APPL 654 Syllabus
1
Applied Psychology 654: Survey Development & Implementation
Summer 2009, Tuesdays, 5:30 to 8:00 PM, Academic Center 235 (IN CLASS ONLY)
Instructor:
Dr. Gunna (Janet) Yun
Office: Academic Center 209A
Office Hours: Tuesdays 4 – 5 PM, or by appointment via e-mail
E-Mail: gyun@ubalt.edu
Office Phone: 410-837-5315
To download class notes, announcements, and syllabus, access the Course Web:
http://home.ubalt.edu/UB33Q13/teaching.htm
To check your scores on the course assignments and to download journal readings (PDFs),
access WebTycho: https://usa2.tycho.ubalt.edu/sys/ublogin.html?/WebTycho.nsf&0
To upload e-copies of assignments (MS-doc files, NOT docx files), go to www.turnitin.com
Course Purpose: To introduce the student to the use of surveys as a method for doing research and
as a tool for organizational development. The course assumes a good understanding of basic
research methodology and competence in basic graduate level statistics.
Specific course goals are to:
1. Develop familiarity with all the basic concepts of the survey research method, both theory
and practice.
2. Provide first-hand experience in survey development, data collection, administration, data
analysis, and reporting.
3. Enhance the ability to critically evaluate studies that use survey research techniques.
4. Understand the role of survey research in the context of modern business research methods.
5. Appreciate the use of survey research as a tool in social science research.
Textbook: Babbie, E. (1990). Survey Research Methods (2nd Ed.) Belmont, CA: Wadsworth.
(ISBN: 9780534126728)
Supplemental Articles: As assigned
Grading Scale:
A 94-100
A- 90-93.99
B+ 85-89.99 B 80-84.99
C 70-79.99
F <69.99
APPL 654 Syllabus
2
Grading Policy
Categories
Points
Assignment 1 (e-copy only)
Assignment 2 (e-copy only)
Assignment 3 (e-copy only)
Assignment 4 (e-copy only)
Exam
Presentation (SIOP presentation style)
Project Paper (APA Format)
Abstract
Introduction
Method
Results
Discussion
References
Tables & Figures
TOTAL
100
100
100
100
100
100
10
20
15
20
20
5
10
Your
Points
% of the Final
Grade
5%
5%
5%
5%
30%
20%
Your %
30%
100%
Make-Ups and Missed Deadlines
THERE ARE NO MAKE-UP EXAMS. It is extremely important for you to be present for the
exam. However, if some extreme event requires you to miss an exam (for example, parent
undergoing extensive surgery), you must talk to me about missing the exam before the
scheduled exam date. If you do not meet with me before missing the exam, no make-up exam
will be given. The only exception will be for a medical or family emergency, and you must have
documented proof of the emergency (for example, doctor’s note). Furthermore, you must inform
me of the emergency within one week of the regular exam date. Note that all make-up exams
will be essay format. Even with a valid excuse the make-up exam will be essay format.
Absolutely no deviations from this policy will be tolerated. Although this policy may seem
tough, it is the only fair way to grade. Everybody will receive the same treatment, and there will
be no exceptions. The reason you know exactly when projects are due is so that you can plan
accordingly to be sure they are done on time.
I WILL NOT ACCEPT ASSIGNMENTS LATE. All projects are due in class on the assigned
date at the start of class. I will only accept paper copies of your project; do not email it to me. All
projects should be printed, and stapled with your name on the front. NO EXCEPTIONS!! Note
that computer problems are not valid excuses for late projects. This means that, if a project is not
completed because a “computer crashed” the night before a project is due, it is still considered
late and I will not accept it. You must plan ahead to make sure the assignments will be
completed on time.
