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Senate Committee on 

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Nw Cos Poos - NS 04 

Subject.

Resea rch. 

•ine•nta...q. Communication 

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Date....

4..

.1.97 ........................ 

Action taken by the Senate Committee on Undergraduate Studies 

at its meeting of November 21 gives rise to the following motion: 

MOTION I 

That Senate approve and recommend approval to the Board of 

Governors the new course proposal CMNS 360-4. Fundamentals 

of Communication Research, as proposed in 

s7-ij

The possibility of having a prerequisite statement that would rec- 

ommendthatstudents take an introductory statistics course such as J'.TH 101 

or its equivalent prior to taking CMNS 360 was discussed at the 

Senate Committee on Undergraduate Studies but was not favoured since 

it was felt that such a prerequisite statement would discourage 

students from taking the course. The question of overlap with 

PSYC 201 and EDUC 429 was also explored by the Committee. It was 

felt that in the absence of an established University policy on 

statistics/methods courses there were no grounds on which to deny 

the Communication Studies Department its own methods course. 

The introduction of CMNS 360 leads to further changes in the 

Communication Studies Program. 

Action taken by the Senate Committee on Undergraduate Studies 

at its meeting on November 21, 1978 gives rise to the following 

motion: 

MOTION II 

That Senate approve and recommend approval to the Board of 

Govenors the following changes in the Communication Studies 

Program: 

i) That CMNS 360 be added to the list of research methods 

courses (presently CMNS 361, 362; S.A. 358; and POL 415) 

from which a student may choose in order to satisfy the 

upper division requirement that students take a course 

in research methods. 

That CMNS 360 be added as a "highly recommended" pre- 

requisitefor CMNS 402. 

N. R. Reilly 

/kb

SiMON FRASER UNIVERSITY

MEMORANDUM

Mr.....

H ....... 

M..... 

Evans ... 

................... .... 

........... ............ ... 

Registrar .... . .... Se.c.re.t.ar.y .... o.f....S.CUS.. 

Subject ........ I...

S.C..

....7.8-3..,....New....Cou.rs.e....................... 

Proposal. 

From .....

.J• B,lanc.hetl, .... Sec.re.ar 

.y .... o.f..th.e 

Faculty of Interdisciplinary 

Studies....Undergr.ad.ust.e.. Cur...iculum 

Committee. 

Date ...... .... .... ....... ..

.....................

October.. .31/78............. 

..

CMNS 360-4, Fundamentals of Communication 

Research. 

The abovernoted course proposal, which was approved by the 

Faculty of Interdisciplinary Studies Undergraduate Curriculum 

Committee on February 28/78, is now being re-submitted for 

inclusion on the agenda of the Senate Committee on Undergraduate 

Studies. 

Janet Blanchet. 

Attachment. 

SiMON FRASER UNIVERSITY

MEMORANDUM

To Harry Evans, Registrar; 

Win Roberts, Chairman Faculty of Arts 

Un4erg 

.

atc

..

c

.

irrjc 

.

ulurn . Committee 

Subject.. CI4S 360 

From ? 

Bill Richards, Chairman Dept. of 

CMNS Undergraduate Cirriculuxn Cttee. 

Date ?

30/10/78

We are bringing CMNS 360 forward for consideration again at this 

time. 

You

will 

recall that it was held up last year for overlap considerations. The main objection 

was from the Math department, which objected that the proposed 

CMNS

360 overlapped 

with MATH 101. After much discussion, the statistics content of 

CMNS

360 was 

removed. The revised course proposal was brought back again. This time it was 

held up in SCUS, after the Education Department brought up the question of overlap 

with EDUC 429. The Psychology Department also raised the question in regards 

to

pS y 

c 201. The proposed CMS 360 was deferred at that time. 

Subsequent discussions with the Psychology department and the Education department 

have led to what we believe to be a satisfactory resolution of the problem. 

Memos 

from Marvin Wideen and Roger Blackman are attached. Our argument for accepting CMNS 

360 can be summarized as follows: 

A course in the fundamental concepts of empirical research methods is necessary 

for our cirriculum, since much of the work in the field depends on such research. 

If students are to be able to read the literature and understand it, they must 

know enough about the research methods used to be able to critically appraise what 

they are reading. 

?

-

There are a number of research methods courses offered 

in the university. The 

departments of Economics, Archaeology, Psychology, Education, and 

Math all offer 

courses that are concerned with various aspects of conducting 

research. Most of 

these courses are unsuited for our needs, either because they 

require too many 

prerequisites, or because they do not cover the material that we 

consider important. 

We examined each of these potential substitutes for the proposed CMNS 360 last 

year. The results of this comparison are available on request. 

