quantitative methods

7/14/2019 Quantitative Methods

1/15

Introduction to Quantitative ResearchCOM 803

Thurs 11:30 am2:20 pm025 CAS

Serena Carpenter, PhDAssistant Professor

office 344 = office hours Tues 124 pmoffice phone 602.965.6844 email [email protected]

Dates Jan 10May 1

_________________________________________________________________________________________________

Course DescriptionThis course is an introduction to quantitative methods from a communication and social science perspective.The class is divided into three parts: 1) understanding what is scientific research, 2) how to collectobservations and 3) how to analyze data. The class aims to teach CAS masters and doctoral degreestudents the scientific process, the building of constructs, research design, data collection and analysis, andresearch ethics. Participants will be expected to bear the responsibility for most of the discussion.

Course Objectives Acquire the skills needed to successfully read and understand empirical research in

communication. Develop an understanding of how abstract communication-related constructs are created,

measured and studied. Develop a study and research program that has both theoretical and practical importance.

Course MaterialsIn addition to the books indicated below, students will need regular access to a computer to access coursematerials on the ANGEL course management system (www.angel.msu.edu).

Course Texts Hocking, J.E., Stacks, D.W., & McDermott, S.T. (2003).Communication research.Boston, MA:

Pearson Education, Inc. Reynolds, P.D. (2006).Primer in theory construction, A&B classics edition.Needham Heights, MA:

Allyn and Bacon.

Suggested Resources Babbie, E. (2013).The practice of social research.Belmont, CA: Wadsworth. Green, S.B., & Salkind, N.J. (2011).Using SPSS for Windows and Macintosh: Analyzing and

understanding data.Upper Saddle River, NJ: Pearson. Patten, M.L. (2011).Questionnaire research. A practical guide.Glendale, CA: Pyrczak Publishing. SPSS software fromMSU computer store(an alternative is to use select campus computer labs).

The IT department has also installed SPSS in room 245, which is open from 8am to 9:45pm.

AttendanceThe class is based on active discussions and critical analysis of the material. Your attendance in class isimperative to successfully master the various materials. I expect that you come to class on time andparticipate fully, so you can benefit as much as possible from the course. You must inform me before youare absent. Students are responsible for all missed work.
http://www.mypearsonstore.com/bookstore/communication-research-9780321088079?xid=PSEDhttp://www.mypearsonstore.com/bookstore/communication-research-9780321088079?xid=PSEDhttp://www.mypearsonstore.com/bookstore/communication-research-9780321088079?xid=PSEDhttp://www.pearsonhighered.com/educator/product/Primer-in-Theory-Construction-An-AB-Classics-Edition/9780205501281.pagehttp://www.pearsonhighered.com/educator/product/Primer-in-Theory-Construction-An-AB-Classics-Edition/9780205501281.pagehttp://www.pearsonhighered.com/educator/product/Primer-in-Theory-Construction-An-AB-Classics-Edition/9780205501281.pagehttp://www.cengage.com/search/productOverview.do?N=14%204294922390%204294967277&Ntk=P_Isbn13&Ntt=9781133049791http://www.cengage.com/search/productOverview.do?N=14%204294922390%204294967277&Ntk=P_Isbn13&Ntt=9781133049791http://www.cengage.com/search/productOverview.do?N=14%204294922390%204294967277&Ntk=P_Isbn13&Ntt=9781133049791http://www.pearsonhighered.com/educator/product/Using-SPSS-for-Windows-and-Macintosh-Analyzing-and-Understanding-Data/9780205020409.pagehttp://www.pearsonhighered.com/educator/product/Using-SPSS-for-Windows-and-Macintosh-Analyzing-and-Understanding-Data/9780205020409.pagehttp://www.pearsonhighered.com/educator/product/Using-SPSS-for-Windows-and-Macintosh-Analyzing-and-Understanding-Data/9780205020409.pagehttp://www.pearsonhighered.com/educator/product/Using-SPSS-for-Windows-and-Macintosh-Analyzing-and-Understanding-Data/9780205020409.pagehttp://www.pyrczak.com/http://www.pyrczak.com/http://www.pyrczak.com/http://cstore.msu.edu/manufacturers/manufacturerinfo.asp?mfg=SPSS&PriceListCategory=Shttp://cstore.msu.edu/manufacturers/manufacturerinfo.asp?mfg=SPSS&PriceListCategory=Shttp://cstore.msu.edu/manufacturers/manufacturerinfo.asp?mfg=SPSS&PriceListCategory=Shttp://cstore.msu.edu/manufacturers/manufacturerinfo.asp?mfg=SPSS&PriceListCategory=Shttp://www.pyrczak.com/http://www.pearsonhighered.com/educator/product/Using-SPSS-for-Windows-and-Macintosh-Analyzing-and-Understanding-Data/9780205020409.pagehttp://www.pearsonhighered.com/educator/product/Using-SPSS-for-Windows-and-Macintosh-Analyzing-and-Understanding-Data/9780205020409.pagehttp://www.cengage.com/search/productOverview.do?N=14%204294922390%204294967277&Ntk=P_Isbn13&Ntt=9781133049791http://www.pearsonhighered.com/educator/product/Primer-in-Theory-Construction-An-AB-Classics-Edition/9780205501281.pagehttp://www.mypearsonstore.com/bookstore/communication-research-9780321088079?xid=PSED


