SYLLABUS
Research Methodology COMM 6300
Meeting Times 5:30PM-8:30PM M (Spring 2008)
Associate Professor
Jim L. Query, Jr., Ph.D. Phone: Office (713) 743-8608; Fax (713) 743-2876; primary e-mail is jquery@uh.edu; alternate email to be used only if UH's servers go down is profjim90@hotmail.com.
Office Location: COMMS 203G. Hours: Tues 10:00-11:00am; Thurs 9:30-11:00am (virtual and prearranged password required; or real-time if needed). Other virtual and real-time slots by appointment
Course Assistant: TBA
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 and bookmark 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 at 7am until Friday evenings at 3pm. As my bulletin board indicates [go to http://www.homestead.com/profjims/classemailposts.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 term, "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 "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 "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 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. Computerized statistical packages, such as SPSS, and a qualitative package, N'Vivo, have made investigators' jobs much easier and large data set management possible.To better help you learn stat fundamentals and to key aspects of qualitative data analysis, I presume nothing and begin by covering the fundamentals of each approach.
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 social science rinciples 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:
1.To acquaint you with key principles of research designs across primarily quantitative domains, while also
To acquaint you with key principles of research designs across primarily quantitative domains, while also highlighting qualitative approaches (CH10 in Frey et al., 2000).
2.To help you develop a basic understanding of the measures of central tendency, univariate and selected
To help you develop a basic understanding of the measures of central tendency, univariate and selected multivariate statistical analyses, to assess relationships and differences across several communication variables.
3. To help you prepare a thesis statement or research precis for key policy makers.
4. To help you develop fundamental SPSS 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.
Salkind, N. (2008). Statistics for people who (think they) hate statistics, 3rd. ed. Thousand Oaks, CA: Sage Publications.
Suggested Text:
George, D., & Mallery, P. (2006). SPSS for Windows step-by-step: A simple guide and reference. Englewood Cliffs, NJ: McGraw-Hill.
Suggested Documentation Reference:
American Psychological Association (2001). Publication manual of the APA, (5th 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, relational termination or advancement (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 (713) 743-8608, 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. Unexcused failing quiz grades will NOT be dropped.
Students Living with Disabilities
Should you have a disability that has the potential to impede your participation in the course, please touch base with me. Together, we will identity strategies to address such concerns. I am committed to positioning all my students so that they are on the "same playing field."
Thesis Statement/ Research Precis Due Dates:
Optional risk-free version due March 3, 2008. Final version due April 7, 2008. Eversions are acceptable. 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 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. I also use TURNIT.IN com to analyze ALL student 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 Graduate Catalog for an explanation of these policies.
Required Assignments:
* Four quizzes (comprised of 20 items per quiz).
Four quizzes (comprised of 20 items per quiz).* An individual thesis statement/research precis will be prepared and completed.
*Working in a group, you will perform a variety of statistical operations and tests online.
Working in a group, you will perform a variety of statistical operations and tests online. * A variety of class exercises which could include coding questionnaires, qualitative data, and/or evaluating a UH CPHS/IRB application.
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.
* course graduate assistant, TBA
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 merely 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 replay the recorded 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."
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*
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:
Quizzes* 42 percentThesis Statement/ Research Precis 36 percent
SPSS/Class Exers 22 percent
100 percent
* There will be four quiz administrations, comprised of 20 multiple choice items each. As long as ALL quizzes are completed, ONLY the highest scores for 60 of the items will be counted.
** The semester long project is comprised of several components that will be completed and turned in as the semester unfolds. These include the preparation of a thesis statement/research precis, questionnaire coding, data entry,
selected central tendency, univariate, multivariate, and qualitative data runs (referred to as SPSS).
Grading Scale:
A twelve point scale, with 1 representing an "A" and 12 representing an "F," is employed. The cut-offs follow: 1-2.49 = A; 2.50-2.99 = A-- ; 3.0-3.5 = B+; 3.51-4.99 = B; 5.00-5.50 = B--; 5.51-6.50 = C+; 6.51-7.99 = C; 8.00-8.50 = C-- ; 8.51-9.99 = D+; 10.00-10.50 = D; 10.51-11.99 = D--. 12.00 = F. All grades are possible.
