CMST 356/354Research Methods in Communication & Lab

Fall 2016 4 Credit Hours HSS 203

Course Sections: Paskewitz (Lecture): Section One Lybarger (Lab): Section One Mellon (Lab): Section Two

Meeting Time: 9:05 to 9:55 MWF Classroom: Humanities and Social Sciences 203

Faculty Contact Information: Emily A. Paskewitz, Ph.D.Office: Communication and Extension 278Office Phone: 865-974-1171E-mail: epaskewi@utk.eduOffice Hours: MW from 11:00 to 12:30 or by appointment

Please do not see office hours exclusively as a time to address problems with the course. You can use them to clarify points you do not understand, to get additional readings, or to talk about the subject matter in relation to your interests.

Keep in mind I am available to meet at times other than my office hours. If you would like, I am more than willing to meet at alternate times. If you cannot visit my office hours or set up an appointment, the best way to contact me is via email. I will usually respond within 36 hours of receiving an email from you. However, there are limits. The 36-hour rule does not apply to weekends and holidays—it may take longer for a response during those times.

Lab Instructors: Mr. Joseph Lybarger & Ms. Cassie Mellon

Course Description/Information: Survey of contemporary methods used for research in communication studies. Emphasis on interpreting and evaluating communication research reports. Prerequisite: 352. Co-requisite: Math 115 or Stat 201. Communication studies majors only.

Department Goals and Outcomes:1. To understand and critique the methods, findings, discussion, and conclusion components

of qualitative and quantitative research reports.2. To understand how to develop the methods (including the use of human subjects) and

analysis procedures necessary to answer research questions or test hypotheses.3. To analyze data, interpret qualitative and quantitative research findings, and complete the

methods, discussion, and conclusions sections of a research paper.4. To utilize available resources for collecting and analyzing data.5. To practice the principles of effective written communication.6. To practice the principles of relationship building and group interaction.

Texts/Resources/Materials:Keyton, J. (2015). Communication Research: Asking Questions, Finding Answers (4th edition).

New York, NY: McGraw Hill Education.

Cronk, B. (2013). How to Use SPSS (8th edition). Glendale, CA: Pyrczak Publishing.

American Psychological Association. (2010). Publication Manual of the American Psychological Association (6 ed.). Washington, DC: Author.

Required Equipment:Calculator with a square root key. Cannot be your phone, tablet, or computer.

Computer with SPSS data analysis program. Laptops are helpful for practicing in class, but are not required. Information about downloading SPSS for free from UT will be provided in class.

How to Be Successful In This Course:Numbers, math, computations, statistics! If these words strike terror into your heart and make your palms sweat, you need to know that we will be dealing with statistical concepts in this class. While this is not a full course in statistics, you will need to master some basic concepts, learn to compute some very basic descriptive statistics, and learn to understand and interpret some statistical tests. You will not be expected to analyze your project data without instructor assistance, but all members of your group will be required help report and interpret them properly in your final research report. You will also need to learn how to read a statistically-based results section in a scholarly article and interpret statistics used in popular media. All of these skills will be tested in exams. If you suspect you will have difficulty dealing with these concepts, do NOT wait to seek help. If you feel you will need additional help to master this material, discuss the problem with me as soon as possible.

Course Communications:This class requires you to regularly check your email and Blackboard for updates. Please be sure to keep an eye on both of these for information about lecture and lab. If you have issues with your email or with Blackboard contact OIT: http://help.utk.edu/footprints/contact

Course and University Policies:1. Instruction Style: I prefer to interact informally and for students to participate in class as

much as possible. This means class time will not only use lecture, but may also include group activities, discussion, interaction, and other ways to engage with material. The nature of this course is such that your consistent, active involvement is required. Thus, I expect we all will come to class having completed the reading and any assignments.

2. Responsibility: Part of getting a college degree is preparing to the “real world”, a world in which you must take responsibility for yourself and accept the consequences of your actions (positive or negative). This means we should all be prepared to: (1) obtain information from classmates due to absences; (2) checking the syllabus and Blackboard closely for readings, assignments, and questions; (3) keeping track of exam dates and deadlines for the course; and (4) keeping track of grades throughout the semester.

3. Technology: Please do not make/receive calls or send/receive texts during class. It is a distraction to everyone in class. Laptops will not be allowed in class except on select days announced by Dr. Paskewitz in advance.