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Paper/Homework PolicyPaper should be emailed to me [email protected] to the beginning of the class on the day the paper isdue. All papers should be submitted in Microsoft Word. For editing purposes, I will edit them using trackchanges function. Your Word files should be saved as firstandlastname-nameofassignment.doc.

If your paper is late, it will automatically receive a reduction of two letter grades per day that it is late. After

two days, it will no longer be accepted unless discussed with me or there has been a documented medicalemergency. This does not include the final paper proposal.

Classroom ExpectationsIt is expected that all members of the class contribute to the maintenance of the class community. Please donot disrupt the class time with ringing cell phones, text messages, private conversations, etc. During classtime, you will be allowed to use a personal laptop only to take notes. You are prohibited to use the laptopduring class time for personal reasons, such as email, web browsing, Facebook, Twitter, etc. Such activitiesare a severe distraction for not only the professor, but also your peers. Engaging in personal activities onlinewill result in by asked to leave class by the professor, possible grade deduction, or discontinued use of thelaptop. And if excused from class, it will be counted as an absence.

You are expected to arrive in class having completed the readings assigned for that class day. Readings arecritical to understanding and fully engaging in discussions of pertinent concepts and issues. Activeparticipation on the part of all class members is essential to the success of any graduate seminar.Consequently, everyone should be prepared with questions, comments, and examples of the topic underconsideration.

During each class, it is expected that you will be able to initiate classroom discussions. You should haveprepared discussion questions prior to class. Certainly your own experiences and your opinions matter inthis class. However, extensive contributions that reflect nothing but your opinion (i.e., do not reflect anyreading or effort at applying the readings to personal opinions) will not contribute substantively to ourunderstanding of the topic. You may be penalized if it appears that you have not read the readings.

Academic IntegrityAdhering to a high ethical standard is of special importance in the world of journalism, where reliability andcredibility are the cornerstones of the field. Therefore, the Cronkite School has adopted a zero tolerancepolicy on academic dishonesty. If any student is found to have engaged in academic dishonesty in any form- including but not limited to cheating, plagiarizing and fabricating - that student will receive a grade of XE forthe class and will be dismissed from the Walter Cronkite School of Journalism and Mass Communication.Reinstatement will not be considered. There will be no exceptions. At the beginning of every Cronkite class,each student will be given a copy of the full academic integrity policy, along with accompanying informationon plagiarism. Students must sign a pledge that indicates they have read and understood the material andagree to abide by the policy.

Professors Background

Dr. Carpenter recently joined the faculty at MSU after teaching at the Cronkite School of Journalism atArizona State University for five years. She holds a Ph.D. in Media and Information Studies at the MichiganState University, a M.A. in Journalism from the University of Nebraska-Lincoln, and a B.A. inCommunication Studies at South Dakota State University. Her research focuses on media sociology, newscharacteristics, and emerging media. She has taught courses in mass communication theory, visualstorytelling, social media, and digital media. Her work has been published in Journalism and MassCommunication Quarterly, Mass Communication and Society, Journal of Broadcasting and Electronic Media,Journalism Practice, and New Media and Society. She has previously taught classes at Bloomsburg
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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University and Michigan State University, and her teaching interests include communication theory, mediasociology, online communication and research methods. Her industry experience consists of broadcast workin Minnesota, South Dakota, and Nebraska.

