interim update - 3/29/17  / Teams & Hypotheses added / dates pending

 Senior Seminar    




Testing, Analyzing, Writing


This is a multi-part activity designed to  synthesize and provide a "low cost" opportunity to  practice the various goals of this course:  testing theory, quantitative analysis & presentation of results, and eloquent scholarly writing. This activity will enable you to practice these skills which you will be expected to demonstrate in your own Senior Thesis.


Procdedural steps

End Product #1 ( Slide to be submitted)

End Product #2 ( presentation based on the 2 claim questions


The entire Maslow-And-More activity is a progressive, workshop unit; therefore some (but not all) of the work will be conducted during class time—often occurring simultaneously with Professor-conference sessions.  This semester, the planned in-class workshop time =  3/29, 4/3, 4/5, tbd.  Check online course calendar for any updates. For all of these workshop days, you will want to have your Laptop/Tablet with you.



S'17 teams:

1 – “Given a choice, most people in contemporary U.S. would prefer to have belonging  needs met before actualization needs”     TEAM2 - Tiffany, Zak, Daniella, Michael


2- “Although many people have heard of Maslow’s Hierarchy of Needs, the

 average college student is unaware of the other major "Needs

 Theorists.”  TEAM1-Alex, Prateek, Nick, Stephanie


3- “ Although mention of Maslow’s basic idea is quite ubiquitous, the

 majority of people are unable to name the steps in the correct

 sequence.”TEAM4- Bobby, Alexa, Kim, Ryan M.


4- “There is a positive correlation between a person’s concern with physiological  needs & their annual  income.” TEAM3-Kristen, Mitch, Ryan S






Pt I :   TESTING MASLOW {team activity}

          Rationale for Part I:    The theory known as “Maslow’s Hierarchy of Needs” is widely familiar as an explanation for  various motivating factors which underlie our behavior and many of our personal choices.  Abraham Maslow devised this as Basic Research but it also has been utilized as Applied Research in a variety of fields such as the recent book:  Peak: How Great Companies Get Their Mojo from Maslow by Chip Conley.  Because most of you are already quite familiar with Maslow’s concepts, we can jump right to the testing (of  theory).

            Activity’s goal = To experience the quantitative process by performing some rudimentary, numbers-based  research.  Participants will gain additional familiarity with the procedures of conducting and understanding positivist /quantitative techniques.  It is not designed to be as statistically comprehensive as a fully realized Senior Seminar research project, nor to provide training in serious statistical projects, nor to turn you into a full fledged quantitative researcher. Also, since most of these mini-studies will be done using very small, nonrandom samples or assignments [mostly using the people in this class & nearby classrooms] we are not likely to achieve “statistical significance” or” reliability”.  Nevertheless, to some degree, this project should help to increase your level of understanding when you encounter numerical research. It should also reinforce your skill in structuring investigative tasks; several of you are including survey data in your projects.    {In summary, you & your partner(s) will Devise & Conduct & Report back to class on a SURVEY  /or/  EXPERIMENT  /or/   INTERACTION ANALYSIS/CODING  methodology  that you used  to test the Maslow Hierarchy concept from a BASIC /or/ APPLIED [tbd] research approach.}


         Overview of  Testing Maslow:  [ specific steps are listed in shaded box below]

·       With your partner(s) (matchups will be announced in class or listed above), select a hypothesis from the list below. All pertain to Maslow’s theory.  Then select a methodology to test it.  You can devise a mini-survey  /or/  a mini-experiment  /or/   a  mini-focus group  /or/   etc. —whatever you decide is the best way to achieve your investigative goal.


·       Conduct your research using your classmates as your subjects. Since all teams will be working on this activity simultaneously, in class, over the next few weeks, you may find that your own Team’s brainstorming , creating of a  research instrument, completing any needed Literature Review, etc. will be interrupted by being called upon to serve as another team’s research subjects. If you want, you also can go outside of class & solicit the use of additional subjects ( anyone you can grab) .

·       Compile your “raw data” (e.g. questionnaire results, coding results , etc.)



 Step-by-Step  for the Testing Maslow Teams


I Pick a  hypothesis to “test”. Select one from  this list :  { THIS SEMESTER, THE H'S HAVE ALREADY BEEN ASSIGNED. SEE ABOVE.  FOR S'17, YOU CAN GO STRAIGHT TO STEP II[Pick-a-Method].


1 – “Given a choice, most people in contemporary U.S. would prefer to have their belonging  needs met before their  actualization needs” 


2- “Although many people have heard of Maslow’s Hierarchy of Needs, the average college student is

       unaware of the other major Needs Theorists.”


3- “ Although mention of Maslow’s basic idea is quite ubiquitous, the majority of people are unable to name

       the steps in the correct sequence.”


