SYLLABUSIntroduction to Research Methods SCOM 280
Meeting Times 11:00 - 12:15pm TTH (Spring 2009)
Professor
Jim L. Query, Jr., Ph.D. Phone: Office (540) 568-3586; Fax (540) 568-6059; primary e-mail is queryjl@jmu.edu; alternate email to be used only if JMU's servers go down is profjim90@hotmail.com.
Office Location: (Harrison Hall 1252. Hours: WF 9:45-11:45am (virtual and prearranged password required; or real-time if needed). Other virtual and real-time slots by appointment.
Home Page:
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 7am 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. And yes I have NOT forgotten those powerful feelings. 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, first prom, first job interview, and/or your first driving lesson. I suspect many of those events also triggered some degree of anxiety, with some being much worse than others :)
Another concern which helps perpetuate a counter-productive attitude about a "theory and methods course" is one's quantitative and to a lesser extent,qualitative background. As this course addresses both of these dimensions (though we focus primarily on quantitative research and designs), one need not be a "number cruncher" or "philosopher" to do well. Another frequent concern is that this type of course is highly complex. To some extent, that is correct; however, 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. "OH JIM, please surely you JEST or what have you been smoking???" Well if you must know, I do NOT smoke anything LOL
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 demystify 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 [front-end of a major paper] and early quizzes have been completed, the pace becomes much more manageable and the content more familiar.Course Objectives:
1.To foster an understanding and appreciation of key principles of theorizing and research investigations,
To foster an understanding and appreciation of key principles of theorizing and research investigations, emphasizing quantitatively-driven inquiries..
2.To introduce you to selected research techniques across communication contexts.
To introduce you to selected research techniques across communication contexts.3.To help you become informed consumers of research able to evaluate the utility of various knowledge-building
To help you become informed consumers of research able to evaluate the utility of various knowledge-building approaches; thereby helping you make informed decisions and advise those dear to you.
4. To help you develop select research skills including crafting a sound research proposal comprised of a theoretical
and pragmatic rationale, literature review, and methods section..
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.
Faherty, V. E. (2008). Compassionate statistics: Applied quantitative analysis for social sciences. Los Angeles, CA: Sage.
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, engagement, marriage anniversary, 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.
Make-Ups:
Make-ups for missed hour examinations or quizzes will be considered ONLY IF: you call the professor at (540) 568-3586, 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.
Prospectus as well as Lit Review and Methods Sections' Due Dates:
Optional risk-free prospecti reports are due February 19, 2009. Final prospecti are due March 5, 2009. Optional risk free lit reviews and method sections are due April 9, 2009. Final or revised lit reviews and method sections are due April 30, 2009. PLAN YOUR PREPARATION TIME NOW.
Students with disabilities:
Should any student have some type of disability, in close consultation with JMU’s Disabilities Services, we will work together to address those. Through that process, the overarching goals are to ensure an “equal playing field” in my classes for all learners, while also maintaining the privacy and dignity of all individuals living with some type of disability. Please go to for more information:
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 Tuesday class period, and it is received the next day, Wednesday, 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 150 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. As a matter of routine, I also use a national plagiarism checking service.
Academic misconduct on a quiz or examination will follow the procedures clearly specified in the JMU Honor code. An informal resolution, where the student admits his/her responsibility, and accepts a grade of “F” for that gradable is available only once during a student’s tenure at JMU. All other violations are referred to the Honor Council. Misconduct includes any unauthorized removal of an exam or quiz from the classroom at all times. The use of CELL phones during an exam or quiz will also be viewed as a violation of the honor code. See the JMU site for a more detailed explanation of these policies: http://www.jmu.edu/gened/honor.html
Required Assignments:
* One midterm exam will be administered covering the text readings, guest lectures, and other assigned readings.
One midterm exam will be administered covering the text readings, guest lectures, and other assigned readings. The quizzes and 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 midterm exam.