StyleAPA style (6thed.) is the most used style in the field of communication. It is expected that use follow APA

style unless you plan to submit your final project to a journal requiring another style (e.g., Harvard, Chicago).Here is aPDf summaryof basic style elements (based on the 5th edition) anda presentation.Web ResourcesPsychological Research on the Net:nice resource listing psychological research studies.Social Psychology Network:good resource listing links to web social psychology surveys.Web Center for Social Research Methods:interactive site that helps students select appropriate statisticsMy Journal Bookmarks:a list of communication-focused journals.Trochim, William M. K. (2006).Research methods knowledge base.

Assignments Participation and lab work IRB Human Subjects CIT Training Course 10 points Exam 1 35 points Targeting journals 10 points Paper critique 10 points Exam 2 15 points ProposalFinal Project

o Proposal IdeaHypotheses/Research Questions 35 pointso Measures & Concept Definitions 50 pointso Final Oral Paper Presentation 10 pointso Final Project 200 points

IRB Training CertificateAll researchers (principal investigators and co-investigators) conducting human subjects research mustcomplete online Human Subjects tutorial. If you proceed, you can also obtain CITI training is valid for 36months. This CITI training completion form must be submitted with IRB applications. For this assignment,hand in a copy of the tutorial completion form to me.

Here are instructions on how to access the IRB training site:1. Go to MSU IRB site: http://www.humanresearch.msu.edu/2. Click Investigator Login3. Click "I'm New"4. Investigator ID is your APID5. Begin tutorial

ExamsTwo examinations will be conducted covering reading and lecture material.

Final Project ProposalThe major assignment for this course is the completion of an original empirical research project and thepresentation of that research in the form of an empirical research paper. Doctoral students will be expectedto produce higher quality work. Your topic cannot be the same paper you are working on in another courseunless approved by professor. The research project cannot be completed in just a few weeksit is
http://www.icahdq.org/publications/apacrib.pdfhttp://www.icahdq.org/publications/apacrib.pdfhttp://www.icahdq.org/publications/apacrib.pdfhttp://flash1r.apa.org/apastyle/basics/index.htmhttp://flash1r.apa.org/apastyle/basics/index.htmhttp://flash1r.apa.org/apastyle/basics/index.htmhttp://psych.hanover.edu/research/exponnet.htmlhttp://psych.hanover.edu/research/exponnet.htmlhttp://www.socialpsychology.org/expts.htmhttp://www.socialpsychology.org/expts.htmhttp://www.socialresearchmethods.net/selstat/ssstart.htmhttp://www.socialresearchmethods.net/selstat/ssstart.htmhttp://delicious.com/serena15/journalhttp://delicious.com/serena15/journalhttp://www.socialresearchmethods.net/kb/index.phphttp://www.socialresearchmethods.net/kb/index.phphttp://www.socialresearchmethods.net/kb/index.phphttp://www.socialresearchmethods.net/kb/index.phphttp://delicious.com/serena15/journalhttp://www.socialresearchmethods.net/selstat/ssstart.htmhttp://www.socialpsychology.org/expts.htmhttp://psych.hanover.edu/research/exponnet.htmlhttp://flash1r.apa.org/apastyle/basics/index.htmhttp://www.icahdq.org/publications/apacrib.pdf


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something you are expected to be thinking about and working on throughout the term. To succeed in thisclass, it is important that you get started early on your research project. Set a schedule for accomplishingthe major aspects of the project. Within weeks one to three, decide what topic youd like to study. Devise aresearch question or hypothesis and begin to seriously think about how you will collect the relevant data.

Assemble your research team early if you choose to work with others. Meet once or twice to brainstormpossible topics and approaches you might take to answering your research questions or testing your

hypotheses. Consult with your classmates and myself for additional guidance.

The length should 15-20 double-spaced pages due the day of the final. Give your paper an attractive titlepage with a substantive title, a 100-word or less abstract, and a table of contents. Cite appropriately all workyou reference in your paper. Make sure your references and your bibliography section follow a consistentstyle. Papers not submitted on time will result in a 0. Follow the guidelines for the theory paper that areoutlined below (adapted from the Handbook of Research and Social Measurementby Delbert C. Miller).