4- “There is a positive correlation between a person’s concern with physiological needs & their annual



5- “Most non-psychology writers who refer to “self-actualization” in their writing do not use the

      term with the same meaning that Abraham Maslow originally intended.”


6 – “When engaged in oral discussion/explanation of Maslow’s concepts of esteem & safety, most people

       include more real-life, personal experiences than they do when discussing  physiological needs  &



7- “Contrary to Chip Conley’s business-oriented application in this book, Maslow’s theory is more commonly applied to Psychological  & Humanities contexts”.


II. Pick a method:

             EXPERIMENT     /or/       CONTENT/TEXTUAL ANALYSIS  via CODING          /or/      SURVEY 


III.  Pick a unit of measurement:  e.g. words, actions, Likert rankings, etc.


IV.  Pick a numerical analysis technique: e.g. EXCEL / SAS   / SPSS / SYSTAT  / 


V. Pick a statistical approach:  Descriptive Statistics  /   Inferential Statistics

VI . Conduct your investigation : Gather your data by carrying  out the research model specified above (II, II, III)

VII . Create a visual that summarizes your study results.





        Rationale for Part II:  Using quantitative analysis actually has multiple considerations:  What numbers will  enhance your  DISCOVERY? What do the numbers mean; what is their significance to the body of  knowledge? What’s the best way to visually depict the  numbers?  


                Overall, the statistical approach to handling data can be useful what you want a concrete way of measuring  and interpreting countable results.  However, it requires the researcher to make strategic choices concerning  visual representations of the patterns found in the resulting numbers. (e.g.  a bar graph depicts one kind of relationship &  a line graph  depicts another kind &  a histogram another kind &  a table another kind ,etc.etc.) 


           Overview of  Statistical Analysis:

·       Apply your planned statistical analytical tool. Depending upon your level of knowledge in quantitative research, you could use simple arithmetic (e.g.  computing a mean or a percentage) or you could utilize formulas from your text or you can use whatever statistical software you are familiar with. (e.g. SPSS)

·       Depending upon whether your goal is toward descriptive or toward inferential statistics, create an appropriate visual depiction of your stats. [ e.g. a powerpoint graph slide]

·       Eventually, each team will have 5-10 minutes to present to the class. Teams will get to explain their quantitative process & their visual depiction of your findings [e.g. chart, graph, histogram, etc].  A copy of the slide with your "visual"   [the  S'17 submission also includes a one slide written abstract] should be emailed to the Professor in advance. This presentation should be based on supporting these two(2) core claims:

(1) "We decided that using ________ statistics [descriptive-or- inferential] was the best way to analyze the data we collected."
(2) " We decided that using a __________  [histogram,chart,graph, etc]   was the most appropriate way to depict our statistical analysis."


Stop Sign clip art clip arts, free clipart -






Pt III: WORKSHOP IN WRITING {individual activity}

     Rationale for part III:  To enable you to experience a microcosm of the scholarly paper process:

       Writing> Peer Review > Revision >  Resubmit . Since this is only a mini-paper activity, each person’s    

       submission is meant to be merely a sample of your writing & will be no longer than 1-2 paragraphs.


    Overview of Workshop In Writing:

       Step 1 (Writing) – Use the details from the data & results that you gathered while “Testing Maslow” for     

       writing 1-2 paragraphs of one section of your mini-research report on this topic. In other words, imagine that

       you were writing an article for journal submission & you are basing it on the research you  ( & your partner)

       conducted in  order to test the Maslow theory & you then are writing a segment of a research report based

       on that data. Then, you will submit that writing segment for scholarly review.


       For the purposes of this activity, your choice of a possible section to write is limited to:

       “Introduction” |  Method” | “Results” | “Discussion” .  Only one section is required for submission.    

         However, IF you want additional feedback,  practice,  & (possible) extra credit , you can write & submit an  

         additional section. {In summary:  minimum submission  = any 1 of the above-listed  sections / maximum =  any  2 of the above-

          listed  sections}


      Step 2(Peer Review) –  You will be  a reviewer as well as a reviewee.

       In order to accomplish the reviewee part of this process, upon completing the writing of your sample, you will

       email your “mini-paper” to a designated seminar-mate for evaluation.  (see designated match-ups below)  

        Similarly, someone will be emailing his/her “sample” to you - in which case you will serve as their reviewer.

        {In summary: you will serve as a pseudo-journal reviewer of the writing + clarity in your classmates’ writing sample. In addition, one of

        your classmates will review the writing +clarity in your work.}


       Document submission format =  via email attachment in MS WORD.


