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Course Outline Template
New or Revised Undergraduate and Graduate Courses
COURSE NUMBER___RSCH 8112_______________________
CREDIT HOURS_____3_____
COURSE TITLE__Survey Research Methods_______________________________________________________________
CATALOG DESCRIPTION
RSCH 7112/8112. Survey Research Methods. (3) Prerequisite: RSCH 8210 or equivalent. Techniques of survey
research, including developing proposals, addressing ethical issues, selecting direct and indirect methods, preparing
questionnaires, sampling, analyzing and presenting data, writing research reports, extending applications to program
evaluation.
There are no required early clinicals or other field experiences.
Available for graduate credit only.
COURSE PREREQUISITES___ RSCH 8210 or equivalent
COURSE COREQUISITES____NA_____
COURSE RATIONALE
RSCH 8112 provides education professionals with a foundation for conducting survey research as a method to collect
and evaluate parent, teacher, student, and stakeholder opinions in regards to a variety of educational issues. The
methods can also apply to a variety of related human service programs such as counseling or social work. This course
allows for an in depth examination into a specific type of research method after completion of a more general research
methods overview course. Knowledge gained from statistical analysis coursework can be useful in analysis of survey
data. This course may be particularly useful to program candidates who may be considering conducting survey
research as part of research requirements of their specific program.
The UNC Charlotte College of Education Conceptual Framework for Professional Education Programs identifies
proficiencies in knowledge, effectiveness, and commitment necessary to transform the lives of the learners with whom
they work. This course supports and contributes to our Conceptual Framework by providing a way to obtain stakeholder
views when planning, implementing and evaluating practice.
This course may be useful in meeting NCATE Standards (Standard 1: Candidate Knowledge, Skills, and Professional
Dispositions) and the 2009 North Carolina Standards for Graduate Teacher Candidates (teacher leadership, respectful
educational environments, content and curriculum expertise, student learning, and reflection) as survey research can be
used in program evaluation and addressing a variety of educational issues.
COURSE OBJECTIVES
Upon completion of the course, the candidate will be able to:
 Learn the goals of survey research, the types of educational research problems appropriate to survey research, and
the strengths and weaknesses of survey research.
 Learn and adhere to the ethics of survey research.
 Critique published survey research reports.
 Learn and apply the basic methods in survey research.
 Learn and apply the basic principles of sampling for survey research.
 Learn and apply the basic principles of primary and secondary data analysis, and present survey research data in
tabular and graphical displays.
 Learn and apply basic principles for the interpretation and presentation of survey research results.
 Examine the use of survey research methods for educational program evaluation.
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Course objectives are the same for candidates in the Master’s section (RSCH 7112) and Doctoral section (RSCH
8112). The distinction between the 7112 and 8112 courses are: (a) level of proficiency and (b) leadership as described
below.
INSTRUCTIONAL METHODS
A variety of instructional medium are appropriate for delivery of course content including face-to-face, on-line, or hybrid.
Course content may be emphasized in the application of the survey process by providing opportunities for question
development, design, delivery, analysis, and written presentation of a survey. Additional applications such as critiquing
and oral presentation of published survey research are also appropriate. Use of individual and small group activities
illustrative of course content are also appropriate.
COURSE CONTENT
Course topics are listed below. These topics are applicable to a variety of survey methodologies including internet,
mail, and mixed-mode surveys highlighting strategies developed through research on survey design and delivery.
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Purpose and use of survey
Planning the survey project
Participants & sampling
Designing survey questions
Designing the survey instrument
Survey dissemination
Processing survey data
Data analysis of surveys
Reporting & presenting survey results
A generic semester calendar with a topical outline of course content is attached.
ILLUSTRATIVE COURSE ACTIVITIES
A variety of instructional activities are appropriate to achieve course objectives such as:
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Development and implementation (including analysis and report generation) of a survey
Guest speakers who have implemented survey research
Development of a survey research proposal
Reading and critiquing published survey research articles
Presentation of methodology of large-scale research projects in various fields of study
Use of excel and SPSS in analyzing survey data
NOTE: Candidates enrolled in the Doctoral section (RSCH 8112) are expected to assume leadership roles in these
activities with significant contributions made by the Master’s level candidates (RSCH 7112).
ILLUSTRATIVE METHODS FOR EVALUATING CANDIDATE PERFORMANCE
A variety of criteria for evaluating candidates' achievement of course objectives are appropriate such as:
 Portfolio of individual contributions to survey activities that may include copies of final products, emails in
pursuit of completion of specific activities, written description of individual contributions, and documentation
from other sources (guest speakers, survey clients, etc.).