APPL 654 Syllabus
3
Course Notes
All the notes will be provided on the web. http://home.ubalt.edu/UB33Q13/teaching.htm
Classroom Conduct and Academic Honesty Policies
This is a college-level course, taught under the assumption that all members of the class are
adults and with the expectation that all members of the class will behave appropriately. Among
behaviors that are not appropriate in this class are habitual tardiness; sleeping; conversing with
anyone while the instructor is speaking or while another student has been called on to ask a
question or express her/his ideas; use of “smokeless” tobacco products; use of a cell phone or
pager; note-passing; reading books, magazines, newspapers, etc., that are not related to the
course while the class is in session; actions or words of disrespect toward any class member; use
of obscene language; any behavior reasonably construed to constitute sexual harassment; and any
other action that disrupts the opportunity for all students to learn. These and any other
disruptive, rude, or disrespectful behaviors will not be tolerated. You may receive one warning
if you engage in such behavior. If you engage in it again, you may be administratively dropped
from the course. If you are in doubt as to whether some behavior might be inappropriate, ask
me. The general rule, though, is, “If you have to ask, it probably is not appropriate.”
All students also are expected to be honest and to do their own work. This includes quizzes,
exams, term papers, homework, extra credit work, presentations, and any other assignment to be
completed in or out of this and any other class (unless otherwise directly indicated by the
instructor). Academic honesty includes, at the very least, submitting work that is yours, giving
appropriate credit whenever someone else’s work is used, and taking tests and completing
assignments strictly according to the conditions specified by the instructor. Any evidence to the
contrary will result in a failing grade for this course (i.e., reflection in a grade of "FX"), as
well the filing of a report of academic dishonesty with the Academic Integrity Review
Board. Cheating will not be tolerated under any circumstance. If you are not sure what the
expectations are for any assignment, it is up to you to ask your instructor for clarification. Do
not guess!
For term papers, research reports, and other typed/word-processed assignments, you may have
someone else proofread your work prior to submission to check spelling, grammar, writing style,
punctuation, proper vocabulary, correct (i.e., APA) paper format, etc., and you are encouraged to
make use of the services provided by the Langsdale Library and the Academic Resource Center
for the preparation of student papers. However, the work of actually researching and writing a
paper is YOUR responsibility.
The most frequently occurring problem behavior in this context is plagiarism. Plagiarism occurs
when a person submits written work as her/his own, when in fact the work has been done entirely
or in part by someone else to whom the person has not given appropriate credit. This includes
any written work that copies the language, structure, ideas, or thoughts of another (UB Student
Handbook), work that has been paraphrased, and even the reporting of facts derived from another
source and not a part of common knowledge. This includes sources such as magazine or
APPL 654 Syllabus
4
newspaper articles, encyclopedias, dictionaries, pamphlets, brochures, other students’ term
papers and reports, articles in professional journals, transcribed interviews, live interviews,
books, internet pages, CD-ROMs, etc. This list is not meant to be exhaustive. The fact is, if you
do not give appropriate credit to any source of your written words besides your own ideas or
common knowledge, you have committed plagiarism. Again, any evidence to the contrary will
result in a failing grade for this course (i.e., reflection in a grade of "FX"), as well the filing
of a report of academic dishonesty with the Academic Integrity Review Board.
If you make a statement in a written assignment that is not original and is not general, public
knowledge, then you MUST tell the reader the source of the statement. This is done in APA
format through in-text, parenthetical citations of sources, and a reference page at the end of the
paper. In general, you must give enough information so that the reader can easily look up and
verify the source. See the current edition of the Publication Manual of the American
Psychological Association for specific citation formats. Any evidence to the contrary will
result in 30% extra deduction from the original grade in any assignments required to
follow the APA format. For example, if a paper is not written in the APA format, the
highest score will be 70/100. You may use direct quotes with page numbers provided only
in the case that you quote definition(s) of psychological constructs (and/or remarks from
well-known persons (e.g., Abraham Lincoln)). For all other cases, you should paraphrase
and provide your own ideas and/or interpretations of readings.
CAUTION! If the nature of an assignment is for you to express your own ideas and
interpretations about a topic, and if what you submit are largely or entirely the ideas and
interpretations of someone else, even if you provide all the proper citations, you will not have
satisfied the requirements of the assignment.
Notice:
If you think there is any reason why you may require reasonable accommodation to be able to
meet the expectations of this course as indicated in this syllabus and as described by me, you
must inform me immediately after the first class meeting.
Important Dates:
Last day to drop without a W: May 27, 2009
Last day to drop with a W: July 1, 2009
Last day of classes: July 19, 2009
Grades due in Records Office: July 24, 2009 (official letter grades will be posted online by this
date.)
