248springsyllabus02

SYLLABUS

Observing and Measuring Communication Behavior CMUN 248

Meeting Times 6:00PM-8:30PM M (Spring 2002)

Associate Professor

Jim L. Query, Jr., Ph.D. Phone: Office (773) 508-2981; Fax (773) 508-8821; primary e-mail is jquery@luc.edu; alternate email to be used only if Loyola's servers go down is profjim90@hotmail.com.

Office Location: (LSC) Sullivan Center 038. Hours: W 3:30-5:30pm (virtual and prearranged password required; or real-time if needed). Other virtual and real-time slots by appointment. WTC office = LT 901, Hours, M, 4:45-5:45pm.

Home Page:

http://www.homestead.com/profjims/directory.html

This directory lists all current links at my website. I believe you will find my site has lots of useful info, a bulletin board, and links to several key sites. Be sure to visit it.

Email Requirement and Response Policy Easing Your Access:

You will be receiving a variety of class-related materials---such as sample quiz/exam questions, Self-Review Questions (SRQs), and notices of class content changes and grades---in an electronic format (using rich text file [rtf], word [doc], and/or inside the box approaches); hence, it is REQUIRED that you have and regularly peruse an active email account.

Although my office hours above are limited (I have a heavy research committment), I am very accessible via email and/or phone. I can also make arrangements to meet with you in real time at other times than my posted hours within reason. Even in the best of circumstances though, it might not be possible to have a face-face meeting with me (due to my circumstances or yours). In case a face-face meeting is not possible, I thus encourage you to email me about any concerns or questions you may have as the semester unfolds. Barring some difficulty, I generally respond to all emails within 48 hrs beginning Monday mornings evenings at 8am until Friday evenings at 3pm. As my bulletin board indicates [go to http://www.homestead.com/profjims/jimsclasses.html], NO class-wide emails are sent out after 3pm on Fridays, except in the cases of technological difficulties or emergencies.

Course Overview:

Frequently, when one first encounters the terms, "theory" or "research," a certain amount of apprehension arises. I also had these same reservations early on in my academic career. Please be assured, then, that some anxious feelings are typical.

Many of us have a natural aversion to the unknown, to "things" that require a different mindset, and to phenomena which are only slightly familiar to us. For instance, reflect back on your first experience with a personal computer, your first date, your first prom, your first job interview, and/or your first driving lesson. I suspect many of those events also triggered some degree of anxiety.

Another concern which helps perpetuate a counter-productive attitude about a "theory and methods course" is one's quantitative and qualitative background. As this course addresses both of these dimensions, however, one need not be a "number cruncher" or "philo-sopher" to do well. Another frequent concern is that this type of course is highly complex. To some extent, that is correct; how-ever, if one realizes and embraces the idea that high complexity is also a function of lack of familiarity, this worry can be lessened. To help you reach the preceding goal, we will analyze a wide range of examples, and you will gain hands-on experience with theorizing and selected research methods.

I have also found that frequently, the term "statistics," creates undue anxiety and dread. Let me attempt to assure you that "stats" can be fun, liberating, and empowering (YES, I AM SERIOUS!) As you'll hopefully ascertain, stats primarily center on making decisions. Subsequently, in my teachings, I stress conceptual understanding and application of stats via a decision-rule philosophy. To better help you learn stat fundamentals and to ease worrying, we will address stat content regularly throughout the semester.

At this juncture, you may be thinking: "Yeah right.. I'm still not convinced that this course can help me do anything other than satisfy a graduation requirement." No problem, I like and encourage healthy skepticism. Part of my personal challenge is to demonstrate the many ways in which this course can help you become a better consumer, decision-maker, and investigator.

I hope this information has alleviated some of your concerns. Let's review my key arguments. It is quite typical to be somewhat concerned about a strange and complex subject matter. It is also possible to firmly grasp and then apply theoretical principles and research techniques to "real world" situations. At a broad level, then, this course will seek to provide you with the tools to de- mystify the abstract nature of communication investigations, as well as the opportunity to apply concepts and methods to important social contexts.

I would also note that the pacing of the course is intense early-on and then moderates significantly after midterm. That is, once the prospectus and early quizzes have been completed, the pace becomes much more manageable and the content more familiar.

Course Objectives:

To acquaint you with key principles of theorizing and research investigations.

To introduce you to selected research techniques across communication contexts.

To help you become informed consumers of research able to evaluate the utility of various knowledge-building approaches.

4. To help you develop select research skills.

Required Texts:

Frey, L. R., Botan C. H., & Kreps, G. L. (2000). Investigating communication: An introduction to research methods (2nd

edition). Needham Heights, MA: Allyn & Bacon.

