Course Information

Class Time Section 002: Tuesday/Thursday 11:00 AM – 12:20 PM (BUS 210) Section 001: Tuesday/Thursday 3:30PM – 4:50PM (BUS 210)

Office BUS 228 Office Phone (903) 566 – 7432

Zoom Office Hours Wednesday 10:00AM – 12:00PM 903 566 7432 Thursday 1:30 PM – 3:30 PM Meeting ID Twitter Email [email protected] @DrBaileyUTTyler *preferred method of contact* Username

Course Description This course provides a basic introduction to the principles, methods, and techniques of empirical social research. Topics will include 1) the fundamentals of the scientific method and scientific inquiry, 2) ethical considerations in research, 3) basic methods of quantitative and qualitative data collection, and 4) strengths and weaknesses of various data collection methods.

The course is designed to make students more informed consumers. Research is constantly presented to us in newspaper articles, commercials, reports, press releases, and more. Understanding research methods will enhance students’ ability to think critically, analyze arguments, and interpret the results of empirical studies. Through discussion, analysis, and hands-on practice, this course will teach students how to make informed decisions about research findings.

Course Learning Objectives By the end of this course students will become proficient in the following skills. Student proficiency will be assessed through testing and through a hands-on research project. 1. Ethics in research 2. Types and purposes of research and associated vocabulary 3. Conceptualization and operationalization, 4. Instrument validation and reliability, 5. Scientific sampling methods 6. Methods of data gathering 7. Experimental designs 8. Introduction to statistical analysis. 9. Statistical analyses using SPSS (Statistical Package for the Social Sciences). 10. Reporting research results

Page 1 of 25 Course Textbook Babbie, E. R. (2016). The Basics of Social Research (7th ed.). Stanford, CT: Cengage Learning

Yockey, R. D. (2011). SPSS Demystified: A Step-By-Step Guide to Successful Data Analysis, 2nd edition. Boston: Prentice Hall. [Optional Text]

Course Grade The course grade will be comprised of the following assignments. Information about each assignment is provided in this syllabus under “Course Assignments.” Detailed instructions and grading rubrics will be provided during class and on Blackboard.

Class Activities (14 at 10 points each) 140 points Module Summaries (14 at 10 points each) 140 points Plagiarism Certificate 20 points Unit Activities (3 at 50 points each) 150 points Quizzes (3 at 50 points each) 150 points Final Exam 100 points Total Points Possible 700 points

Grading Scale A 90-100% 630 points and above B 80-89% 560 – 629 points C 70-79% 490 – 559 points D 60%-69% 420 – 589 points F Below 60% Below 300 points

Course Format This course will be taught in a blended format. Blended learning includes a face to face component as well as virtual component. Like the name, these components are intended to compliment, not replace, one another. For example, students may be asked to complete research and activities online that will then be used to facilitate in-class discussions and presentations. In order to be successful, students will need to participate in both the online and in-class portions of the course. To help you stay organized, online and in-class components are identified on the course schedule provided in this syllabus.

Classes are organized into four units; units are broken up into weekly modules that correspond with a research methods topic. You will have assignments to complete within each module, as well as an overall unit assignment that requires you to synthesize the unit material into a cohesive product or activity.

Page 2 of 25 Student Expectations What do I expect from you? I expect you to be a PART-E student: prepared; attentive; respectful; tenacious; excited.

Prepared: In order to fully participate, you must come prepared to class. That means completing the assigned reading and any online assignments ahead of class as well as coming to class prepared with the textbook and any other requested material. I employ a cold call system where I may ask you at any time about your thoughts on the lecture material, reading content, or other material.

Respectful: I expect students to work together in an open, honest, and respectful manner at all times. You are free to, even encouraged to, disagree with one another. However, be sure to use a respectful tone at all times, even if you are on opposite sides of a debate. Proof-read anything you write to make sure it is worded professionally and contains appropriate language/content. If you would not say it or send it to your boss, then don’t send it and/or say it to me or your classmates.

Attentive: As the professor, I won’t be sleeping, “resting my eyes,” doodling, texting, or checking my Twitter feed during class. I expect the same from you. This extends to situations where I’m leading the class (lecture, whole class activities, etc.) and when the class is being led by your peers (student presentations, group work, etc.).