4. Punctuality: Make a habit of being on time for class (which really means early). This is a great way to prepare for class and gives us time to interact and talk about issues or concerns before class time.

5. Attendance: Based on UT Academic Policy, academic success is built upon regular class attendance. I will take daily attendance. At the University of Tennessee, students are expected to attend all of their scheduled classes. If you have any concerns about attendance, please meet with me ASAP. A portion of your participation grade will be based on attendance.

6. Civility: Please check out UT’s policy on civility: http://civility.utk.edu/. For this class, I expect we all will treat each other in a respectful and professional manner. This does not mean you cannot disagree with me or others (friendly debate is encouraged!) but do so in a polite manner. I reserve the right to ask individuals to leave class who violate this policy.

Course Assignments: Your grade is based on your performance in the class on exams and a variety of activities. A summary of these is found below (more information will be available on Blackboard):

Exams (3 @ 50 points each): There will be three exams in this class, which may include multiple choice, true/false, matching, fill-in-the-blank, short answer, and/or essay questions. I will let you know what type and how many questions closer to each exam. These exams are not cumulative.

Research Project (250 points): See the project description sheet for more information about the research project. The project will be completed in groups of three that will be determined in the first few days of class.

Homework and Participation (100 points): These are small assignments that will be given out during class or in lab. They are designed to emphasize particular elements of

the course content, depending on the learning process of the class. I may request they are typed, printed, and handed in during class, or I may request that you turn them in on Blackboard. Some of these assignments will help contribute to other class assignments. MAKE SURE YOU ARE AWARE WHEN HOMEWORK IS ASSIGNED AND DUE.

PLEASE NOTE: Unless Dr. Paskewitz explicitly gives permission for you to work together, WORKING TOGETHER ON ANY HOMEWORK IS CONSIDERED CHEATING. All homework is to be completed independently of other students (whether they are in this class or not). The purpose of homework is for each student to learn to complete the exercises independently of other students.

Assignments Points Possible Points EarnedExam One 50 ______Exam Two 50 ______Exam Three 50 ______Research Project 250 ______Homework/Participation 100Total Points 500 ______

Note: All grades posted on Blackboard are final after 7 days. You will need to meet with Dr. Paskewitz before the 7 days are up if you have questions about your grade.

Grading Scale: The following grading scale will be used to determine final grades for the course. Though the course is split in to lecture and lab, you will receive the same letter grade in each course. Please note I do not use percentages for grading. Your grade is calculated based on points earned in the course. This means if you are 1 point away from a B-, you have received a C+ in the course.

A 900-846 B- 755-720 D+ 629-603A- 845-810 C+ 719-693 D 602-576B+ 809-783 C 692-666 D- 575-540B 782-756 C- 665-630 F 539 or lower

Grading Policies:1. Due Dates: All work is due at the beginning of class on the designated due date. Missed

or late assignments will not be accepted. An assignment is considered late when it is submitted after the stated deadline. The only exception to this will be documented and university accepted excuses that have been brought to my attention in advance. No make-up work is available for any assignment unless prior arrangements are made with Dr. Paskewitz. Emailed assignments will NOT be accepted.

2. Academic Integrity: An essential feature of the University of Tennessee, Knoxville is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the university, it is expected that you will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity. Not knowing the definition of plagiarism does not

excuse you from consequences. Students found guilty of academic misconduct are subject to penalties, up to and possibly including suspension and/or expulsion.

Part of academic integrity is citing sources for all of your work. You are required to cite all sources you use in this class (both in text and reference page). This class uses APA format for citations. I encourage you to use the current APA format guide. Outside of the APA style manual, I recommend the following resource: https://owl.english.purdue.edu/owl/resource/560/01/

3. Disability Services: Any student who feels he or she may need an accommodation based on the impact of a disability should contact the Office of Disability Services (ODS) at 865-974-6087 in 2227 Dunford Hall to document their eligibility for services. ODS will work with students and faculty to coordinate reasonable accommodations for students with documented disabilities.

4. Grade Disputes: Students are encouraged to discuss their progress with me anytime throughout the semester. I recommend keeping a running total of your points to avoid any surprises at the end of the semester! Please visit me during office hours or make an appointment for discussing grades rather than before or after class.

