Introduction to Quantitative Research

COM 803 Thurs 11:30 am 2:20 pm 025 CAS Serena Carpenter, PhD Assistant Professor office 344 = office hours Tues 12 4 pm office phone 602.965.6844 email carp@msu.edu Dates Jan 10 May 1

_________________________________________________________________________________________________ Course Description

This 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 collect observations and 3) how to analyze data. The class aims to teach CAS masters and doctoral degree students the scientific process, the building of constructs, research design, data collection and analysis, and research 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 Materials
In addition to the books indicated below, students will need regular access to a computer to access course materials 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. 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 from MSU 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.

Suggested Resources

Attendance
The class is based on active discussions and critical analysis of the material. Your attendance in class is imperative to successfully master the various materials. I expect that you come to class on time and participate fully, so you can benefit as much as possible from the course. You must inform me before you are absent. Students are responsible for all missed work.

Paper/Homework Policy Paper should be emailed to me at carp@msu.edu prior to the beginning of the class on the day the paper is due. All papers should be submitted in Microsoft Word. For editing purposes, I will edit them using track changes 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 medical emergency. This does not include the final paper proposal.

Classroom Expectations
It is expected that all members of the class contribute to the maintenance of the class community. Please do not disrupt the class time with ringing cell phones, text messages, private conversations, etc. During class time, you will be allowed to use a personal laptop only to take notes. You are prohibited to use the laptop during class time for personal reasons, such as email, web browsing, Facebook, Twitter, etc. Such activities are a severe distraction for not only the professor, but also your peers. Engaging in personal activities online will result in by asked to leave class by the professor, possible grade deduction, or discontinued use of the laptop. 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 are critical to understanding and fully engaging in discussions of pertinent concepts and issues. Active participation 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 under consideration. During each class, it is expected that you will be able to initiate classroom discussions. You should have prepared discussion questions prior to class. Certainly your own experiences and your opinions matter in this class. However, extensive contributions that reflect nothing but your opinion (i.e., do not reflect any reading or effort at applying the readings to personal opinions) will not contribute substantively to our understanding of the topic. You may be penalized if it appears that you have not read the readings.

Academic Integrity
Adhering to a high ethical standard is of special importance in the world of journalism, where reliability and credibility are the cornerstones of the field. Therefore, the Cronkite School has adopted a zero tolerance policy 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 for the 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 information on plagiarism. Students must sign a pledge that indicates they have read and understood the material and agree to abide by the policy.

Professors Background
Dr. Carpenter recently joined the faculty at MSU after teaching at the Cronkite School of Journalism at Arizona State University for five years. She holds a Ph.D. in Media and Information Studies at the Michigan State University, a M.A. in Journalism from the University of Nebraska-Lincoln, and a B.A. in Communication Studies at South Dakota State University. Her research focuses on media sociology, news characteristics, and emerging media. She has taught courses in mass communication theory, visual storytelling, social media, and digital media. Her work has been published in Journalism and Mass Communication 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

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

Style
APA style (6th ed.) 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 a PDf summary of basic style elements (based on the 5th edition) and a presentation.

Web Resources
Psychological 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 statistics My 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 Exam 1 Targeting journals Paper critique Exam 2 Proposal Final Project o Proposal Idea Hypotheses/Research Questions o Measures & Concept Definitions o Final Oral Paper Presentation o Final Project 10 points 35 points 10 points 10 points 15 points 35 points 50 points 10 points 200 points

IRB Training Certificate

All researchers (principal investigators and co-investigators) conducting human subjects research must complete online Human Subjects tutorial. If you proceed, you can also obtain CITI training is valid for 36 months. 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 Login 3. Click "I'm New" 4. Investigator ID is your APID 5. Begin tutorial

Exams
Two examinations will be conducted covering reading and lecture material.

Final Project Proposal

The major assignment for this course is the completion of an original empirical research project and the presentation of that research in the form of an empirical research paper. Doctoral students will be expected to produce higher quality work. Your topic cannot be the same paper you are working on in another course unless approved by professor. The research project cannot be completed in just a few weeksit is

something you are expected to be thinking about and working on throughout the term. To succeed in this class, it is important that you get started early on your research project. Set a schedule for accomplishing the major aspects of the project. Within weeks one to three, decide what topic youd like to study. Devise a research 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 brainstorm possible 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 title page with a substantive title, a 100-word or less abstract, and a table of contents. Cite appropriately all work you reference in your paper. Make sure your references and your bibliography section follow a consistent style. Papers not submitted on time will result in a 0. Follow the guidelines for the theory paper that are outlined below (adapted from the Handbook of Research and Social Measurement by Delbert C. Miller). You may collaborate with another student enrolled in this class on the research project. Teams will be assigned at the beginning of the semester. You can be fired from the team project if the team member can prove that you are not contributing sufficiently to the overall project. If you are fired, you will have to create a separate final project.