Tenacious: Learning is an active process. I do not expect that you will read over the text one time and become an expert. However, I do expect you to actively seek out answers to questions you have. You can meet me during office hours, send me an email, or seek out answers from other resources available online or through the library. “I don’t know” is not an endpoint, it’s a beginning.

Excited: You learn more when you are excited about the topic, and you become excited when you get to learn about something that interests you. For this reason, I have developed ways to allow student creativity and freedom in this course in order to help you find a topic you are interested in and explore it in more detail. I expect that you will bring that interest and excitement into class to help create an enthusiastic and energetic learning environment for everyone.

Page 3 of 25 Instructor Expectations What can you expect from me? You can expect me to be a HARD professor: helpful; accessible; respectful; diligent.

Helpful: As your professor, I am here to help you be successful in the course. If you have questions about the material, or if you need clarification on a specific assignment, handout, requirement, etc., I am here to help. Depending on the question, I may be able to provide you with the specific answer, or I may direct you to the appropriate resources. If you are having trouble with course material, or there are external sources that may impact your ability to be successful, I encourage you to visit with me to discuss your situation. I will try to help as much as possible.

Accessible: In order to be helpful, it’s important for you to be able to get into contact with me. My preferred method of communication is email. I try to respond to all student emails within one business day so that you get answers quickly. I also hold regular office hours each week where I can provide more detailed assistance than is possible over email. During office hours, I can go over assignments, discuss quizzes/exams, and answer any questions about course material. If you are unable to visit me during office hours and need help, please feel free to contact me via email and set up an appointment. I can set up on-campus or video-conferencing appointments as necessary.

Respectful: Just like my expectations of you, you can also expect me to communicate with you in an open, honest, and respectful manner at all times. I respect your right to challenge the material and discuss opposing viewpoints. You can also expect that all written communications from me will be worded professionally and contain appropriate language and content.

Diligent: Teaching is my job, and I am very passionate about it. Part of that job is being focused on providing you the best experience in my classroom that I can. To that end, you can expect me to go beyond the textbook during class, bringing you videos, articles, guest lectures, handouts, and other material that will enhance your learning. You can also expect me to respect your time by providing feedback on assignments within a timely manner. My usual policy is to grade and return assignments within one week of submission so that you are provided with prompt feedback on your assignments. I will do my best to maintain this system throughout the semester, and if there is a delay I will keep you updated about the situation.

Page 4 of 25 Dr. Bailey’s Course Policies Attendance Policy Attendance (virtual or face to face) is crucial for success in higher education. I employ a variety of activities during our face to face time on campus as well as virtually Blackboard. Face to face activities require you to be in class in order to participate and receive points. Virtual activities will have a specified timeframe during which you may complete the activity. Completing the activity during the specified timeframe is just as important as being in class face to face. I do take attendance into account at the end of the semester during final grade assignment when determining border-line grades.

If you miss a face to face class, or you miss an online activity, you should arrange to obtain notes from another student before the next class. This will ensure that you can fully participate during subsequent activities. I do not release copies of my lecture notes to students.

Email Policy Email can be a powerful communication tool. There is room, however, for misunderstanding and miscommunication, and this can reduce its effectiveness. To facilitate smooth online interactions, there are a few rules regarding the use of email that should be followed in this course: 1) When sending an email, please include a subject heading that describes the topic of the email (for instance, “Question about the first quiz”). 2) Identify the course name in the email. I teach multiple courses, so it’s necessary for you to identify which course you are referring to. 3) Remember that correspondence with me should remain professional. That means each email should have a greeting, a message with punctuation, and your full name at the closing. If you would not send the email to your boss, then please do not send it to me. 4) Many times email conversations require some degree of back and forth between the participants. I try to respond to all student emails within one business day, so please show me similar consideration when you respond.

Extra Credit I offer a variety of extra credit opportunities throughout the semester. These opportunities may include the following:  Extra credit opportunities on exams  Extra credit writing assignments  Extra credit for attending University-sponsored lectures, workshops, and/or activities Please note that I do not offer extra extra credit. I will not offer last minute assignments at the end of the semester to students requesting extra points. You must take advantage of the extra credit opportunities as they are assigned.