Any student wishing to contest a grade for an assignment or exam may do so up to one week after that grade has been given. To request a re-grade, you will need to write a letter explaining why you believe a re-grade is needed. This letter should address how your work matches the assignment description, along with how it aligns with course readings and lectures. Attach the original assignment and return both to me within the one week time frame.

If you are dissatisfied with the grade dispute process after going through me, please see the University of Tennessee Grade Appeal for more information.

Course ScheduleLast Updated August 9th, 2016

Subject to Change and Revision

Date Topic for the Day Reading Assignment DueAug. 17 Introduction and Course SyllabusAug. 19 Nature of Research K – Ch. 1Aug. 22 Characteristics of Science

Communication and ResearchAug. 24 Theory and Research K – Ch. 2 Group Requests

DueAug. 26 Locating and Evaluating Sources Bring LaptopsAug. 29 Writing and Reading Research Blackboard Groups AssignedAug. 31 Argumentation BlackboardSept. 2 Conceptual and Operational

DefinitionsK – Chapter 4;

Blackboard

Sept. 5 No School – Labor DaySept. 7 VariablesSept. 9 Research Problems & Hypotheses Topics DueSept. 12 Exam One StudySept. 14 Qualitative Research Intro K – Ch. 14Sept. 16 Qualitative: Interviews K – pp. 304-313Sept. 19 Qualitative: Focus Groups K – pp. 313-321 Part I DueSept. 21 Measurement K – Ch. 5Sept. 23 MeasurementSept. 26 Validity and ReliabilitySept. 28 Survey Design K – Ch. 8Sept. 30 Survey DesignOct. 3 Sampling K – Ch. 6Oct. 5 SamplingOct. 7 No Class – Fall BreakOct. 10 Experimental Design K – Ch. 7 Part II DueOct. 12 Experimental Design Oct. 14 Qualitative Data Analysis K – Ch. 17Oct. 17 Exam Two StudyOct. 19 SPSS Basics C – Sections 1.1-

1.4Oct. 21 Descriptive Statistics K – Ch. 9Oct. 24 Descriptive StatisticsOct. 26 Hypothesis Testing K – pp. 190-193,

C – Sections 6.1, 8.2

Oct. 28 Hypothesis Testing: Z-scoresOct. 31 Testing for Differences K – Ch. 10 Bring LaptopsNov. 2 t-Test K – pp. 196-199

C – Section 6.3Nov. 4 One Way ANOVA K – pp. 199-203

C – Section 6.5Nov. 7 Testing for Relationships K – Ch. 11Nov. 9 Correlation & Linear Regression K – pp. 211-218

C – Section 5.1, 5.3

Nov. 11 No Class – National Communication Association ConventionNov. 14 Quantitative Analysis of Text K – Ch. 12Nov. 16 Writing Research Papers K – Ch. 17/18Nov. 18 Writing and Presenting ResearchNov. 21 Exam Three StudyNov. 23 In Class Work DayNov. 28 Ethics and Poster Presentations K – Ch. 3 Final Paper DueFinal Exam Poster Session

CMST 356/354 Research ProjectFall 2016

Graded Components□ Method Discussion with Lab Instructor. This will be

scheduled during lab time on October 6. For this meeting, you do not have to have your method section written in paper form; you should have a detailed outline of your method so we can discuss it and get the group ready to write the method section and set up data collection.

10 points possible

□ PART I. Due September 19. This should include the Introduction/Literature Review from the outline below. I expect this section to be 6-8 double spaced pages.

50 points possible

□ PART II. Due October 10. Should include everything described in the Method from the outline below. Also include Appendix A and B as described in the outline at the end of this document. I expect this section to be at least 3 double spaced pages.

50 points possible

□ PART III. Due November 28. Should include everything described in the outline at the end of this document. I expect your full paper to be at least 15 pages double spaced (including appendices and references).

100 points possible

□ Poster Presentation. Your group will be responsible for creating and presenting a poster during the finals slot. More information about this will be provided later.

40 points possible

TOTAL POINTS FOR RESEARCH PROJECT & PAPER 250 points possible

Group requests submitted by August 24 th ; groups will be assigned by August 29 th .1. Submit your name along with 3-4 people in LAB class you would like to work with. If

you like, you may also include up to 2 vetoes (people you do NOT want to work with).2. I will look at all the requests and form groups. Group assignments will be posted on

Blackboard.