Suggested Documentation Reference:

American Psychological Association (1994). Publication manual of the APA, (4th ed.). Washington, DC: APA.

You need not purchase the APA manual. All written work, however, will follow its standards. Visit my classes' page to learn how to use APA and to use a free service to build your bib: Dr. Flint's StyleWizard.

Absence Policy:

Learning is a reciprocal process. Barring illness, emergency, work crisis, or relational termination (only 1 per term), I expect you to regularly attend and participate in class and your working groups. Any work missed during an UNEXCUSED absence is not allowed to be made up. You are responsible for all materials covered, all handouts distributed, and all announcements made in class. Two unexcused absences will trigger a failing participation grade for the semester. Please do not place me in this unenviable position.

Make-Ups:

Make-ups for missed hour examinations or quizzes will be considered ONLY IF: you call the professor at (773) 508-2981, BEFORE the time of the hour exam or quiz; AND your excuse is valid, legitimate and documented. Be advised also that I reserve the right to alter the format of any make-up hour exam or quiz. Hence, if the regular hour exam or quiz was primarily objective, the make-up could become comprehensive essay and/or problem applications. Failure to take an exam or quiz will result in a grade of "F" and that score will be used in final grade calculations. The final exam can only be made up with the written approval of the Dean, College of Arts & Sciences.

Prospectus and Paper Due Dates:

Optional risk-free prospecti reports are due March 11, 2002. Final prospecti are due March 25, 2002. One copy of the completed paper is due May 6, 2002. PLAN YOUR PREPARATION TIME NOW.

Late Assignments:

Late work may be turned in with the following penalties: (l) If the work is not handed at the beginning of the regularly scheduled class time, a 30 percent penalty will be incurred. (2) For each consecutive day that the work is late, a 10 percent penalty will also be incurred. Hence, if a paper is due during the Monday class period, and it is received the next day, Tuesday, the penalty would be minus 40 percent.

Plagiarism/Quiz-Exam Cheating:

Plagiarism has many forms. At one level, it is defined as using the ideas, organization, supporting sources, and/or words of another, without giving credit to the original author(s). "Giving credit" has two dimensions: (1) for material which is in the exact wording of the source's author(s), quote marks should be used to enclose the verbatim pull, accompanied by author(s)' names, year of piece, and exact page number(s); and (2) for material which is paraphrased, the author(s)' names, year of piece, and exact page number(s) are expected. The APA manual details the appropriate format.

Plagiarism also includes: using another student's paper, using another person's unpublished work, submitting a rewritten or revised version of another person's work, allowing another or paying another to write a paper for one's own benefit, purchasing and using for course credit a pre-written paper, as well as using another's paper available on the Internet.

WARNING: I am aware of a number of web sites, approximately 100, where students can down-load pre-written research papers. As a matter of policy, I regularly browse these sites comparing available papers to my students' papers. SUBMISSION OF A PRE-WRITTEN PAPER, EVEN IN MODIFIED FORM, WILL TRIGGER AN "F" FOR THE ASSIGNMENT, AN "F" FOR THE COURSE, AND REFERRAL TO STUDENT JUDICIARIES.

The grade for any assignment containing plagiarized material will be an "F." The course grade will also be an "F." Group members should ensure that all of the group project material is original or that it has been ACCURATELY DOCUMENTED through appropriate citations. THESE PENALTIES WILL BE APPLIED AT THE TIME OF DISCOVERY AND ALL PREVIOUS GRADES WILL BE VOIDED.

Academic misconduct on a quiz or examination will also result in course failure. Misconduct includes any unauthorized removal of an exam or quiz from the classroom at all times. Such behavior will trigger an "F" for that exam or quiz, and a course grade of "F." See the current Undergraduate Catalog for an explanation of these policies.

Required Assignments:

One midterm exam will be administered covering the text readings,

guest lectures, and other assigned readings. The exams will

employ multiple choice, short answer, problem application, and

essay type items. The class votes on the structure of the written

part of the exam.

Quizzes and class exercises also will be used. Some class

exercises may be unannounced. In-class critiques of research

studies may also be assigned.

Working individually you will perform a variety of statistical

operations and tests online.

Working individually or in groups, you will develop a small

communication study, but no data will be collected. A prospectus

and term paper will describe

your investigation. The key parts

of these written assignments include respectively: rationale for

your study; literature review, research question(s) and/or

hypotheses; potential method(s); and potential drawbacks to the

proposed study.

No research authorization will be granted to any individual or

group receiving the grade of "F" on the prospectus. This

initial failure will also trigger the grade of "F" for the

complete project.