Page 5 of 25 Office Hours I hold regular office hours each week. During office hours, I can go over assignments, discuss quizzes/exams, and answer any questions about course material. If you are unable to visit me during office hours and need help, please feel free to contact me via email and set up an appointment. I can set up on-campus or video-conferencing appointments as necessary.

I may cancel my office hours if I am unable to come into the office for a particular reason. If office hours are canceled, I will inform you during class or through Blackboard announcements. Please note: I encourage students to come to me if they have questions or would like clarification about written assignments. However, I will not give detailed feedback through email conversations. Instead, you should plan on visiting my office during normal office hours or schedule an appointment with me to go over assignments one on one.

Submission Policy Unless noted as an in-class activity, course assignments will be submitted online through the appropriate Blackboard links. In order to receive full points, assignments must be submitted by 11:59 PM on the due date. Please check the assignment instructions to ensure that each assignment is submitted appropriately. To avoid confusion, I do not accept assignments submitted via email.

Online submissions allow for multiple attempts. This provides you with the ability to upload a new submission if you determine that your first submission was problematic in any way. Please note that if you submit multiple assignments, I will only grade the last submission. All previous submissions will receive an automatic zero. This means that your final submission must be complete; I will not use multiple submission attempts to reconstruct a complete assignment from portions submitted in multiple uploads.

Late Assignments Assignments are due at 11:59 PM on the due date. Submission links will close at this time. No late assignments will be allowed unless there are emergency situations and documentation is provided. BE AWARE: Technical and logistical problems, such as being unable to access a computer, computer failure, problems with internet connections (such as speed or quality of the connection) or browsers, failure to check your assignments have properly loaded, etc., will not automatically or in every instance result in remedies favorable to the student. Even if the technical or logistic problem is not your fault, you are not guaranteed an extension or a “do-over” for the assignment.

Page 6 of 25 Make-Up Quizzes/Exams The University Catalog does not establish make-ups as a student right. Major tests are forecasted so I expect students to arrange schedules accordingly. Opportunities to make-up missed examinations will be provided only for exceptional reasons and must be documented (e.g., hospital records, obituaries). Requests for make-up examinations must be made within 3 business days of the exam. Make-up examinations will be in forms completely different from original examinations and will be scheduled at the convenience of the instructor.

Military personnel I understand that students who are currently members of the Armed Forces may have obligations that impact their ability to participate in class. In situations where service to the Armed Forces impacts course participation, students may be able to work out alterative options for completion of their assignments. In order to approve alterative options, students will need to provide me with proof of orders or a letter from their commanding officer or senior NCO detailing the student’s obligations that will impede course participation. Situations will be assessed on a case- by-case basis.

Students working in emergency services Students working in emergency services may also work out alternative options for completion of their assignments on an as-needed basis. In order to approve alternative arrangements, students must notify me within 3 business days of the situation and provide documentation from a supervisor. Situations will be assessed on a case-by- case basis.

Page 7 of 25 UT Tyler’s Academic Dishonesty Policy Academic dishonesty is a violation of University policy and professional standards. If compared to a violation of the criminal law, it would be classed as a felony. Academic dishonesty is defined as cheating, plagiarism, or otherwise obtaining grades under false pretenses. The penalty for academic dishonesty in this class will be no less than immediate failure of the course and a permanent student record of the reason therefore. In most cases, a written record of academic dishonesty or an instructor’s report of same to an agency investigator during a background check will bar an individual from employment by a criminal justice agency as it is considered indicative of subsequent corrupt acts.

Many students have an inadequate understanding of plagiarism. Any idea or verbiage from another source must be documented. Any time the exact words from another author are used, they must be enclosed with quotation marks and followed by a citation. However, quotations should only be used on rare occasions. Student papers should be written in the student’s own words; therefore excessive quotations will result in a failing grade.

If you have a question about using or citing another writer’s work, DO NOT GUESS. Check with your instructor or consult with the Writing Center (BUS 202). Bring a printout of the original source and your paper to the consultation.