       Step 3 (Revise & Resubmit)  Via email, your reviewer will reply to you by returning your writing sample with

          specific comments & feedback, but probably not with many extensive edits. (It’s recommended that reviewers use

             the “Track Changes” tool in Microsoft WORD & create a new name for the annotated document when you save it before

              emailing it. )


        As the original writer, YOU will then  rewrite your sample [ONLY ONE!]  & then email your Professor a new,

        clearly-labeled, three-part, document. This new document will be composed as follows:  (1) a copy-&-paste

        of the document you received from the peer reviewer  + (2) your rewritten section + (3) the original writing

        sample  submission.  {In order to make this three-part document easier for the Professor to navigate, you can

        use varied fonts, colors, borders, shading, etc in addition to section labels/headings in order to delineate

        the 3 different components within this composite document.}



Additional Guidelines:   


FYI--as a quick reminder-- the standard sections: for a scholarly article/report/essay include: [also refer to your text & to the Frey chapters in eReserve]


ABSTRACT summarizes the contents of the paper: incl. goals, method, findings, basic  conclusions; helps the reader determine if this article is relevant to his/her needs. Freestanding.


INTRODUCTION addresses the need/impetus/relevance for the research study; contains claim [RQ/H]

LITERATURE REVIEW summarizes the key extant, relevant research in this area, also functions as warrant (why data will prove…)— i.e. uses discussion of the context of previous research (what has come before) to justify how the evidence of this current study is on this right track to support the current claim.


METHOD  explains the why[rationale] & how of the chosen investigative methodology(ies); includes key definitions

RESULTS discusses the findings of the investigative research; often clarified via tables, graphs & models.


CONCLUSION Similar to Abstract but is less free standing & is more integral to the actual paper.

REFERENCES -  using APA style sheet- refer to the 6th edition manual or use one of the online “cheat sheets”.



RECOMMENDED PROCEDURE for Completing the Workshop In Writing

Step 1:  Re-read the 2 items on eReserve: Frey, et al. - Chapters: 15  [“Epilogue-Concluding Research “]    &  _3_ [“Finding.,Reading & Using Research “]

Step 2:  Re-read the Professor’s online summary of criteria for grading written work [available via]

Step 3:  Read over any notes you & your partner have written about your procedures and findings in conducting the “Testing Maslow” research.  That material = your “data set” for reference in whichever one(1) of the four(4) sections you choose to write.

Step 4:  Select a section to write. Since this emphasis for this workshop is on your writing, not on the accuracy or the validity of the information, you might want to select a section based on the aspect of writing where you   have the most difficulty and/or you have the least experience & therefore need the most practice.  

Step 5:  Write, Review, Submit your sample section to your designated reviewer via email. At about the same time, you will receive a paper to review as well. (NB:  LENGTH: 1-2 well organized essay paragraphs should be about  ¾ to 1 typed page.)


Step 6:  Just as with “refereed” scholarly journals & conferences, your submission will be subjected to a review from a comparable researcher  (& vice versa!) We won’t be using the blind review procedure which often occurs in such situations.  Despite the reciprocal matchups, your reviewer will be ethically & objectively & honestly evaluating several things:

              > how clearly your express your ideas by connecting point/main idea to supports

             > how directly you say things-- avoiding vague generalizations (using  “grounded” commentary)

             > how smoothly you construct your sentences

> how skillfully you structure your paragraphs

> how correctly you use appropriate terminology

> how professionally you express yourself ( i.e.  the more complex, senior-level  quality – analytical, not merely

    Descriptive kind of writing expected of college graduates )


Reviewers will add their general feedback comments & constructive criticism to the submitted writing sample. If major errors in structure, spelling, word use are noticed, the reviewer can highlight such errors but will not actually correct them. (& vice versa) 


Step 7: Based on the reviewer feedback received, Re-write one page of the evaluated section. Submit a composite document to the Professor as an email attachment. This NEW document should contain, three clearly labeled sections:  (1) a copy & paste of the peer reviewer’s feedback sheet + (2) the rewritten section + (3) the original mini paper.  {you can use fonts, colors, borders, shading, etc to delineate these 3 different items within this composite document}

Step 8:  In general, the submission dates are flexible, but aim to have your revised, 3 part document submitted the Professor on or before 4/29/13


  W - I - W       Writing Workshop matchups:  (S’13)

{I usually pronounce as “Whee” –predates Geico’s “Maxwell”}


 Writer & Reviewer

Writer  &  Reviewer

Matt Bartel

Nick Cahill




Patricia Henderson

Brittany Klett 




Gabby Ottaiano

Allyson Horn




Ana Gonzalez Rivera

Emily Governale




This semester, all of the matchups are fully reciprocal. You will submit your writing sample to the same person who is reviewing yours & vice versa.


Maslow Research teams:  Matt & Patricia / Gabby & Ana / Nick & Allyson / Brittany & Emily