Course Method:

This course will use a lecture-discussion format, in-class exercises, and working groups. Although the lectures are drawn from the readings, there will be material additions and deletions. Additional material may be presented by guest lecturers.

To enhance your class performance, it is helpful to first skim the assigned readings, peruse the material at-length, take good lecture notes, and then review the material in conjunction with your notes/ study guides. As the quizzes and exams consist of applied, assoc-iative, and some recall items, extensive "cramming" is usually related to poor performance.

Course Instructional Aids:

* extensive web site;

* working grp web sites;

* online individual grade status reports;

* online office hours by appointment and password;

* online study review sessions;

* regular emails and/or faxes if necessary;

* lecture handouts and self-review questions;

* sample quiz and exam questions;

* detailed exam study guides;

* mc exam/quiz challenges;

* class exercises;

* risk-free reviews.

Other Course Performance Tips:

I am often asked for suggestions on how to do well in my courses.

Although I can make no warranty or guarantee, here are some tips

which have been helpful to others.

Set short-term goals. Upon attaining these, reward yourself.

If a goal is not met, reflect on the experience and seek to refine or identify your preparation strategies. Many times, a brief meeting with me can also be helpful.

Using the lecture handouts and self-reviews, regularly review the assigned readings closely.

Do not just memorize material; know it well enough that you can recognize the concept(s) or principle(s) in novel examples.

Regularly work through all class handouts. These have pay-offs.

Take good notes; feel free also to record in-class lectures.

Do ask questions. I want us to be on the "same page."

Read carefully during quizzes and exams. Consider one question at a time. Also, look for questions that are related.

Attempt to view me not as "THE EVALUATOR," but as "THE COACH."

Try to identify your MOST demanding judge and

competition...Hint---you should already be very familiar with this person *S*

I have also supplied you with advice from many past classes (visit the directory site of my homepage).

Writing Considerations:

All written work is to be typed, double-spaced, and documented according to APA. Please refer to the APA handout. HANDWRITTEN, UNDOCUMENTED, AND/OR POORLY DOCUMENTED WORK WILL NOT RECEIVE A PASSING GRADE. The writing style will be in the third person and correspond to university level standards. Specific guidelines are set forth in the writing standard guide (WSG), and ALL WRITTEN ASSIGNMENTS SHOULD FOLLOW THESE SPECIFICATIONS. Visit the classes' site of my homepage to peruse the WSG.

Course Assignments and Weights:

Midterm Exam

30 percent

Quizzes**

18 percent

Stats Work

8 percent

Prospectus

12 percent

Paper

24 percent

Participation

8 percent

Pop quizzes are possible. You should expect 4 announced

quizzes with the lowest score dropping provided all quizzes

have been taken.

Grading Scale:

A twelve point scale, with 1 representing an "A" and 12 representing an "F," is employed. The cut-offs follow: 1-2.99 = A; 3.0-3.5 = B+; 3.51-5.50 = B; 5.51-6.50 = C+; 6.51-8.50 = C; 8.51-9.50 = D+; 9.51-11.50 = D; 11.51 and above = F. All grades are possible.

The following example illustrates the scale.

Assignment

Weight

Grade

Calculation

Midterm Exam

30% D (10)

30 x 10= 300

Quizzes

18% C (10)

18 x 7= 126

Stats Work

8% A (1) 8 x 1= 8

Prospectus

12% B (4)

12 x 4= 48

Paper

24% A- (2)

24 x 2= 48

Participation 8% A (1)

8 x 1= 8

Totals

100%

538

Take the total and divide by the total percentage: 538/100%=

5.38 or 5.40, which equals a final grade of "B."

Course Calendar **

Quizzes should be announced and occur periodically. Any other schedule changes will be announced in class or at my homepage. Note that I work with those who work with me...

(IRM) = Intro. to Research Methods Text (2nd ed.)

January 14

Course Overview; Read IRM CH1

January 21-February 11 Course Overview; IRM CH1-4 (Flint and stats material to be distributed).

February 18

MIDTERM EXAM, Part I (subject to class vote)

February 25

MIDTERM EXAM, Part II (subject to class

vote)

March 4-10

SPRING BREAK

March 11

RISK FREE Prospectus Due; Debrief Exam; IRM CH6

March 18

IRM CH7

March 25

Prospectus Due

March 25

Last Day To Withdraw (by 5:00pm)

March 25-April 22

IRM CH8, IRM CH9, Revisit IRM Chs 11-14

May 6

Final Paper Due

LINKS

Unsure About Writing? Peruse the Directory