The above policy also applies to all instances of cheating, copying, or other dishonest behavior within the classroom.

Page 8 of 25 Dr. Bailey’s Academic Dishonesty addendum All assignments submitted through BlackBoard will be will be checked using the SafeAssign plagiarism software, which checks the submitted essay against other student papers, books, and online content. Papers with significant overlap in wording/content with other sources will be subject to an automatic zero on the assignment and may be subject to other penalties in accordance with the Academic Dishonesty statement described above, including but not limited to failure of the course.

All papers submitted during this semester require APA format citations (overall paper format may vary). References should be cited correctly in APA format and be noted in both in-text citations and reference pages. Lack of in-text citations is considered plagiarism, even if the material is not a direct quote from the resource. If you did not know the information prior to starting your research, you should include an in-text citation for it. APA format relies on paraphrasing instead of direct quotations. I expect that you will not use direct quotations from any of your references. Copying your own words from other papers is also considered plagiarism, and will result in the described penalties.

For more information, including the definitions and examples of various types of plagiarism, please visit http://www.uefap.com/writing. This link is also available through the UT Tyler Writing Center’s website.

Page 9 of 25 DON’T…  Pay or “borrow” someone else’s paper to submit as your assignment  Copy and paste words directly from another source  Leave out in-text citations or quotation marks for direct quotes  Copy and paste your own words from a previous assignment/submission  Forget to give credit where credit is due. Provide acknowledgement with an in- text citation when you use someone else’s ideas, even if you rephrase their idea into your own words

Netiquette @ UT Tyler "Netiquette" is, simply, Internet etiquette, or a set of expectations that describe appropriate behaviors when interacting online. It is important to understand that you will be held to the exact same standards of UT Tyler’s Face-to-Face traditional courses when learning in an online environment. In fact, for 100% online courses, your online classroom behavior may be the only interaction you have with your faculty and classmates, therefore making your netiquette even more important. Remember, you only get to make a first impression once, irrespective of the course delivery method.

Be courteous. You only get one chance for an online first impression. Make it count. Do not say or do anything in an online classroom that you would not do in a face-to-face classroom. This includes not “YELLING” (typing in all caps), not “flaming” (attacking someone, such as insults and name-calling), and/or not dominating the discussion.

Page 10 of 25 Be human. Remember there is another person on the other side of the screen. Remain patient, ask and wait for clarification if you do not understand something, and avoid assumptions and rushed judgments. Forgive mistakes, and apologize for your own errors. Be a good classmate. Remember your own role as a student. Follow your instructor’s directions at all times. Be authentic and collaborative with fellow students. Be aware of cyberbullying and make every attempt to eliminate it. Appreciate the diversity and different communication styles of your peers. Remember, since this class is online, you may have classmates from all over the world. Be professional. Proofread your own writing for spelling, grammar, and punctuation to prevent miscommunication. Avoid slang, sarcasm, or emotionally-charged writing, as tone can be difficult to translate online. Profanity and offensive language will not be tolerated. Do not use abbreviations (2moro, 2T, B@U) or emoticons in your online class unless your professor approves and supports such writing styles. Be a responsible digital citizen. What you post online is difficult to retract once it is published. What you post online can follow you for your lifetime. Do not share personal information you would never want public, and respect other people’s privacy. Do not share someone else’s work without their permission. Student Resources for Success Due to the format of this course, we will rely heavily on Blackboard. If you experience problems with Blackboard, you can contact the Blackboard Support Center on campus. You’ll find they are a wonderful resource for you, and they are available 24 hours a day. For help, simply send a detailed message to [email protected] or click on Blackboard Help on the course menu.

UT Tyler also provides a variety of student resources to help you succeed in the classroom. I encourage you to reach out as necessary to the offices below for assistance.