The following example illustrates the scale.
AssignmentWeightGradeCalculation
WeightGradeCalculationQuizzes 42% C (7) 42 x 7= 294
42% C (7) 42 x 7= 294Thesis St/ Res Precis 36% A-- (2) 36 x 2 = 72
SPSS/Class Exers 22% B+ (3) 22 x 3 = 66
Totals 100% 432
100% 432Take the total and divide by the total percentage: 432/100%=
4.32 or 4.30, which equals a final grade of "B."
COURSE CALENDAR PREVIEW
** 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...
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.). This is the main text which you should peruse closely. I will also lecture from it heavily. Material from the other two books will be integrated throughout the course and some of that info will reinforce info from Frey et al.
In addition, throughout the semester, I will be distributing a variety of research articles.
WORKING CALENDAR
January 14Course Overview; IRM CH1 & 2; Salkind 1 & 2
Course Overview; IRM CH1 & 2; Salkind 1 & 2January 21 Martin Luther King HOLIDAY
January 28th Guest Presenter; Debbie Comeaux, CPHS Compliance Specialist, Wrap IRM CH 2; Begin SPSS Elliott & Woodward (2007), pp. 225-231; 233-242 (already distributed)
February 4 Guest Presenter: Adrian Ho, M.A. (we meet in front of M.D. Anderson library); QUIZ 1-2; IRM 4. Salkind 3 & 4.
Guest Presenter: Adrian Ho, M.A. (we meet in front of M.D. Anderson library); QUIZ 1-2; IRM 4. Salkind 3 & 4. February 8 Last Day to WITHDRAW; Last Day to file for GRADUATION
February 11 Guest Presenter: Dr. Ni; Articles: Rhee (2002), Hon (1997); IRM 5; Continue SPSS
Guest Presenter: Dr. Ni; Articles: Rhee (2002), Hon (1997); IRM 5; Continue SPSS February 18 LAST DAY to withdraw; Guest Speakers: Dr. Youmei Liu and Professor Shawn McCombs; IRM CH5; Continue SPSS
February 25 Guest Presenter: Dr. Robert Volk, Baylor College of Medicine, Department of Family & Community Medicine; IRM 5, SPSS; Sample QUIZ 3-4
Guest Presenter: Dr. Robert Volk, Baylor College of Medicine, Department of Family & Community Medicine; IRM 5, SPSS; Sample QUIZ 3-4March 3 RISK FREE Thesis Statement/Research Precis Due. Quiz 3-4
RISK FREE Thesis Statement/Research Precis Due. Quiz 3-4March 10 Guest Presenter: Felicia York-Wyatt, M.A.; SPSS; Query et al (in press)
Guest Presenter: Felicia York-Wyatt, M.A.; SPSS; Query et al (in press)March 17-21 SPRING BREAK
SPRING BREAKMarch 24 SPSS work; Review Chpt. 11; Sample QUIZ 5-6
SPSS work; Review Chpt. 11; Sample QUIZ 5-6March 31 Potential Guest Presenter;: Chpts 7, 8, & 12; Quiz 5-6
Potential Guest Presenter;: Chpts 7, 8, & 12; Quiz 5-6April 1 LAST DAY to DROP or WITHDRAW
LAST DAY to DROP or WITHDRAWApril 7 Final Thesis Statement/Research Precis Due; Sample Quiz 7 & 8 covering chpts 7 & 8, and some concepts from chpts 11 & 12; IRM CH 13-14
Final Thesis Statement/Research Precis Due; Sample Quiz 7 & 8 covering chpts 7 & 8, and some concepts from chpts 11 & 12; IRM CH 13-14April 14 IRM CH 14; Potential Guest Speaker; IRM CH10; Query & Wright, 2003, Bible & Query, 2007; Quiz 7 & 8
IRM CH 14; Potential Guest Speaker; IRM CH10; Query & Wright, 2003, Bible & Query, 2007; Quiz 7 & 8April 21 Query & Wright, 2003, Bible & Query 2007 and SPSS output interpretation
Query & Wright, 2003, Bible & Query 2007 and SPSS output interpretationApril 28 LAST CLASS
LAST CLASS 