Topic Selected & Declared by September 7 th . 1. Select a topic from the list provided to you by Dr. Paskewitz.2. For this assignment, you are expected to complete a quantitative survey using the

variables provided to you with each topic AND interview three people about your topic.

Method Discussion with Lab Instructor (10 pts). Plan out how you will conduct your study. Will you collect data online or on paper? Where/how will you attempt to recruit participants? What variables will you use and what measures will you use to capture those variables? How will you phrase the demographic questions (see below for required demographics)? Review Part I (below) for details on all the information you will need to have and report in your method section. Bring answers to these questions to the meeting. Your lab instructor will set up meetings with each group on 10/6 to finalize and approve your method.

PART I due by September 19 in Lecture1) Introduction/Literature Review. This should resemble the literature reviews you have

seen in the articles we have read in class. It should include the following:a) Review of how your selected concepts have been studied. This should be arranged

thematically where you talk about the major findings and conclusions that can be drawn from the previous literature.

b) Conceptual definition of each concept/variable. Think about how your selected concepts are defined in the previous literature and how your group is defining them.

c) Hypotheses/Research Questions (give in proper form to indicate which variables you are testing and what statistical test will be used). You must include the following:1. Two relational hypotheses (correlation or regression)2. Two comparison hypotheses (T-test or one way ANOVA)

PART II due by October 10 in Lecture2) Quantitative Method

a) Participants (collect at least 80 total)1. Prior to collecting data, describe the type of participants you expect to get. After data

collection, change to past tense and give descriptive data on the sample (i.e., sex, age, ethnicity, etc.). Include the following demographic variables in your survey and report them in this section after data collection.(1) Age(2) Sex (male/female)(3) Ethnicity

b) Measures1. Dependent Variable

(1) Give the operational definition for your DV. Specifically, you should (1) describe the questionnaire items relevant to your DV, stating the total number of items and quoting two sample items; (2) describe the scoring procedures (i.e., how the overall score on the variable is obtained from the questionnaire items), (3) describe the possible range of scores on the measure (lowest and highest possible overall score), and (4) explain what higher scores indicate.

(2) Compute and provide evidence that the questionnaire items measuring your DV constitute a reliable scale. Specifically, compute and interpret the Cronbach’s alpha coefficient for the set of items.

2. Independent Variables: Give the operational definitions for each of your IVs. For each categorical variable, describe the categories for that variable. For each continuous variable, you should (1) describe the relevant questionnaire items, stating the total number of items and quoting two sample items; (2) describe the scoring

procedures (i.e., how the overall score on the variable is obtained from the questionnaire items), (3) describe the possible range of scores on the measure, and (4) explain what higher scores indicate.

3) Qualitative Methoda) Participants (4 interviews)

1. The participants you choose for your interview should be similar to your survey participants. After data collection, change to past tense and give descriptive data on your interviewees (i.e., sex, age, ethnicity, etc.). Include the following demographic variables in your survey and report them in this section after data collection.(1) Age(2) Sex (male/female)(3) Ethnicity

b) Procedure 1. Describe the procedure you plan to use when conducting interviews—what will the

setting be, etc. Include the following information:(1) How was the data collected (audio recording, field notes)(2) How interviewees were selected for the project(3) Describe the schedule of questions. Include how the questions were grouped and

give sample questions from each grouping. The entire list of questions should be included as Appendix C.

(4) How the data was analyzed (thematic analysis, open coding). 4) Appendices A and B

a) Appendix A1. A typed out (NOT copied from Qualtrics) copy of your quantitative survey you are

giving out. This should include all the questions you are asking along with any revisions from Dr. P or your lab instructor

b) Appendix B1. A typed out copy of your qualitative interview questions you are using. These should

be in the order you intend to ask them and must include any descriptive information or follow up questions.

PART III (add to edited Part I and Part II) due by November 28 th in Lecture 5) Turn in the GRADED copies of Part I and Part II with your final paper.6) Quantitative Results

a) For each hypothesis, report the descriptive statistics that are relevant to testing your hypotheses (i.e., a pair of means, or a correlation). Use the Cronk text to help you write up your results.1. For each comparison hypothesis, compare the means: Report mean scores on the

comparison variable (DV) for each group/category of the nominal or ordinal-level variable (IV). Also report your t-test results.

2. For each relational hypothesis, report a correlation describing the association between the two quantitative variables (IV and DV).

