EDP801 Syllabus - Cardinal Stritch University

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CARDINAL STRITCH
U N I V E R S I T Y
SYLLABUS OF COURSE
Course No: EDP 801
Credit Hours: 2.0
Title of Course: Survey Research
Scheduled Class Time: Friday/Saturday
Hours: 4:00-8:00 and 8:00-4:00 p.m.
Instructor: Dr. Donna Recht Semester & Year/Beg & End Dates: Fall 2009
11/15/09-1/23/10
Syllabus Outline
a. Course title
b. Course description (should match the University Catalog)
c. Measurable course objectives
d. Methods of assessment linked to each course objective
e. Criteria for assessment that describe how the performances will be judged and ultimately
graded. Assessment criteria must be clearly specified in a list, paragraph or scoring rubric
format. A suggested grading scheme, which includes weighting of assignments, assessments
or other measured performances, must be included here as well.
f. Outline of the sequence of topics and content covered in the course.
g. Required materials and other relevant supportive references cited in APA, MLA, or other
style appropriate to the discipline.
h. Textbook(s) used
i. Writing and speaking across the curriculum
j. Policy on class attendance
k. Policy on cheating and plagiarism (reference the Institutional Policy on Academic Integrity)
l. Policy on late assignments
m. Policy on missed exams and assignments
n. Office hours
o. Last date for withdrawal (2/3 of semester for courses with unusual start dates or which don’t
last 15 weeks)
p. Policy statement for Rehabilitation Act 504
Revised Fall 2002 to reflect requirements of the Undergraduate and Graduate Curriculum
Committees and the assessment requirements of NCA.

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Cardinal Stritch University
Graduate Education
Survey Research, ED 801
2 credits
Instructor: Donna Recht, PhD
Office Phone 414 410-4369
FAX 414-410-4377
E-Mail drrecht@stritch.edu
Office Hours as needed
Seminar Meeting Times 11/15/09, 12/13/09, 1/23/10
Seminar Locations City Center
Course Description
This advanced course in research is one of the elective courses in the Ph.D. sequence.
This course prepares doctoral students to design and conduct their own survey. The
course takes students through the stages in survey design from the preplanning phase,
through question design, to field testing, to statistical analysis and reporting of the
results. The focus of this course is the design and understanding of research through
achievement of the following primary learning objectives:
1. Understand and demonstrate the importance of preplanning including
determination of the objectives of the survey, focus on the variables which flow
from the research question, linkages of relevant research literature, and use of
the knowledge of others to focus on critical ideas.
2. Translate the objectives into a survey which considers the proposed subjects,
format, methodology and analysis plan.
3. Design and field-test the survey to achieve clarity of directions and valid and
reliable questions
4. Understand how to sample a relevant population while minimizing sample error.
5. Understand how to match statistics with the objectives of the study.
6. Understand how to administer, analyze and report the survey results.
Program Outcomes
The following program outcomes evolve from the Franciscan values and describe the
goals for doctorally prepared students:
I. Demonstrates knowledge of the nature and nurture of leadership, learning,
service, and research. (Related to state administrative standards: 1, 2)
II. Demonstrates knowledge of the relationship among leadership, learning, service,
and research. (Related to state standard: 3)

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III. Facilitates organizational vision, purpose, intelligence, and the commitment to
serve. (Related to state administrative standards: 1, 3, 4)
IV. Analyzes, engages, and develops organizational culture that supports shared
leadership, learning, service, and research. (Related to state administrative
standards: 1, 3)
V. Cultivates individual and collective intelligence as a means to advance and
transform the human condition. (Related to state standard: 2)
VI. Applies service and social transformation to enhance the human condition.
(Related to state standard: 3)
VII. Designs, conducts, and communicates original research. (Related to state
administrative standards: 4)
VIII. Critically interprets research and literature related to leadership, learning, and
service. (Related to state standard: 6)
IX. Applies technology to the development of leadership, learning, service, and
research. (Related to state standard: 6)
X. Demonstrates ethical and moral leadership. (Related to state administrative
standards: 5)
XI. Utilizes theory, research, and reflection in practice as stimuli for continuous
development. (Related to state administrative standards: 3, 6)
Required Textbooks:
Suskie, L. A. (1996). Questionnaire survey research: What works, 2 nd ed.
Tallahassee, FL: AIR.
Recommended text:
Fink, A. (2006). How to conduct surveys: A step by step guide, 3 rd ed. Thousand Oaks,
CA: Sage.
Assignment I
Draft of the preplanning stage of the survey Based on a
paragraph describing the subject of the survey, draft a
research question, cite relevant research literature,
determine key variables, conduct a focus group and draft
survey questions.
Assessment Criteria
The written formats should follow APA format, research
guidelines related to content, organizational format, and
conventions of writing. See rubric.
Timeline Paper due in class 2
Performance Indicator II
Understand and practice the dispositions of critical thinking
and analysis. Identify and analyze research argument and
logic as presented in established literature. (Program
Outcomes: VII, VIII, XI)