Office Student Resource Phone # Email Location Academic Advising Center UC 440 903.565.5718 [email protected]

Campus Computing Center BUS 101 903.565.5555 [email protected]

Page 11 of 25 Cashier’s Office ADM 125 903.566.7227 [email protected]

Enrollment Services ADM 230 903.566.7180 [email protected]

Financial Aid ADM 230 903.566.7180 [email protected]

Library LIB 903.566.7342 [email protected]

Police Department USC 125 903.566.7300 [email protected]

Student Accessibility (ADA) UC 3150 903.565.7079 [email protected]

Student Business Services ADM 125 903.566.7227 [email protected] University Counseling UC 3170 903.566.7254 [email protected] Center Veterans Resource Center UC 2140 903.565.5974 [email protected] [email protected] Writing Center BUS 202 903.565.5995 du

Page 12 of 25 Software requirements This course requires the use of a statistical software program called IBM SPSS Statistics. We will have a limited number of classes in a computer lab with SPSS access, but you will need to access the program outside of class time to complete some of the assignments.

The Campus Computing Center (BUS 101) is available for student use, and is equipped with SPSS software. For up to date information about the CCC’s hours, please visit the CCC’s website at https://www.uttyler.edu/ccs/ccc/.

The library computers are also equipped with SPSS software. For up to date information about the library’s hours, please visit UT Tyler’s library website at http://library.uttyler.edu/.

You can also download SPSS onto your private computer by renting through the following websites:  www.onthehub.com

 www.studentdiscounts.com

 www.studica.com

 www.creationengine.com

Prices for software downloads vary, but usually fall around $50 for a 6 month rental. Please note that there are more advanced SPSS programs available for purchase that are priced higher, but for the purposes of this course you will only need the base statistics program (IBM SPSS Statistics 23 Grad Pack).

Page 13 of 25 University of Texas Policies Students Rights and Responsibilities To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link: http://www2.uttyler.edu/wellness/rightsresponsibilities.php

Grade Replacement/Forgiveness and Census Date Policies Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services Center or at http://www.uttyler.edu/registrar. Each semester’s Census Date can be found on the Contract itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar. Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy details are printed on each Grade Replacement Contract. The Census Date is the deadline for many forms and enrollment actions that students need to be aware of. These include: o Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit. o Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date) o Schedule adjustments (section changes, adding a new class, dropping without a “W” grade) o Being reinstated or re-enrolled in classes after being dropped for non-payment o Completing the process for tuition exemptions or waivers through Financial Aid

State-Mandated Course Drop Policy Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions.

Page 14 of 25 Disability Services In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the University offers accommodations to students with learning, physical and/or psychiatric disabilities. If you have a disability, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, PTSD or ADHD, or you have a history of modifications or accommodations in a previous educational environment you are encouraged to contact the Student Accessibility and Resources office and schedule an interview with the Accessibility Case Manager/ADA Coordinator, Cynthia Lowery Staples. If you are unsure if the above criteria applies to you, but have questions or concerns please contact the SAR office. For more information or to set up an appointment please visit the SAR office located in the University Center, Room 3150 or call 903.566.7079. You may also send an email to [email protected]

Student Absence due to Religious Observance Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester.

Student Absence for University-Sponsored Events and Activities If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed.

Social Security and FERPA Statement It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via e-mail) risks violation of the Family Educational Rights and Privacy Act; grades will not be transmitted electronically.

Emergency Exits and Evacuation Everyone is required to exit the building when a fire alarm goes off. Follow your instructor’s directions regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the first week of class. Do not re-enter the building unless given permission by University Police, Fire department, or Fire Prevention Services.

Page 15 of 25 Module Assignments The course is organized into modules. Each module is intended to take one week. Each of the following assignments corresponds to a module assignment. Due dates and delivery mode for each assignment are listed in the course schedule proved at the end of this syllabus.

Class Activities (10 points each; 140 points total) Every week, you will participate in an activity to help supplement the lecture material for that week. A diverse range of activities (writing, acting, literature searches, puzzles, debates, etc.) will be included in order to appeal to different learning styles and encourage class engagement. Depending on the topic and class format, these activities may be completed individually or in a small group. All activities are graded using the rubric below. You must be in-class to receive points for the activity. In cases of documented emergencies or approved school functions, alternative arrangements may be arranged on a case by case basis with instructor approval.

All class activities will be graded using the rubric below:

Student performance exceeds expectations. Final product is a Exceeds strong, high-quality product that shows comprehension and proper Expectations application of course material. It is clear that time and effort was 100% put into completion of the activity.