3. For each hypothesis, indicate whether it appears to be supported by your data. Does there appear to be a difference between two or more groups? Is there an association between the two variables?

7) Qualitative Resultsa) Organize the information you gained from your interviews into themes (one option: use

concepts from front end) and report what you learned from the interviews. This section is strictly an organized report of your data. Your organization of the findings should reveal something about your research question; do not just list the answers to the questions in order. Your job is to synthesize the raw data (your notes) into something that is understandable and meaningful to the reader.

8) Discussiona) Summarize your results

1. Without any statistics, what you learned about your dependent variable and its associations with the other variables you chose.

2. Without any quotes, what did you find out about your concepts during the interviews.b) Discuss two limitations you see in the way that one of your variables was measured, and

suggest a way in which that limitation could be overcome. c) Discuss ideas for future research based on what you have learned from this study.

9) Referencesa) Include correct APA-style citations of your references.

10) Appendicesa) Include an appendix for each of the following:

1. Appendix A: A copy of your survey with indication of which questions measure which variables

2. Appendix B: The list of interview questions you used during the interviews.3. Appendix C: Descriptive statistics for each variable, including a measure of central

tendency (e.g., mean, median, mode) and estimate of variability (e.g., standard deviation, variance).

Evaluation of the paperEach section of your final research paper will be evaluated for the appropriateness of its content and the clarity of its organization. This paper should include a brief overview of the variables you will study and your hypotheses, followed by method, results, discussion, and brief conclusion. The grading rubric will be provided on Blackboard in a separate document.Your paper will also be evaluated based on the quality of the writing. In general, your writing is expected to exhibit good command of the English language (e.g., correct grammar, syntax, punctuation). Some additional writing requirements are as follows:

a. All drafts must be typewritten (Size 12, Times New Roman font) and double-spaced with 1-inch margins on all sides.

b. All drafts should be written in smooth and cohesive prose, excepting the Intro/Lit review in which you must use sentences but do not have to write paragraphs.

c. You should use APA 6th edition style citations (parenthetical and in the reference section). For the most part, you should be able to find APA rules online. Try http://owl.english.purdue.edu/owl/resource/560/01/

Working in groupsSelf- and peer evaluations will be completed three times during the semester. The first set of evaluations will be due when you turn in Part 1. The second set of evaluations will be due when you turn in Part II. The third set will be due when you turn in the final paper.

Here is how the evaluations work:An evaluation form will be completed by each group member for each group member, including yourself (i.e., in a group with 4 members, Group member A will do an evaluation sheet for him/herself, one for Group member B, one for Group member C, and one for Group member D). The evaluations will be kept confidential from the group. IF YOU DO NOT TURN IN YOUR EVALUATIONS, I will assume you have not contributed to the group and adjust your grade accordingly.

The evaluations will be analyzed and will have the potential to lower or raise each individual’s grade on that particular assignment (front end, method, and final draft).

Nature of group work:Working in groups is tricky. I recognize there can be situations where you may not get along or where the work load is unbalanced. As a result, I maintain the following group project policies:

The team project requires each team member to be actively engaged with the team; attend all team meetings; complete team assignments by the team’s due dates; and complete his/her fair share of the project workload.

The team is to contact the professor immediately if above policy is not adhered to by a team member(s). Continued lack of involvement from a team member will result in a lowered project grade for that team member.

A team member(s) may leave the team and complete the project independently if he/she believes the fair share of the project workload is not being completed by other team members, with prior approval from the professor.

Poster presentationYou will create a poster with your research findings and conclusions and present this poster during the final exam period. Further details will be provided at a later date.

CMST 356/354 Research Paper Topic List

Topic List/Variables. Choose one of the bold topics for your paper. Then choose only some of the variables listed with the topic to use in your hypotheses. Choose some categorical and some continuous variables. Remember you can also use demographic variables (which you are required to collect) in combination with these variables to write hypotheses.