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Assignment II
Timeline
Assessment Criteria
Final draft of the survey. This written paper describes the
survey including the research question, independent and
dependent variables, relation to the research literature,
population, format and analysis plan. It includes the field
tested survey with attached statistics, the final draft of the
survey itself, and the letter to the participants and timetable.
Project paper is due two weeks after the final class
The written formats should follow APA format, research
guidelines related to content, organizational format, and
conventions of writing: appropriateness, theory,
organization, understanding, critical thinking, writing skills,
structure, and format. See rubric.
Performance Indicator Apply knowledge of research theory and survey
methodology (Program Outcomes: I, VII, VIII, XI)
Grading:
Draft of the survey 20% of final grade
Final survey 80%
Context of Class:
A deeper understanding of the philosophical and methodological underpinnings of
research is an important part of a Ph.D. program in Leadership. Leaders who hope to
have an impact in leadership, learning and service should have a sophisticated
understanding of a variety of ways to ask questions, ways to answer those questions,
and be an exemplar of effective, critical, creative problem-solving. An attitude of
openness, inquiry, questioning, curiosity for investigation, willingness and readiness to
test alternatives, and an understanding of calculated risk-taking should be cultivated
among future leaders. This objective is made tangible by having students engage in a
course where they learn how to ascertain information from a variety of sources by
learning all the parts of survey development from preplanning to execution.
Skills: The student will be able to:
1. formulate a plan for inquiry that is thoughtful, logical, and feasible and execute
that plan in the form of survey development
2. think critically throughout the development of the survey
3. reflect critically on one’s own research discipline to complete a project that meets
a high quality of personal, academic, professional, and ethical standards
4. understand the rigors of survey development
Values/Attitudes: The student will be able to:
1. appreciate the role of research as adding to a body of knowledge and the
student’s responsibility to that endeavor

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2. promote the growth of community, collaboration, and collegiality through
investigation
3. recognize one’s commitment to this research process
4. gain confidence in one’s ability to conduct research
Course Topics
• The history of surveys
• The preplanning process of deciding what to measure, who to measure and how
to measure
• Integration of the literature review with the research question and articulation of
variables
• Deciding on a sample and how to minimize sample error
• Writing valid and reliable questions
• Deciding on format, methodology and analysis plan
• Revision and redesign of the survey based on field testing
• Matching statistics to the purpose of the survey
• Attending to the ethics of survey administration
• Integrating inquiry, method, and design
• Writing research reports on the survey that people will read
Bibliography
Braverman, M. T., & Slater, J. K. (1996) Advances in survey research. San Francisco,
CA: Jossey Bass.
Czaja, R., & Blair, J. (2005). Designing surveys: A guide to decisions and procedures.
(2 nd ed). Thousand Oaks, CA: Sage.
Dillman, D. (2000). Mail and internet surveys: The total design method. New York, NY:
Wiley.
Fink, A. (1995) The survey kit. Thousand Oaks, CA: Sage.
Fink, A., & Kosecoff, J. (l998) How to conduct surveys ( 2 nd ed.) Thousand Oaks, CA:
Sage.
Fowler, F.J. (2002) Survey research methods (3 rd ed.) Thousand Oaks, CA: Sage.
Fowler, F., & Mangione, T. (1990) Standardized survey interviewing: Minimizing
interview related error. Thousand Oaks, CA: Sage.
Gall, M., Borg, W., & Gall, J. (1996). Education research (6th ed.) New York, NY:

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Longman.
Grover, R. M. (l989). Survey errors and survey costs. New York, NY: Wiley.
Sudman, S., Badburn, N., & Schwarz, N. (1996) Thinking about answers: The
application of cognitive processes to survey methodology. San Francisco, CA:
Jossey Bass.
Thomas, S. J. (1999) Designing surveys that work: A step by step guide. Thousand
Oaks, CA: Sage.
General Course Expectations
• Because of the accelerated nature of this program, it is crucial that students attend
all classes and study team meetings. If an absence is deemed necessary, this will
be handled on an individual basis.
• Active class and study team participation is an important component.
• Word-processed work is expected unless otherwise indicated.
• All work is to be in the student's own words unless quotation marks and referenced
pages are provided.
• APA style should be used for documentation of references.
• It is expected that work will be turned in on the assigned date. If there is a problem,
please contact the instructor.
• If a student misses a course and wants to continue in the program, the student must
make up the missed course either with another cohort or on campus. There is no
directed study or independent study done through Outreach. Therefore, the student
will have to make a commitment to take the course missed.
• Academic integrity is expected. Refer to the Student handbook.
• Cardinal Stritch University and this instructor wish to positively affirm the intent of the
American Disability Act. Any person enrolling in this course who may require
alternative instructional and/or evaluative procedures due to a disability should feel
free to discuss these needs with the instructors so that appropriate arrangements
can be made.

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Assignment I
Preplanning Stage Draft of Survey
The goal of this course is for you to write a decent survey. The goal of this assignment
is for you to do the critical preplanning steps.
Name of student:______________________________
Date:_______________
Assessment Criteria
- Does not meet
expectations
Performance
√ Meets
expectations
+ Exceeds
expectations
Your paragraph(s) describe
the topic of the survey. You
give relevant background
information, your purpose,
and proposed subjects.
The research question that
you want to answer by
conducting the survey is clear,
concise (one sentence) and is
linked to topic/background.
The literature review relevant
to the topic is summarized.
Two to five variables are
clearly identified and linked to
the research question and
literature review
You conduct and summarize
the results from the focus
group.
Your draft of survey questions
is linked to your variables and
research question.
You’ve included a preliminary
timeline
Your paper is well organized,
clear and written according to
APA
Grade
A grade of high pass requires that 6 of 8 are in the exceeds expectation column and there are no checks
in the does not meet expectation column. A grade of pass indicates that the majority of
checks are in the meets expectation column.
Comments:

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Assignment II Final draft of the survey
Name:______________________________
Date:_______________
Comments:
Assessment Criteria
Part 1: your written paper clearly
describes your research
question, variables & how the
variables are related to the
research literature.
Part 1: you have a reasonable
selected sample/ population and
plan for adjusting for error
Part 1: your analysis plan is
coherent and effective and is
linked to your goals and the
survey design.
Part 2: your description of the
field testing is clear
Part 2: your field test statistics
are appropriate to the number of
subjects and the purpose of
your survey
Part 2: You are reflective and
evaluative about what the field
test told you about your survey
Part 3: your revised survey
reflects good practice and
incorporates your field test
analysis
- Does not meet
expectations
Performance
√ Meets
expectations
+ Exceeds
expectations
(in addition to
items in Meets)
You have appropriately
addressed reliability and validity
in your analysis
plan.
Part 4: your letter to participants
reflects is clear and well written
Part 5: your timetable is
reasonable
A grade of high pass requires that 8 of 10 are in the exceeds expectation column and there are no checks
in the does not meet expectation column. A grade of pass indicates that the majority of
checks are in the meets expectation column.

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Session One
Preplanning
A survey is a major project, involving considerable time and resources. To make sure your
efforts pay off, it is critical that you spend time planning (Suskie, 1996, p.1).
History of surveys
Begin at the beginning: establish the purpose of the survey
1. Do you want to describe a population around a certain subject?
2. Do you want to compare the responses of subgroups?
3. Do you want to explain or explore causality?
Deciding what to measure
1. Decide on the most important ideas that you want to ask (write the research question)
2. Determine the objectives of your survey
3. Test out your ideas on knowledgeable others
4. Form an analysis plan
5. Develop a preliminary timetable
Deciding who to measure
Writing clear questions
1. Writing questions that are good measures of your objectives
2. Writing clear instructions
Putting this all together
Assignments
Individual
1. Read text chapter 1 and 2 before you begin your survey construction. Read chapter 3
before you come to class for session 2.
2. The goal of this course is for you to write a decent survey. Between Session 1 and 2,
you'll do the critical preplanning steps. For session 2, prepare a written paper that has the
following components:
Draft a paragraph(s) which describes the subject of your survey (include relevant
background information, your purpose, proposed subjects. .) From the paragraph,
draft your research question.
In 2 pages, summarize the research literature relevant to the topic. You should
have 3-5 studies reviewed.
From the lit review and research questions, compile and list 2-5 variables.
Connect the variables to the lit review and research questions.
Conduct a focus group with colleagues knowledgeable about your topic.
Summarize the major ideas that emerge from the focus group
Using the focus group results, lit review and research questions, draft survey
questions. Use text chapter 2 as a reference for question construction.