Student performance meets expectations. Final product is a good Meets product that shows satisfactory comprehension and application of Expectations course material. It appears that time and effort was put into 80% completion of the activity, but submission could have been improved. Student performance does not meet expectations. Final product Needs does not show satisfactory comprehension and application of Improvement course material, but it appears that time and effort was put into 60% completion of the activity. Submission needs revision and/or improvement.

Student performance is not satisfactory. Final product is Unsatisfactory incomplete, contains major errors that show inadequate 0% comprehension and application of course material, or does not display time and effort on the part of the student.

Module Summaries (10 points each; 140 points total) Research methods is often a challenging course due to the extensive vocabulary and cumulative structure of the course concepts. Each week the material will build on

Page 16 of 25 previous material, and it is important to gain familiarity with course material before moving forward. The module summaries are designed to help you review course material from the week prior in order to promote repetition and increase learning. Module summaries are also an opportunity for me, your professor, to identify how comfortable you are with the course material and determine if there are any areas where the class as a whole is struggling.

Module summaries will be submitted every Sunday. The format of the summary page is completely up to you, but each summary must include the following information:

 Definitions for three vocabulary words from that module’s topic in your own words.  Five important facts you learned about the module’s topic  One question about the module’s topic OR one real world application of the module’s topic. Examples of a real world application include discussion about material from newspaper articles, published research findings, etc. All references to material outside of class must be referenced with an APA format citation.

Summary papers must be submitted by Sunday at 11:59 using the appropriate link on Blackboard. Summary papers will be graded on completeness and content quality using the rubric below:

Weekly summary exceeds expectations. Weekly summary Exceeds contains all required sections, and content shows comprehension Expectations and proper application of course material. Information is 100% presented in a clear, reader-friendly manner. It is clear that time and effort was put into completion of the activity. Weekly summary meets expectations. Summary contains all required sections, but content includes a few minor errors. Errors Meets include, but are not limited to: minor errors in content, unclear or Expectations confusing presentation, or vague content in some areas. It 80% appears that time and effort was put into completion of the assignment, but submission could have been improved.

Weekly summary does not meet expectations. Summary includes Needs all required sections, but content includes multiple errors. Improvement Summary was a good effort, but needed substantial revision 60% and/or improvement before submission.

Page 17 of 25 Weekly summary is not satisfactory. Summary does not include all three, complete sections (definitions, facts, or questions). Unsatisfactory OR 0% Summary contains major errors that show inadequate comprehension and application of course material and does not display time and effort on the part of the student.

Plagiarism Quiz and Certificate (20 points) Plagiarism is a huge concern for college students. While some forms of plagiarism are intentional, often plagiarism results from lack of understanding about what constitutes plagiarism and awareness of how to avoid plagiarized material. Students will be required to complete a plagiarism course and successfully complete a plagiarism certification test before any written assignments are completed in the course.

The course is available online at https://www.indiana.edu/~plag/. This course covers the definition and forms of plagiarism, as well as providing examples of plagiarized material. The course is self-paced, and will take most students approximately one hour to complete. At the end of the course, you will complete a plagiarism test. During the test, you will be given ten randomly chosen questions where you will have to identify 1) if the excerpt contains plagiarized material and 2) what type of plagiarism is present. You will have an unlimited number of chances to complete the quiz, but each attempt is randomized and will include new questions.

You must score 9/10 to pass the certification test. Upon successful completion, you will be emailed a copy of the plagiarism certificate. You must submit proof of this certificate to Blackboard using the appropriate link by the due date noted in the course schedule. The plagiarism certificate will be graded as complete/incomplete; no partial credit will be awarded.

Page 18 of 25 Quizzes (3 quizzes, 50 points each) Units One through Three will include a quiz at the conclusion of the unit. Quizzes will consist of multiple choice, true/false, or matching questions. Quizzes are not cumulative, but they will cover material from both the unit’s assigned readings, in-class lecture, and module activities.

Final Exam (100 points) The final exam is a cumulative exam that covers all material covered throughout the semester. The final exam may consist of multiple choice, true/false, matching, short answer, and essay questions.

