_content\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":7493,"featured_media":0,"parent":83,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-191","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages\/191","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/users\/7493"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/comments?post=191"}],"version-history":[{"count":10,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages\/191\/revisions"}],"predecessor-version":[{"id":1574,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages\/191\/revisions\/1574"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages\/83"}],"wp:attachment":[{"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/media?parent=191"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}