You may collaborate with another student enrolled in this class on the research project. Teams will beassigned at the beginning of the semester. You can be fired from the team project if the team member canprove that you are not contributing sufficiently to the overall project. If you are fired, you will have to create aseparate final project.

GradingGrading of assignments will be based on your participation, ideas, work ethic, meeting deadlines, quality ofyour work, integration of the readings and lectures as well as your understanding of scientific methods.

4.0 = 90% - 100%3.5 = 85% - 89.9%3.0 = 80% - 84.9%2.5 = 75% - 79.9%2.0 = 70% - 74.9%1.5 = 65% - 69.9%

1.0 = 60% - 64.9%0.0 = Below 60%


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Schedule

Date Topics and Readings

Introduction to Class and the Scientific Research Method

Jan. 10

HSM, Chp. 1, 3-24

Chafee, S.H., & Berger, C.R. (1987). What communication scientists do. In C.R.Berger, M.E. Roloff, & D. Roskos-Ewodsen (Eds.). Handbook of communicationscience(pp. 99-122, 2ndedition). Thousand Oaks, CA: Sage.

Dance, F.E.X. (1970). The concept of communication. Journal of Communication,20, 201-210.

Neuman, W.R., Davidson, R., Joo, S., Park, Y.J., & Williams, S.E. (2008). Theseven deadly sins of communication research. Journal of Communication, 58, 220-237.

Theoretical Issues and Qualitative-Quantitative Connections

Jan. 17

Bostrom, R., & Donohew, L. (1992). The case for empiricism: Clarifyingfundamental issues in communication theory. Communication Monographs, 59(2),109-129.

Burleson, B.R. (1992). Taking communication seriously. CommunicationMonographs, 59, 79-86.

DeFleur, M.L. (1998). Where have all the milestones gone? The decline ofsignificant research on the process and effects of mass communication. MassCommunication and Society, 1(1/2), 85-98.

Rogers, E.M. (1982). The empirical and critical schools of communication research.Communication Yearbook, 5, 125-144.

Tichenor, P., & McLeod, D. (1989). The logic of social and behavioral science. InG. Stempel, G. & B.H. Westley (Eds.) Research methods in mass communication(pp. 10-29). Englewood Cliffs: Prentice Hall.

Turnbull, S. (2002). Social construction research and theory building. Advances inDeveloping Human Resources, 4, 317-334.

Assignment (Individual): Targeting journals:List at least four journals you shoulfollow to keep up with your potential topic. Choose one journal and summarize trendsamong articles and the journal such as: the types of research found in the journal,background of editorial board and manuscript instructions (one-page).

Lab:Assign teams and final project topics

Concept Explication

Jan. 24 Reynolds, 1, 4-8


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Chaffee, S.H. (1991). Explication. Beverly Hills, CA: Sage, pp. 142.

Assignment (Individual): IRB training form due

Measurement Levels, Reliability, and Validity

Jan. 31

HSM, Chp. 6-7, 123-169

Assignment (Individual/Team): Proposal Prospectus

Manuscript Structure and Critique

Feb. 7

American Psychological Association (2010). Publication Manual of the AmericanPsychological Association, pp., 21-60.

Wrench, J.S., Thomas-Maddox, C., Richmond, V.P., & McCroskey, J.C. (Eds.)(2008). Quantitative research methods in communication, pp. 75-102.

Lab:Critique journal articles exercise. Meet with your team, peers andteacher to discuss final projects.

First Exam

Feb. 14 Assignment: First Exam

Content Analysis

Feb. 21

HSM, Chp. 8, 170-192

Fico, F.G., Lacy, S., & Riffe, D. (2008). A content analysis guide for media

economics scholars. Journal of Media Economics, 21(2), 114-130.

Lab: Content Analysis Exercise

Sampling

Feb. 28 HSM, Chp. 10-11, 216-272

Survey Research

Mar. 14

Bradburn, N.M., Sudman, S., & Wansink, B. (2004). The social context of questionasking.In N.M. Bradburn, S. Sudman, & B. Wansink (Eds.).Asking questions. Thedefinitive guide to questionnaire designFor market research, political polls, and

social and health questionnaires(pp. 3-31). Jossey-Bass.