Grading
Grading of assignments will be based on your participation, ideas, work ethic, meeting deadlines, quality of your 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%

Schedule Date Topics and Readings

Introduction to Class and the Scientific Research Method
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 communication science (pp. 99-122, 2nd edition). 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). The seven deadly sins of communication research. Journal of Communication, 58, 220237.

Jan. 10

Theoretical Issues and Qualitative-Quantitative Connections

Bostrom, R., & Donohew, L. (1992). The case for empiricism: Clarifying fundamental issues in communication theory. Communication Monographs, 59(2), 109-129. Burleson, B.R. (1992). Taking communication seriously. Communication Monographs, 59, 79-86. DeFleur, M.L. (1998). Where have all the milestones gone? The decline of significant research on the process and effects of mass communication. Mass Communication 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. In G. 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 in Developing Human Resources, 4, 317-334.

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

Jan. 17

Lab: Assign teams and final project topics Concept Explication

Jan. 24

Reynolds, 1, 4-8

Chaffee, S.H. (1991). Explication. Beverly Hills, CA: Sage, pp. 1 42.

Assignment (Individual): IRB training form due Measurement Levels, Reliability, and Validity
HSM, Chp. 6-7, 123-169

Jan. 31

Assignment (Individual/Team): Proposal Prospectus Manuscript Structure and Critique

American Psychological Association (2010). Publication Manual of the American Psychological Association, pp., 21-60. Quantitative research methods for communication Wrench, J.S., Thomas-Maddox, C., Richmond, V.P., & McCroskey, J.C. (Eds.) (2008). Quantitative research methods in communication, pp. 75-102.

Feb. 7

Lab: Critique journal articles exercise. Meet with your team, peers and teacher to discuss final projects. First Exam

Feb. 14

Assignment: First Exam Content Analysis

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.

Feb. 21

Lab: Content Analysis Exercise Sampling

Feb. 28

HSM, Chp. 10-11, 216-272 Survey Research

Bradburn, N.M., Sudman, S., & Wansink, B. (2004). The social context of question asking. In N.M. Bradburn, S. Sudman, & B. Wansink (Eds.). Asking questions. The definitive guide to questionnaire designFor market research, political polls, and social and health questionnaires (pp. 3-31). Jossey-Bass.

Mar. 14

Lab: Survey Exercise Experimental Research

HSM, Chp. 12-13, 273-321

Mar. 21

Guest lecture: Tim Levine 12:10

Informal presentations Assignment: Present your models (hypotheses and research questions) to the class. Provide a one-page handout summarizing your study and listing your Hs and RQs: 1) Overview, 2) Importance, 3) Method, 4) Sampling Frame, and 5) Model. Statistics
HSM, Chp. 14-15, 325-394

Mar. 28

Apr. 4

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

Final Project Assignment One: Final Project Proposal Idea Write 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 this point in the course. Be sure to address the following: 1. What is your general proposition? For example, the relationship between publication type and news quality is the overall focus of the study. 2. Why the theory (study) matters for communication science. For example, the theory you propose may:
a. b. c. d. Develop principles of communication process or theory. Sharpen the definition of a concept and/or relationship. Fill a research gap. Etc.

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

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

Final Project Assignment Two: Concepts and Measures 8

Take at least five studies (and as many more as you wish) that have included a concept relevant for your theory. Synthesize and analyze in a five- to-seven-page paper how the researchers have developed and defined the concept. YOU MUST INCLUDE BOTH CONCEPTUAL AND OPERATIONAL DEFINITIONS of the concept of interest. Look at how other researchers have defined 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, and 3) 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 concept definition for your own theory development of the concept. 5. Discuss the paradigms through which the researchers have viewed the concept of interest, and how those paradigms are shared or not shared among the researchers. 6. Discuss the theory leaders and their backgrounds for your discussed concept(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, and how such data collection methods may affect concept definition or measurement. 8. How the relevant concept was operationalized as a variable, including level at which the variable was measured and possible problems with such measurement. 9. Discuss whether and how researchers have established the validity of their concept measures, with particular reference to their assumptions about the relevant concept as theoretical entity. 10. Discuss how researchers have established the reliability of their concept measures, with particular reference to the likelihood that concept measures can be replicated across studies in a research program.

Final Project Method Proposal Outline 9

I.

II.

III.

IV.