Interpersonal Communication Family communication patterns Nonverbal immediacy Intercultural communication

apprehension Sociocommunicative orientation

o Assertivenesso Responsiveness

Humor communication Willingness to communicate Willingness to listen Communication apprehension in

specific settings/situations Talkaholic scale Tolerance for disagreement

Organizational Communication Organizational orientation

o Upward mobileo Ambivalento Indifferent

Intercultural communication apprehension

Willingness to communicate Willingness to listen Tolerance for disagreement Fear of physician Perceived quality of medical care Satisfaction with physician Supervisor communication anxiety

(Situational Communication Apprehension)

Instructional Communication Communication apprehension Public speaking anxiety Classroom anxiety Test anxiety Communication apprehension in

specific settings Talkaholic scale Teacher apprehension Humor communication Willingness to communicate Willingness to listen

Other Measures Available (from Dr. P) Communication satisfaction Job satisfaction Emotional intelligence Conflict types Family communication patterns Leader member communication

CMST 356

Grading Rubric for Group Research Project – PART 1 (Front End)

Group Members: ______________________________________________________________ ____ Introduction (5 points)

Clearly states the research problem Briefly introduces the concepts and study at hand

____ Literature Review (25 points) Literature review is thematically organized Provides the reader with the necessary information to understand the present study Gives appropriate information to previous studies that has an impact on the current study Includes a section that explains the reason for each research question/hypothesis Ends with posing at least two research questions/hypotheses

____ Grammar/Punctuation/Proofreading (7 points) Correct grammar & punctuation used throughout Writing is coherent (doesn’t feel like three different people wrote this)

____ References/Cites (8 points) APA 6th edition style citations (in-text and reference section) Only primary sources used (unless secondary are appropriate) Majority of references come from 2005 or sooner Not so many cites that there is nothing written by the authors Only cites in paper are given in references

____ Format (5 points) Sections of research paper are present and labeled in correct APA style Paper formatted correctly (Times New Roman, Size 12, double spaced, 1 inch margins) 6 to 8 pages in length (double spaced) Appropriate heading format APA title page and abstract provided Author names displayed Paper stapled

________ Total out of 50

Additional Comments:

CMST 356Grading Rubric for Group Research Project – PART 2 (METHOD)

Group Members: ______________________________________________________________ ____ Qualitative Method (17 points)

Description of expected participants provided Procedure is outlined for the interview Reader can duplicate the methodology based on reading the paper Description of the interview protocol and questions Entire interview protocol provided in Appendix B Plan for data analysis

____ Quantitative Method (17 points) Description of expected participants provided Operational definitions for measures provided (including cites to previous studies) Type of items identified (Likert/semantic differential) Scales used identified and reliability score provided What scores mean is explained (e.g. high scores mean higher amount of the variable) Sample items provided in-text Entire survey provided in Appendix A Reader can duplicate the methodology based on reading the paper

____ Grammar/Punctuation/Proofreading (6 points) Section written in future tense (describing what you will do) Correct grammar & punctuation used throughout Writing is coherent (doesn’t feel like three people wrote this)

____ References/Cites (5 points) APA 6th edition style citations (in-text and reference section) Only cites in paper are given in references

____ Format (5 points) Sections of research paper are present and labeled in correct APA style Paper formatted correctly (Times New Roman, Size 12, double spaced, 1 inch margins) At least 3 double spaced pages Appropriate heading format APA title page and abstract provided Author names displayed Paper stapled

________ Total out of 50

Additional Comments:

CMST 356Grading Rubric for Group Research Project – PART 3 (FINAL)

Group Members: ______________________________________________________________ ____ Edits on Parts 1 and 2 addressed sufficiently (20 points)

____ Method Revision (5 points) Section written in past tense (data was collected in the past) Description of actual participants provided Data collection procedures outlined Described qualitative data analysis procedures Described quantitative analysis procedures Calculated reliabilities reported Reader can duplicate the methodology based on reading the paper

____ Results (30 points) Descriptive statistics reported in correct APA format for each research

question/hypothesis Correct statistics reported for each research question/hypothesis test Statistics are reported in the proper format Indication given of whether each hypothesis was or was not consistent with the data Noted if there is a difference between two groups or an association between variables Qualitative results organized by theme from interviews Examples are given from the interview data to support each theme

____ Discussion (20 points) Summary of results given; what did you learn about your topic Refer back to your arguments in the front end: were they confirmed or disconfirmed? Discuss two limitations and suggest a way the limitations could be overcome Discuss ideas for future research based on the results

____ Grammar/Punctuation/Proofreading (5 points) Correct grammar & punctuation used throughout Writing is coherent

____ References/Cites (5 points) APA 6th edition style citations (in-text and reference section) Not so many cites that there is nothing written by the authors