Lab: Survey Exercise

Experimental Research

Mar. 21

HSM, Chp. 12-13, 273-321

Guest lecture: Tim Levine 12:10


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Informal presentations

Mar. 28

Assignment: Present your models (hypotheses and research questions) tothe class. Provide a one-page handout summarizing your study and listingyour Hs and RQs: 1) Overview, 2) Importance, 3) Method, 4) Sampling

Frame, and 5) Model.Statistics

Apr. 4

HSM, Chp. 14-15, 325-394

Assignment: Second Exam

Introduction to SPSS

Apr. 11 Lab: SPSS lecture and exercises. Held in 245.Work on Proposals

Apr. 18 No class

Presentation of Proposals

Apr. 25 Present for 5-10 minutes on your proposal.

Final paper due 2:45 pm

May 1 Proposals due by 2:45 pm


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Final Project Assignment One: Final Project Proposal IdeaWrite a three- to five-page paper describing the theory you are interested in exploring for this class.It must involve a communication-related topic, of course, but I understand if it is tentative at thispoint in the course.

Be sure to address the following:

1. What is your general proposition? For example, the relationship between publication typeand news quality is the overall focus of the study.

2. Why the theory (study) matters for communication science. For example, the theory youpropose may:a. Develop principles of communication process or theory.b. Sharpen the definition of a concept and/or relationship.c. Fill a research gap.d. Etc.

3. Why the theory (study) matters for the wider world. For example, the theory you proposemay:a. Relate to some wide population.b. Relate to some critical population.c. Be timely for some current issue or problem.d. State briefly the importance of the theory for the goals of science.e. State briefly the importance of the theory for practical problems.f. Etc.

4. Describe your personal interest in the theory (study). For example, the theory you proposemay:a. Speak to something youve encountered in your personal life.b. Address something youve observed in others.c. Relate to some value or principle you hold.d. Etc.

Final Project Assignment Two: Concepts and Measures


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Take at least five studies (and as many more as you wish) that have included a concept relevantfor your theory. Synthesize and analyze in a five- to-seven-page paper how the researchers havedeveloped and defined the concept. YOU MUST INCLUDE BOTH CONCEPTUAL ANDOPERATIONAL DEFINITIONS of the concept of interest. Look at how other researchers havedefined and measured the concept. Focus on the concept, not the topic. The focus is one individual

concept, not the overall research topic. Suggested outline: 1) labels, 2) conceptual Definition, and3) operational Definitions (can include all methods). Example concepts include: online privacy,information usefulness, deception, source credibility. You can include:

1. Note the similarities in the concept definitions at the abstract level.2. Discuss the differences in the concept definitions at the abstract level.3. Discuss the research lines and the philosophical roots that have led the

researchers to develop the concept.

4.

Discuss the consequences of these similarities and differences in conceptdefinition for your own theory development of the concept.

5. Discuss the paradigms through which the researchers have viewed theconcept of interest, and how those paradigms are shared or not shared amongthe researchers.

6. Discuss the theory leaders and their backgrounds for your discussedconcept(s).

7. Discuss whether, and if so, why you plan to refine the concepts definition.How researchers have collected data relevant for the concept of interest, andhow such data collection methods may affect concept definition ormeasurement.

8. How the relevant concept was operationalized as a variable, including level atwhich the variable was measured and possible problems with suchmeasurement.

9. Discuss whether and how researchers have established the validity of theirconcept measures, with particular reference to their assumptions about therelevant concept as theoretical entity.

10.Discuss how researchers have established the reliability of their conceptmeasures, with particular reference to the likelihood that concept measurescan be replicated across studies in a research program.