 Written examinations
 Survey research article critique
 Oral presentation of survey research methodology
 Report of survey research findings including statistical analysis
 Development of a survey research proposal including all elements of survey development and implementation
The Master’s candidate grading scale is 90% (A), 80% (B), 70% (C), below 70& (U) while the Doctoral grading scale
is 93% (A), 85% (B), 75% (C), below 75% (U).
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AN ILLUSTRATIVE CURRENT BIBLIOGRAPHY
The following is a list probable textbooks:
Alreck, P. I., & Settle, R. B. (2004). The survey research handbook (3rd ed.). New York: McGraw-Hill.
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2009). Internet, mail, and mixed-mode surveys. The tailored
design method ( 3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Fowler, F. J. (2009). Survey research methods (4th ed.). Los Angeles: Sage.
Groves, R. M., Fowler, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey
Methodology (2nd ed.). Hoboken, NJ: Wiley & Sons.
Presser, S., Rothgeb, J. M., Couper, M. P., Lessler, J. T., Martin, E., Martin, J., & Singer, E. (2004). Methods for
testing and evaluating survey questionnaires. Hoboken, NJ: Wiley & Sons.
Saris, W., & Gallhofer, I. (2007). Design, evaluation, and analysis of questionnaires for survey research.
Hoboken, NJ: Wiley & Sons.
Sample of recent journal articles using survey research methodology that could be used in this course:
Brinkley, C.J., & Saarnio, D. A. (2006). Involving students in school violence prevention: Are they willing to help?
Journal of School Violence, 5, 93-106.
Hilado, A., Kallemeyn, L., & Leow, C. (2011). Supporting child welfare and parent involvement in preschool
programs. Early Childhood Education Journal, 39, 343-353.
Gordon, A. J., Ettaro, L., & Rodriguez, K. L. Provider, patient, and family perspectives of adolescent alcohol use
and treatment in rural settings. Journal of Rural Health, 27, 81-90.
Barghaus, K. M., & Boe, E. E. (2011). From policy to practice: Implementation of the legislative objectives of
charter schools. American Journal of Education, 118, 57-86.
Ellonen, N., & Poso, T. (2011). Children's experiences of completing a computer-based violence survey: Ethical
implications. Children & Society, 25, 470-481.
George, V. A., Shacter, S. D., & Johnson, P. M. (2011). BMI and attitudes and beliefs about physical activity and
nutrition of parents of adolescents with intellectual disabilities. Journal of Intellectual Disability
Research, 55, 1054-1063.
SPECIFIC POLICIES THAT APPLY TO THE COURSE
There are applicable course, College of Education, and University policies that apply to this course:
Course Policies
The course attendance policy mandates class attendance. Points may be deducted from your final grade for
unapproved absences at the discretion of the Instructor. It is the candidate’s responsibility to notify the Instructor of
absences.
College of Education Policies
The College of Education (COED) at UNC Charlotte has a commitment to educational diversity. The COED is
committed to social justice and respect for all individuals, and it seeks to create a culture of inclusion that actively
supports all who live, work, and serve in a diverse nation and world. Attaining justice and respect involves all
members of our community in recognizing that multi-dimensional diversity contributes to the College’s learning
environments, thereby enriching the community and improving opportunities for human understanding. While the
term “diversity” is often used to refer to differences, the College’s intention is for inclusiveness, an inclusiveness of
individuals who are diverse in ability/disability, age, economic status, ethnicity, gender, language, national origin,
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race, religion, and sexual orientation. Therefore, the College aspires to become a more diverse community in order to
extend its enriching benefits to all participants. An essential feature of our community is an environment that
supports exploration, learning, and work free from bias and harassment, thereby improving the growth and
development of each member of the community. The COED Diversity Commitment statement is available at:
http://education.uncc.edu/coe/diversity_statement.htm.
The College of Education (COED) at UNC Charlotte has a commitment to technology. Professional education
programs at UNC Charlotte are committed to preparing candidates for success in the 21 st century through an emphasis
on knowledge, effectiveness and commitment to technology integration and application. Preparation in the integration
and application of technology to enhance student learning is essential for all candidates. Programs across the
professional education unit, including the College of Arts + Architecture, College of Education, and College of
Liberal Arts and Sciences, reflect this commitment in coursework, early field experiences, and clinical practice which
includes student teaching and/or the capstone/internship phase of the respective programs.