Page 19 of 25 Unit Activities At the conclusion of each unit, you will complete an online activity that synthesizes the unit material into a cohesive project. These activities may be completed individually or in small groups. Each of the following activities correspond to an end of the unit assignment. Due dates for each assignment are listed in the course schedule provided at the end of this syllabus.

Research Proposal (50 points) During Unit One, you will be exposed to the basic procedures necessary for research project, including sampling methods and experimental designs. For this activity, you will write a research proposal that includes a well- developed research plan. The research proposal can address any hypothesis of your choice, but it must include an experimental design and probability sampling.

In your proposal, you will explain how you would complete the experimental design, including who would be your sample, how you would gather your participants, and any ethical considerations for your research plan. Your proposal will also include a budget that provides an estimate of the overall experiment cost based on your research design.

This activity is an individual activity, meaning each student will be responsible for submitting their own, unique proposal.

Survey Creation (50 points) During Unit Two, we discuss survey development. For this activity, you will work in groups of three to develop a hypothesis and construct a close-ended survey that measures your independent and dependent variable. Surveys must contain at least 20 questions, including five demographic questions and fifteen research questions. Research questions must measure operationalized variables from the original hypothesis.

This activity is a group activity. Students will work in groups of three to construct a unique survey. To facilitate collaboration, surveys will be constructed online in the Blackboard Wiki. Students will select groups at the beginning of unit two, and work within blackboard to finalize the wiki page by the due date of the activity. Students will be graded based on the group’s survey as well as their individual participation.

Page 20 of 25 Survey Analysis Report (50 points) During Unit Three, we discuss statistical techniques that researchers use to analyze survey data. For this activity, you will collect survey data from students on the UT Tyler campus, analyze their responses with SPSS, and submit a survey analysis report that includes the output generated by SPSS and an interpretation of your findings.

For this activity, you will be provided with a master survey that was developed by student questions from previous semesters. This survey contains a cover letter, five demographic questions, and fifteen research questions. The research questions address the hypothesis “Students who face challenges are less likely to succeed in college than students who do not face challenges.” In the survey, challenges has been operationalized as employment and household responsibilities, and student success has been operationalized by course grades, student satisfaction, and activity distribution. You will be responsible for printing and distributing this survey to 20 people. Survey respondents should be part of the UTT community, so you are expected to gather responses from a location on campus. Survey distribution will take place outside of class, and can be done as a group so long as each group member amasses 20 unique survey responses. Once you have collected your 20 surveys, you will create a survey database and use SPSS to analyze the responses for the final report.

This activity is an individual activity, meaning each student will be responsible for submitting their own, unique survey analysis report.

Page 21 of 25 Course Schedule

Unit One: Research Methods Basics

Module 1: Monday, 8/29 to Sunday, 9/4

Read First Babbie, Chapter 1 & 2 Lecture Topic: Introduction to Social Research When We Meet Class Activity: Syllabus Crossword (10 points) Online Module 1 Weekly Summary (10 points) Assignment** Module 2: Monday, 9/5 to Sunday, 9/11

Read First Babbie, Chapter 3 Lecture Topic: Ethics in Research When We Meet Class Activity: IRB Review (10 points) Online Module 2 Weekly Summary (10 points) Assignment** Plagiarism Certificate (20 points) Module 3: Monday, 9/12 to Sunday, 9/18

Read First Babbie, Chapter 4 & 8 Lecture Topic: Experimental Design When We Meet Class Activity: Internal Validity & Experimental Design (10 points) Online Module 3 Weekly Summary (10 points) Assignment** Module 4: Monday, 9/19 to Sunday, 9/25

Read First Babbie, Chapter 7 When We Meet Lecture Topic: Sampling Methods (Tuesday) Class Activity: Quiz 1 Review (10 points) When We Meet Quiz 1 (50 points) (Thursday) Online Module 4 Weekly Summary (10 points) Assignment** Unit One Activity: Submit by Sunday, 10/2 (Individual Submission) Online Activity* Research Proposal (50 points)

Page 22 of 25 This schedule is subject to change at the instructor’s discretion. Unit Two: Creating a Survey Module 5: Monday, 9/26 to Sunday, 10/2