Final Project Method Proposal Outline


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I. Introduction: Selection and definition of a communication topica. Present in several sentences a clear, brief statement of the topicb. Describe the significance of the topic with reference to one or more criteria below:

i. Develops a preexisting theory or theoretical approachii. Gives a theoretical context to otherwise atheoretical researchiii. Develops substantive theory relevant to the communication processiv. Sharpens the definition of an important conceptv. Helps in the prediction of a relationshipvi. Creates or improves an instrument for observing and analyzing data

c. State your research goals, your variables and how you plan to methodological accomplishthose goals

II. Literature Review: Theoretical frameworka. Describe the relationship of the topic to a theory or paradigmb. State and discuss previous research related to or relevant to the concepts in the

proposition (overarching relationship between concepts). Be careful. Do not spend mostof the time overviewing the topic. Focus on the concepts AND your predicted relationships.

c. Present research on the concepts and topic and relate them to theory and past researchi. Formulate and define the primary concepts relevant for your paper

1. Discuss the theoretical definitions of your concept (or related ones)found in past research.

ii. Emphasize how your work contributes to theoryIII. Hypotheses and Research Questions

a. Clearly state any hypotheses and explain their rationales, making explicit connections totheory and/or past research

b. Draw a diagram of a model displaying your hypotheses and the interrelationships amongthem

i. Indicate directions in which you expect causation to flow.ii. Indicate if you expected positive or negative relationships.

IV. Method(s)a. Describe the method (i.e., a survey, content analysis, experiment, or combination) you willuse to test the hypotheses.

i. State why this design is appropriate to the problem.ii. Note any limitations of the design for the problem.

b. Samplec. Sampling procedures

i. Describe samples of people or content you will study.ii. Specify the population to which the hypotheses or questions relate.iii. Explain determination of size and type of sample.iv. If the study uses a purposive (non-random) sample, justify why.v. Specify the method of drawing sample and relate this to the study goals.

d. Define operationally the concepts, particularly those noted in the hypotheses or researchquestions.

e. Data collectioni. Include the following in description of questionnaire, if a surveyis used:

1. Kind of survey youll use (e.g., face-to-face, mail, phone, other) and why2. Approximate number of questions to be asked3. Approximate time needed for complete the questionnaire4. Describe how the questionnaire will be pretested5. Describe the operationalization of variables, including level of

measurement


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6. Discuss how validity will be establishedii. Include the following in description of content analysis, if content analysisis

used:1. Specify the content to be analyzed2. Specify procedures for identifying the content of interest3. Specify and define content categories for independent and dependent

variables4. Describe how coders will be trained5. Specify coder reliability procedures and tests to be used6. Describe the operationalization of variables, including level of

measurement for major variables7. Discuss how validity will be established

iii. Include the following in description of experiment, if an experimentis used:1. Explain how treatment and control groups will be used2. Specify subject selection and assignment to experimental and control

groups3. Discuss validity threats and how they are brought under control4. Specify experimental treatment and how independent and dependent

variables are defined5. Specify the means by which subjects will be observed and recorded6. Describe the operationalization of variables, including level of

measurementV. Expectations

a. What would data look likei. If your hypotheses are supported? Use hypothetical data to illustrate how

hypotheses and questions are addressed. Use tables, graphs, charts, etc.ii. Illustrate how statistical measures will be used

b. If random sampling is used, note necessary tests of statistical significancec. Discuss the implications of these potential findings for theory and future research

VI. Research programa. Share information on several future studies that advance theory in relation to this projectb. Indicate peer-reviewed journals you expect to be outlets for this research

i. Defend the journal selectionsii. Do you know the reputation of this journal? Editorial review board? Acceptance

rate? Impact factor (ISI Web of Knowledge)?VII. ReferencesVIII. Appendices (e.g., Code book, survey questionnaire)


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Course Policies and Expectations

Tentative Nature of this SyllabusThis syllabus represents a contract. Events that transpire over the semester may require me to modify thecourse and assignments. Ultimately it is your responsibility to keep up with any such modifications and beaware of current policies, deadlines, etc.

Examination PolicyIf a student plans to be absent on the day of a scheduled test it is his/her responsibility to request a time

prior to test day to make up the test. No one will be allowed to make up a test after the scheduled test date.

If a student is absent on a test day, and did not make arrangements to take the test early, s/he will receive

a zero for that test score.Incomplete GradesIncomplete grades are not given to students simply because they have not earned a grade they deemacceptable. Based on MSU policy, to be eligible for an incomplete grade, students must have completed 75

percent of the course assignments with passing grades and have special circumstances outside of theircontrol that prevent their completion of the course.If an incomplete grade has been assigned, the student isexpected to complete the remaining work within the specified timeframe. If the deadline is not met, theincomplete grade will revert to an F.