University Policies
The Graduate Council requires that the grading policy show the A-B-C-U graduate grading scale and the specific
numerical requirements for each of the letter grades. The grading scales for Doctorate and Master’s candidates are
listed above under Methods for Evaluating Candidate Performance.
The University has an inclement weather policy. The University may close because of bad weather. When such a
closing occurs, it will be announced over local television, radio stations, and posted on the University website. There
may be times when the University remains open officially, but bad weather in the region makes it unsafe or unwise for
faculty or students to travel. Notify the instructor either through email or phone that you are unable to travel prior to
class. As always, if class is conducted, it is your responsibility to obtain missed information.
Students have the responsibility to know and observe the requirements of The UNCC Code of Student Academic
Integrity printed in the Course Catalog. This code forbids cheating, fabrication of information, multiple submissions
of academic work, plagiarism, abuse of academic materials, and complicity in academic dishonesty. Academic
evaluations in this course include a judgment that the student’s work is free from academic dishonesty of any type;
and grades in this course, therefore should be and will be affected by academic dishonesty. Students who violate the
Code can be expelled from UNCC. The normal penalty for a first offense is zero credit for the work involving
dishonesty and further substantial reduction of the course grade. In almost all cases, the grade is reduced to F.
Standards of academic integrity will be enforced in this course. Students are expected to report cases of academic
dishonesty to the course instructor. The UNC Charlotte Code of Student Academic Integrity can be found at:
http://www.legal.uncc.edu/policies/ps-105.html.
UNC Charlotte provides reasonable religious accommodations, including a minimum of two excused absences each
academic year, for religious observances required by a student’s religious practice or belief. Such reasonable
accommodations must be requested in accordance with the procedures in this Policy, and include the opportunity for the
student to make up any tests or other work missed due to an excused absence for a religious observance. Students wishing
to request a religious accommodation may refer to the information found at http://legal.uncc.edu/policies/ps-134.html.
The University policy for grade of “I” provides that and “I” is assigned at the discretion of the instructor when a student
who is otherwise passing has not, due to circumstances beyond his/her control, completed all the work in the course. The
missing work must be completed during the next semester (fall or spring) in residence, but no later than 12 months after
the term in which the “I” was assigned, whichever comes first. If the “I” is not removed during the specified time, a grade
of “I” or “N” as appropriate is automatically assigned. The grade of “I” cannot be removed by enrolling again in the same
course.
Students who need accommodations for disabilities must make this request through the university’s Disability Services
and present the request for specific accommodations to the instructor by the second week of class. Accommodations will
not be considered retroactively (e.g., to rectify a failing grade.)
ATTACHMENTS
A generic semester calendar with a topical outline of course content is attached.
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FACULTY RESPONSIBLE FOR DEVELOPING THIS COURSE OUTLINE
(List the names of the faculty members who have developed this basic course outline.)
APPROVAL BY THE APPROPRIATE COLLEGE OF EDUCATION CURRICULUM COMMITTEE:
Approved on ____________by the College Undergraduate Curriculum Committee
Date
Chair:_______________________________________________
Approved on ____________by the College Graduate Curriculum Committee
Date
Chair:_______________________________________________
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Generic Semester Calendar with a Topical Outline of Course Content
Topic
Overview of Survey Research Methods
Sample Reading
Sample Assignments
Review of purpose and use of survey
Dillman (2009)
Chapter s1 & 2
List of at least 5 questions to ask regarding
survey planning
Research ethics
UNCC IRB Guidelines
Develop Informed Consent
Planning the Survey Project
Alreck & Settle (2004)
Chapters 1 & 2
Dillman (2009)
Chapter 3
Develop project chart
Designing Survey Questions
Dillman (2009)
Chapters 4 & 5
Develop potential survey questions
Designing the Survey Instrument
Dillman (2009)
Chapter 6
Design survey format and layout
Participants & Sampling
Develop sampling plan
Midterm examination
Survey Dissemination
Dillman (2009)
Chapters 7 -11
Survey dissemination plan
Survey research article critique
Brinkley & Saarnio (2006) Critique survey research article
Processing survey data
Alreck & Settle (2004)
Chapter 9
Data Analysis of Surveys
Alreck & Settle (2004)
Chapter 10 & 11
Develop data analysis plan
Reporting & Presenting Survey Results
Alreck & Settle (2004)
Chapter 12
Individual Survey presentations
Reporting & Presenting Survey Results
Individual Survey presentations
Developing a survey proposal
Research proposal using survey
methodology
Final
Portfolio of survey activities or final
examination
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