APPL 654 Syllabus
5
COURSE SCHEDULE
Date
Week 1:
5/26 (Tu)
Week 2:
6/2 (Tu)
Week 3:
6/9 (Tu)
Material to be covered/class activity
Discussion of course objectives and expectations
Example Survey Project (Michael Walk)
Presentation
Paper
Overview of Survey Research
Client Meeting, Setting Expectations
Sampling
Survey project (INTRODUCTION--purpose,
research questions) refer to the sample writing of
Walk’s.
Self-administered and interview surveys
Writing Questions, Using Focus Groups
Designing the questionnaire
Readings
Babbie (Ch.3 – 4)
Work Due
WebTycho:
Review online
materials and post Q &
As
Babbie (Ch.20)
Hinkin (1995)
Babbie (Ch. 5 – 6)
Babbie (Ch. 9 – 10)
Babbie (Ch. 7)
Babbie (Ch. 12)
Assignment 1:
INTRODUCTION of
your project
Upload on turnitin.com
Tabachnick &
Fidell (Ch. 13- 14)
Journal readings
Assignment 2:
HSRB materials:
1. Consent form
2. Survey
Upload on turnitin.com
Human Subject Review Board (HSRB)
Institutional Review Board (IRB)
Week 4:
6/16 (Tu)
Reliability & Validity
Factor Analysis
Examples
Week 5:
6/23 (Tu)
Week 6:
6/30 (Tu)
Exam (IN CLASS)
Week 7:
7/7 (Tu)
Week 8:
7/14 (Tu)
Week 8:
7/19 (Th)
Survey project (METHOD: participants, procedure,
measures, and data analysis plan)
Data Analysis
(IN CLASS)
Data Analysis
(IN CLASS)
Assignment 3:
METHOD of your project
Upload on turnitin.com
Assignment 4:
RESULTS of your paper
Upload on turnitin.com
Presentation: Intro, Method, Results, and Discussion
(IN CLASS)
E-mail me your PPT slides prior to 2 PM on
7/14/09.
Due: APA Paper (Note: 10-12 pages long limit,
excluding cover page, references, tables/figures)
Due: APA Paper (a
complete paper)
Upload on turnitin.com
Note: Dates are subject to change if necessary. Any revisions to this syllabus will be announced during
class time or via e-mail. It is your responsibility to make note of any changes to this syllabus.
APPL 654 Syllabus
6
Supplemental Articles: All of these articles will be uploaded in the PDF format at WebTycho.
Scale Development
1. Hinkin, T. R. (1995). A review of scale development practices in the study of organizations. Journal
of Management, 21(5), 967-988.
Reliability
2. Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal
of Applied Psychology, 78, 98-104.
Construct Validity
3. Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitraitmultimethod matrix. Psychological Bulletin, 56(2), 81-105.
Factor Analysis
B. G. Tabachnick., & L. S. Fidell. (2007). Using Multivariate Statistics (5th Ed.). Allyn and Bacon.
(Chapters 13 – 14)
(Skim the followings)
4. Conway, J. M., & Huffcutt, A. I. (2003). A review and evaluation of exploratory factor analysis
practices in organizational research. Organizational Research Methods, 6(2), 147-168.
5. Ford, J. K., MacCallum, R. C., & Tait, M. (1986). The application of exploratory factor analysis in
applied psychology: A critical review and analysis. Personnel Psychology, 39, 291-314.
6. Hurley, A. E., Scandura, T. A., Schriesheim, C. A., Brannick, M. T., Seers, A., Vandenberg, R. J., et
al. (1997). Exploratory and confirmatory factor analysis: Guidelines, issues, and alternatives. Journal
of Organizational Behavior, 18, 667-683.
Common Method Bias
7. Podsakoff, P. M., MacKenzie, S. B., Lee, J., & Podsakoff, N. P. (2003). Common method biases in
behavioral research: A critical review of the literature and recommended remedies. Journal of
Applied Psychology, 88(5), 879-903.
8. Spector, P. E. (2006). Method variance in organizational research: Truth or urban legend?
Organizational Research Methods, 9(2), 221-232.