* Four quizzes and class exercises also will be used. Some class exercises may be unannounced.
Four quizzes and class exercises also will be used. Some class exercises may be unannounced. * Working in a small group and authoring individual sections, two written critiques of extant research will be
completed. These range from 4-8 pages per person.
* Working in a small group, you will collectively create, evaluate, and advance hypotheses and research questions
employing a communication perspective. You will also specify how the key variables should be operationalized
and justify your approach.
* Working individually, you will develop a small communication study, but no data will be collected. A prospectus
Working individually, you will develop a small communication study, but no data will be collected. A prospectus [the front-end] will explicate the topic of interest, while also advancing a pragmatic and theoretical rationale
justifying the proposed study. A literature review will be culled and crafted. A methods section will explicate data
collection strategies and tools as well as address reliability, validity, and statistical test options.
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, associative, and some recall items, extensive "cramming" is usually related to poor performance.
Course Instructional Aids:
* extensive web site;
* 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 periodic 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.
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 percentQuizzes** 18 percent Written Critiques 8 percent
HY/RQ Work 8 percent
Prospectus 18 percent Final Sections 18 percent ** You should expect 4 announced quizzes with the lowest score dropping provided all quizzes have been taken.
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.
AssignmentWeightGradeCalculation
WeightGradeCalculationMidterm Exam 30% D (10) 30 x 10= 300
30% D (10) 30 x 10= 300Quizzes 18% C (10) 18 x 7= 126
18% C (10) 18 x 7= 126Critiques 8% A (1) 8 x 1= 8
8% A (1) 8 x 1= 8 HY/RQ Work 8% B (4) 8 x 4 = 32
Prospectus 18% B (4) 18 x 4= 72
18% B (4) 18 x 4= 72Lit Review/Methods 18% A- (2) 18 x 2= 36
18% A- (2) 18 x 2= 36 Totals 100% 538
100% 538Take the total and divide by the total percentage: 574/100%=
5.74 or 5.70, which equals a final grade of "C+."
Tentative Course Calendar ***
*** Any schedule changes will be announced in class or at my homepage. Note that I work with those who work with
Any schedule changes will be announced in class or at my homepage. Note that I work with those who work with me...
FreyBK = Intro. to Research Methods Text (2nd ed.)
Fah = Faherty Text
Weeks 1 & 2---January 13-22
January 13th, Opening Class
Intros & Course Overview
Setting the stage
Readings---FreyBK CHs 1-2; Fah CH1; Library Workshop
Weeks 3 & 4---January 27- Feb 5
FreyBK CHs 4-5; Fah CHs 2, 5 & 6;
February 5
HY/RQ Exercise I Due
January 30, Friday
Last day to withdraw from the university with cancellation of tuition charges and refund.
WEEKS 5 & 6---February 10-Feb 19
February 10
Quizzes 1 & 2;
February 12
Dr. Kevin Wright, University of Oklahoma; FreyBK CH7; Written Critique I Due
February 17, Tuesday
Student Assessment/Faculty Assistance (no classes 8 a.m.-4 p.m.)
February 19
Risk Free Prospectus Due; Fah CHs 8-10
WEEKS 7 & 8---February 24-March 5
March 3
MIDTERM EXAM, MULTIPLE CHOICE QUESTIONS (MCQ)
March 5
MIDTERM EXAM WRITTEN SECTION
March 5
Final Prospectus Due
WEEK 9---March 9-13, Monday-Friday
Spring Break. Classes do not meet.
WEEKS 10-12---March 17-April 2
Quizzes 3 & 4; Readings = FreyBK CH10, 12-14.
WEEKS 13-16---April 7-April 30
Readings = Fah CH11-14
April 7
Written Critique II Due; HY/RQ Exercise II Due
April 9 Risk Free Lit Review and Methods Section Due
April 30 Final or Revised Lit Review and Methods Section Due
LINKS