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After your Study Group meeting, redraft questions. Attach redrafted questions to
your written paper.
Construct a preliminary timeline and estimate of costs.
Study Group
The intent of the study group is to provide colleague(s) as critical friends to carefully
review the description paragraph, research question, variables, focus group info, and draft
questions of each member.

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What do you have so far?
Session Two
Planning
Writing good questions
1. What goes into a good survey question?
2. How to write reliable questions
3. How to write valid questions
Making decisions about the survey
Deciding on a sample
1. Who should you survey?
2. How to define the population
3. How to determine sample size
4. Types of samples (random, systematic, stratified, nonprobability)
5. Minimizing sample error
Deciding on the measurement appropriate to your purpose
1. nominal
2. ordinal
3. interval
Constructing an analysis plan
Independent and dependent variables
The advantages and disadvantages of nominal, ordinal and interval measures
Choosing appropriate statistical techniques for your survey
Pilot-testing the instrument
Assignments
Individual
1. Read text chapters 4, 5 and 6; Ethics Code Appendix A
2. Revise survey based on class feedback
3. Decide on sample population for the pilot
4. Field test the survey on at least 10 people
Bring 6 copies of your revised surveys for colleague help!
Study group
1. Check partner’s survey revision using checklist from text p. 71-2
2. Help with setting up fieldtest

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Session Three
Analyzing the data
Review
1. Deciding on the measurement appropriate to your purpose and analysis
2. Writing valid and reliable questions
Insuring data accuracy
1. Editing
2. Preparation of the codebook
Designing coding systems and constructing a codebook
Entry of data into the computer
Data cleaning
Data analysis of the pilot
1. Reliability
What is reliability?
Why is reliability important?
Cronbach alpha
2. Validity
What is validity
Why is validity important?
Face, content and construct validity
Development of an analysis plan
1. Descriptive statistics
2. Cronbach
3. Factor analysis
4. Display of data
5. What stats can I use with a bigger N?
inferential statistics
Writing research reports that people will read
Constructing data tables
Power of graphics
Explaining complicated data in clear language
What else to think about?
Measuring the influence of nonresponse
Why increasing sample size does not solve the nonresponse problem
Planning follow-up to accommodate nonresponse issues
Writing effective cover letters
Using incentives to increase response rates
Checking for effective questionnaire formating
Revisiting survey format: differences between web/e-mail, mail and interview
formats

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Designing a clear, uncluttered survey
Collecting demographic information: how much to ask?
Designing questionnaire layouts that make data analysis easier
Deciding how many response options to include
Formats that avoid response bias
Ethics
Assignment
Your written work is due not more than 2 weeks after the completion of session three. Your
survey should be revised and ready to administer to your chosen population. The written
paper includes five parts:
1. The first part is a 2-5 page paper describing your survey including your
research question, the dependent/independent variables, how the variables
are related to the research literature in this area, the population that you are
interested in exploring, how the population was selected (random..), how you
will adjust for error and your proposed analysis plan. The description is a
revision of the assignment submitted for class 2 combined with information
obtained in class 3.
2. The second part describes your field testing and includes a copy of your fieldtested
survey, a copy of the SPSS statistics on the field-test survey and a 1-3
page explanation of pretesting (what did the experience of conducting the field
test tell you? What did the descriptive statistics tell you?)
3. The third part contains a copy of your revised survey with a description of the
decisions that you made on format, question clarity, length and delivery
(paper/computer/interview) of survey.
4. The fourth part includes your letter to your participants which clearly explains
the purpose of your study. Use text p. 73-8 and Appendix 5 as a guide.
5. The final part includes your revised timetable and cost estimate for your
survey. See model text Appendix 2.