Introduction: Selection and definition of a communication topic a. Present in several sentences a clear, brief statement of the topic b. Describe the significance of the topic with reference to one or more criteria below: i. Develops a preexisting theory or theoretical approach ii. Gives a theoretical context to otherwise atheoretical research iii. Develops substantive theory relevant to the communication process iv. Sharpens the definition of an important concept v. Helps in the prediction of a relationship vi. Creates or improves an instrument for observing and analyzing data c. State your research goals, your variables and how you plan to methodological accomplish those goals Literature Review: Theoretical framework a. Describe the relationship of the topic to a theory or paradigm b. State and discuss previous research related to or relevant to the concepts in the proposition (overarching relationship between concepts). Be careful. Do not spend most of 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 research i. 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 theory Hypotheses and Research Questions a. Clearly state any hypotheses and explain their rationales, making explicit connections to theory and/or past research b. Draw a diagram of a model displaying your hypotheses and the interrelationships among them i. Indicate directions in which you expect causation to flow. ii. Indicate if you expected positive or negative relationships. Method(s) a. Describe the method (i.e., a survey, content analysis, experiment, or combination) you will use 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. Sample c. 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 research questions. e. Data collection i. Include the following in description of questionnaire, if a survey is used: 1. Kind of survey youll use (e.g., face-to-face, mail, phone, other) and why 2. Approximate number of questions to be asked 3. Approximate time needed for complete the questionnaire 4. Describe how the questionnaire will be pretested 5. Describe the operationalization of variables, including level of measurement

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V.

VI.

VII. VIII.

6. Discuss how validity will be established ii. Include the following in description of content analysis, if content analysis is used: 1. Specify the content to be analyzed 2. Specify procedures for identifying the content of interest 3. Specify and define content categories for independent and dependent variables 4. Describe how coders will be trained 5. Specify coder reliability procedures and tests to be used 6. Describe the operationalization of variables, including level of measurement for major variables 7. Discuss how validity will be established iii. Include the following in description of experiment, if an experiment is used: 1. Explain how treatment and control groups will be used 2. Specify subject selection and assignment to experimental and control groups 3. Discuss validity threats and how they are brought under control 4. Specify experimental treatment and how independent and dependent variables are defined 5. Specify the means by which subjects will be observed and recorded 6. Describe the operationalization of variables, including level of measurement Expectations a. What would data look like i. 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 significance c. Discuss the implications of these potential findings for theory and future research Research program a. Share information on several future studies that advance theory in relation to this project b. Indicate peer-reviewed journals you expect to be outlets for this research i. Defend the journal selections ii. Do you know the reputation of this journal? Editorial review board? Acceptance rate? Impact factor (ISI Web of Knowledge)? References Appendices (e.g., Code book, survey questionnaire)

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Course Policies and Expectations Tentative Nature of this Syllabus

This syllabus represents a contract. Events that transpire over the semester may require me to modify the course and assignments. Ultimately it is your responsibility to keep up with any such modifications and be aware of current policies, deadlines, etc.

Examination Policy
If 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 Grades
Incomplete grades are not given to students simply because they have not earned a grade they deem acceptable. 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 their control that prevent their completion of the course. If an incomplete grade has been assigned, the student is expected to complete the remaining work within the specified timeframe. If the deadline is not met, the incomplete grade will revert to an F.

Drops and Adds

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

Academic Integrity
Students 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 academic resources. Personal integrity, professional attitude and conduct, and a mutual respect for a diversity of viewpoints and values are expected in this course. Academic dishonesty is a serious offense. Except for group projects, all work that students submit must be their own and unassisted by the efforts of other scholars or students. All written work submitted MUST be properly cited to avoid being charged with plagiarism. In other words, YOU MAY NOT COPY ANYTHING, FROM ANYONE, OR FROM ANYWHERE. Each student is responsible for being familiar with the behaviors that Michigan State University considers to be academically dishonest. Any student engaging in academic dishonesty will receive, at minimum, zero points on the assignment and may receive a 0.0 grade in the entire course. All violations will be reported to MSUs graduate school. Consult the MSU Academic Honesty policies for additional information on what constitutes plagiarism and academic 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 is also provided on the following page.

Academic Honesty
Article 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; and Ordinance 17.00, Examinations (See Spartan Life: Student Handbook and Resource Guide and/or the MSU Website: 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 who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your course work. See also http://www.msu.edu/unit/ombud/dishonestyFAQ.html Accommodations for Students with Disabilities From the Resource Center for Persons with Disabilities (RCPD): Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the web at rcpd.msu.edu. Once your eligibility for an accommodation 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 the accommodation date (test, project, etc.). Requests received after this date will be honored whenever possible.

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Study Assessment Tips It 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 no sign 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? If not, 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 the arguments? 10. Who are the research participants (if applicable) or what is the unit of analysis? Are they (is it) the appropriate 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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