Drops and AddsThe last day to add this course is January 11, 2013. The last day to drop this course with no grade reportedis February 27, 2013. You should immediately make a copy of your amended schedule to verify you haveadded or dropped this course

Academic IntegrityStudents are responsible for behaving honorably in all academic environments. It is a violation of the MSU

Code of Student Conduct to engage in academic dishonesty, plagiarism, cheating, or a misuse of academicresources. Personal integrity, professional attitude and conduct, and a mutual respect for a diversity ofviewpoints and values are expected in this course. Academic dishonesty is a serious offense. Except forgroup projects, all work that students submit must be their own and unassisted by the efforts of otherscholars or students. All written work submitted MUST be properly cited to avoid being charged withplagiarism.

In other words, YOU MAY NOT COPY ANYTHING, FROM ANYONE, OR FROM ANYWHERE. Eachstudent is responsible for being familiar with the behaviors that Michigan State University considers to beacademically dishonest. Any student engaging in academic dishonesty will receive, at minimum, zero pointson the assignment and may receive a 0.0 grade in the entire course. All violations will be reported toMSUs graduate school.

Consult the MSU Academic Honesty policies for additional information on what constitutes plagiarism andacademic dishonesty. See the General Student Regulation 1.00 in Spartan Life(http://www.vps.msu.edu/SpLife/index.htm) and the homepage of the MSU ombudsman(http://www.msu.edu/unit/ombud/) for definitions and policies on cheating and plagiarism. This information isalso provided on the following page.

Academic HonestyArticle 2.III.B.2 of the Academic Freedom Report states that "the student shares with the faculty the


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responsibility for maintaining the integrity of scholarship, grades, and professional standards." In addition,COM803-002 adheres to the policies on academic honesty as specified in General Student Regulations 1.0,Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; andOrdinance 17.00, Examinations (See Spartan Life: Student Handbook and Resource Guide and/or the MSUWebsite: www.msu.edu).Therefore, unless authorized by your instructor, you are expected to complete all course assignments,

including homework, lab work, quizzes, tests and exams, without assistance from any source. Students whoviolate MSU academic integrity rules may receive a penalty grade, including a failing grade on theassignment or in the course. Contact your instructor if you are unsure about the appropriateness of yourcourse work.See also http://www.msu.edu/unit/ombud/dishonestyFAQ.html

Accommodations for Students with DisabilitiesFrom the Resource Center for Persons with Disabilities (RCPD): Michigan State University is committed toproviding equal opportunity for participation in all programs, services and activities. Requests foraccommodations by persons with disabilities may be made by contacting the Resource Center for Personswith Disabilities at 517-884-RCPD or on the web at rcpd.msu.edu. Once your eligibility for anaccommodation has been determined, you will be issued a verified individual services accommodation

("RISA") form. Please present this form to me at the start of the term and/or two weeks prior to theaccommodation date (test, project, etc.). Requests received after this date will be honored wheneverpossible.


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Study Assessment TipsIt is suggested to use Communication and Mass Media Complete, PyschInfo, Google Scholar, etc.to find research. Also, ISI-journals tend be considered of higher quality. Your literature review

should reflect research mostly high quality journals.

Here are some points that you could address in your study assessment:

1. What theory(ies) is(are) the author(s) using? How is the theory guiding the research? Or is there nosign of theory? If there is no sign of theory, can you think of one that might be applicable?

2. Does the article suggest adjustments to the theory or model?3. What portions of the theory or model does this critique address? Paradigm? Assumptions?

Concepts? Relationships? Operationalization of concepts?4. What questions are left unanswered? What new questions have been raised?5. Are these concepts explicitly defined in the theory or model? Theoretically? Operationally?6. Do the definitions of the concepts have face validity?7. Does the critique include an adequate literature review of the theory/model and related research? Ifnot, what is missing?8. What questions have been answered? That is, what do you know now that you didnt know before? 9. What is the research design/methodology? Is it appropriate to the questions asked? Are there any

apparent weaknesses? Are there particular strengths? Do the conclusions follow logically from thearguments?

10. Who are the research participants (if applicable) or what is the unit of analysis? Are they (is it) theappropriate population to study?

11. How well does the article or book accomplish its goals?12. What does the theory, model, or approach need to become better at predicting and explaining

human behavior or mental processes?


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