____ Format (5 points) Sections of research paper are present and labeled in correct APA style Paper formatted correctly (Times New Roman, Size 12, double spaced, 1 inch margins) At least 15 double spaced pages Parts 1 and 2 are turned in with final copy Appropriate heading format APA title page and abstract provided Paper stapled

____ Appendices (A, B, & C) are included (10 points)

__________ Total out of 100

Additional Comments:

Poster Presentation

Group Names: _______________________________________

Poster Layout (15 points)____ Clear title and author names____ Easy to read

____ Balance between text and images____ Mentions key concepts/constructs used in research____ Brief method discussion____ Research questions/hypotheses presented with results____ Includes suggestions for future research/next steps____ Color, font, and other appearance factors____ Spelling, grammar, and punctuation (APA style)____ Sources and references match

Group Presentation (15 points)____ Professional attire____ Eye contact with audience____ Avoided reading directly from the poster____ Presentation flows together well____ All group members participate____ Project summarized well____ Presenters ability to answer questions____ Study was innovative and interesting____ Presentation was clear

Classmate Reviews (10 points)____ Average score from classmates

Feedback from Instructors

____________ Final Score

Writing a Literature Review (modified from Dr. Catherine Palczewski)

A literature review is a “section of the written research report that provides the framework of the research investigation; summarizes the literature the researcher sought and studied to design and develop the research study” (Keyton, 2015, p. G-6). The literature reviews you write should be a concise summary of what we already know about your topics based on the findings.

Your overall goal is to tell your reader a story about your topic. You have done a ton of research on this topic. So now show off your knowledge and tell me what the key findings are.

1. Purpose of a Literature Review

a. To demonstrate that you know what you are talking about. This is based on evidence that you have read what others have written and found and can talk about what those findings mean for your study. The literature review should show the reader a number of things:

i. You have read enough on the topic to make statements about the other research.

ii. You know what the key pieces (or authors) are for your topic.

b. To build a foundation for your paper and research work. The literature review will show the reader that you understand others have studied your topics before, but that you are taking a new twist on the topic. Your literature review should address the following things:

i. Find a gap in the research. The goal here is to show that what you are doing and what you are interested in is slightly different from what other people have already done. This is easiest to consider by thinking about groups or situations where your topic has not been studied. For example, many people have studied conflict in families and in organizations, but not in family businesses. There is your gap.

ii. Prove the gap is not enough. There are always gaps in research, but sometimes they are gaps that do not need to be filled. This is why you need to establish the significance of your research. Why is the research you are doing important to know? Show the reader why this gap is important to fill.

iii. Provide the key background for your study. The goal here is to provide a summary (overview) for the reader so they are familiar with your topic and how other projects have studied the topic. Many people have already written about your topic, so provide an overview of what they have found and concluded.

2. Scope of the Literature Review

a. Most literature reviews for academic papers will require you to read 50 or more articles and book chapters about the topic. You may only end up citing 15, but

you will need to know the topic well enough to find the best 15. For this class, your literature review will need at least 10 citations.

b. All the pieces you cite should be primary research. An article summarizing another article is NOT primary research. If you are interested in what the article has to say, go and find the original article.

3. Format of a Literature Review

a. What it is not: a summary of every article you read. This is an annotated bibliography and does not provide an overview of your topic. The best way to fight this is to not put the author names at the beginning of the sentence. Here is a example of WHAT NOT TO DO:

i. BAD EXAMPLE: Conflict is important in groups. Jehn (1995) used interviews and analyzed the interviews to learn about the three types of conflict. She found that these types of conflict are different from each other and impact outcomes differently. Task conflict somewhat helped performance, while relational and process conflict hurt performance. De Dreu and Weingart (2003) found that relational conflict negatively impacted group outcomes, while task conflict did not. They did a meta-analysis to study all the prior publications using intragroup conflict types.

b. What it is: an overview and summary of the themes you find in the literature about the topic. Instead of saying Author 1 found this, Author 2 found this, and Author 3 found this, think about the themes in the findings.

i. GOOD EXAMPLE: Conflict can lead to many different outcomes. Many times relational and process conflict hurt overall group performance (De Dreu & Weingart, 2003; de Witt, Greer, & Jehn, 2012). However, some task conflict is good. By having some task conflict, groups are able to make better decisions by fully critiquing and discussing topics, thereby improving performance (Jehn, 1995). Performance is important for groups in order to accomplish their superordinate goal that drives their behavior.