Read First Babbie, Chapter 5 Lecture Topic: Measurement & Conceptualization When We Meet Class Activity: Operationalization Exercise (10 points) Online Module 5 Weekly Summary (10 points) Assignment** Module 6: Monday, 10/3 to Sunday, 10/9

Read First Babbie, Chapter 6 Lecture Topic: Measurement & Conceptualization (con’t) When We Meet Class Activity: Operationalizing in Action (10 points) Online Module 6 Weekly Summary (10 points) Assignment** Module 7: Monday, 10/10 to Sunday, 10/16

Read First Babbie, Chapter 9 When We Meet Lecture Topic: Survey Research (Tuesday) Class Activity: Quiz 2 Review (10 points) When We Meet Quiz 2 (50 points) (Thursday) Online Module 7 Weekly Summary (10 points) Assignment** Unit Two Activity: Submit by Sunday, 10/23 (Group Submission) Online Activity* Survey Creation (530 points)

Page 23 of 25 This schedule is subject to change at the instructor’s discretion. Unit Three: Statistics in Research Methods Module 8: Monday, 10/17 to Sunday, 10/23

Read First Fox, Levin & Ford Chapters 3 & 4 excerpt

Lecture Topic: Descriptive & Dispersive Statistics When We Meet Class Activity: Sample Characteristics (10 points) Online Module 8 Weekly Summary (10 points) Assignment** Module 9: Monday, 10/24 to Sunday, 10/30

Read First Fox, Levin & Ford Chapter 6 excerpt

When We Meet Lecture Topic: Confidence Intervals (Tuesday) Class Activity: Population Means (10 points) Online Module 11 Weekly Summary (10 points) Assignment** Module 10: Monday, 10/31 to Sunday, 11/6

Read First Fox, Levin & Ford Chapter 9 excerpt

Lecture Topic: Cross-tabulations & Chi-square analysis When We Meet Class Activity: Bivariate Analysis (10 points) Online Module 10 Weekly Summary (10 points) Assignment** Module 11: Monday, 11/7 to Sunday, 11/13

Read First *Yockey* (Optional Text)

When We Meet Lecture Topic: Statistic Methods Review (Tuesday) Class Activity: Quiz 3 Review (10 points) When We Meet Quiz 3 (50 points) (Thursday) Online Module 11 Weekly Summary – open format (10 points) Assignment** Unit Three Activity: Submit by Sunday, 11/27 (Individual Submission) Online Activity* Survey Analysis (50 points)

Page 24 of 25 This schedule is subject to change at the instructor’s discretion. Unit Four: Other Research Methodologies Module 12: Monday, 11/14 to Sunday, 11/27

Read First Babbie, Chapter 10 Lecture Topic: Qualitative Research When We Meet Class Activity: Comparing Interview Techniques (10 points) Online Module 12 Weekly Summary (10 points) Assignment** Thanksgiving Break (11/21 – 11/27) *To accommodate holiday plans, Module 12 will remain open through Thanksgiving Break. Assignments can be completed at any time during this two week module.

Module 13: Monday, 11/28 to Sunday, 12/4

Read First Babbie, Chapter 11 Lecture Topic: Unobtrusive Research When We Meet Class Activity: Personal Advertisement Case Study (10 points) Online Module 13 Weekly Summary (10 points) Assignment** Module 14: Monday, 12/5 to Sunday, 12/11

Read First Babbie, Chapter 12 Lecture Topic: Evaluation Research When We Meet Class Activity: The Perfect TEDTalk (10 points) Online Module 14 Weekly Summary (10 points) Assignment** Module 15: Monday, 12/12 to Saturday, 12/17 Final Exam (100 points) When We Meet Final exam schedule determined by University; date TBA * Unit activities are due by 11:59PM on the last day of the unit. Assignments must be completed or submitted through Blackboard. Individual submission activities will require all students to complete their own submission. Group submission activities will be completed in small groups; only one submission is required for each group. ** Module assignments due by 11:59PM on the last day of the module. Assignments must be completed or submitted through Blackboard.

Page 25 of 25 This schedule is subject to change at the instructor’s discretion.