Of all the courses that overlap with 

CMNS

360, there are two that 

are closer to 

suiting our needs, in terms of the area they cover and the number 

of prerequisites 

they require. These are EDUC 429 and PSYC 201. Discussion with the departments 

offering these courses has led us to the conclusion that they are not adequate 

for our needs either. 

The problem with PSYC 201, which was designed to provide an introduction to 

research methods for Psychology students, is that it has a much greater emphasis 

on experimental techniques than does the proposed 

CMNS

360. At the same time, 

it has a correspc'ingly lesser emphasis on correlational and descriptive methods, 

which are crucial in most communication research. The difference in emphasis is 

to be expected: Many psychological studies can be carried out in 

the laboratory, 

where there are greater opportunities to exert the kind of control that allows true 

experimental research to be done. Communication research, on the other hand, is 

almost all done in the field, where experiments are difficult if not impossible 

to carry out in any meaningful way. Thus the necessity for a greater emphasis 

-

?

on descriptive and coreelational methods in the 

CMNS

course. 

Education 429 is directed at teachers who may wish to do research in classroom 

situations. The problems and research questions faced by this group are quite 

different from those faced by communication researchers doing a study of mass 

media usage patterns in the rural north. Furthermore, the kinds of students 

who would be taking EDUC 429 are not likely to have backgournds that are similar 

to those of communication students. This would cause some difficulty for 

our students who would be taking EDUC 429. Finally, the research situations 

used as examples throughout the courses are likely to be quite different as well 

as the approaches taken to those situations. 

To summarize: 

1.

Many of the research methods courses offered at SFU are not suited for our 

needs because they require too many prerequisites and because multiple courses 

would have to be taken if our students were to get the same material that they 

would get in the proposed CMNS 360. 

2.

The introductory methods courses PSYC 201 and EDUC 429 do overlap considerably, 

but there are very significant differences in the approaches and content of these 

fourses that make them unsuited for students in Communication. 

For these reasons we argue that CMNS 360 should be accepted into our cirriculum. 

I. ? 

(led-- 

SENATEC')MN (TI' EF ON UNDER(flA 

p

lj' STUD US ES 

NEW COuRSE PROPOSAL FORM 

NEW

COURSE 

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Department: Communication 

Abbreviation Code: 

?

Course1umher:360 

?

Credit 

(Tours: ? 

Vector: 

j

2-2-o_ 

Title of Course: Fundamentals of Communication Research 

Calendar Description of Course: This course introduces the fundamental principles of 

empirical methods as used in the study of communication; theory and hypothesis testing, 

experimental and nonexperimental research designs, surveys and field experiments, 

measurement and assessment techniques, attitude scales, interviews, observational methods, 

sampling, and ethical considerations. This course is intended for students who have had 

no previous experience with research methods or statistics. Illustrations are drawn from 

Nature of Course Lecture/Tutorial 

?

the field of communication to prepare 

Prerequisites (or special instructions): 

?

students for advanced work. 

45 hours; at least two lower division courses in Communication 

What course (courses), it any, is being dropped from the calendar if this course is 

approved: 

?

None 

2. Schedulin g 

How frequently will the course he offered? Once a year 

Semester in which the course will first be offered? 

?

1978-3 

Which of your present faculty would he available to make the proposed offering 

Objectives 

possible? ? 

of the 

Richards, 

Course 

Anderson, Melody 

?

To give students sufficient background in empirical methods as used in communication 

research so that they can: (a) understand and evaluate the research reported in the 

communication literature, and (b) design their own communication research projects 

and assist others in the process of communication research. 

4.

Budgeta r 

y and Space Requirements (for information only) 

What additional resources will be required in the following areas: 

Faculty - See cover memo 

Staff - 

?

If enrollment exceeds 15 or 20, a TA will be needed 

Library - None 

Audio Visual - None 

Space - 

Equipment - 

5. pprova1 

Date: 

.j/

ry.f

7j)

Of-7

Department Chairman 

?

Dean 

?

Chairman, SCUS 

SCUS 73-34b:-- (Then completing this form, for instructions see Memorendrn SCUS 73-34a. 

Attach course outline. 

COMMUNICATION 360 - Fundamentals of Communication Research 

Students majoring in Communication come into contact with a wide 

variety of research problems and methods. While many students only 

read of the research that leads to certain policy decisions, others 

will be actively engaged in research that is aimed at gaining a better 

understanding of the communication process in a variety of situations, 

and still others will be attempting to use research data and conclusions 

based on that 

data to develop plans of action. An understanding of the 

basic techniques 

and assumptions of empirical research methods is 

necessary if 

any of these uses of research is to be done competently. 

This course introduces the fundamental principles of empirical 

methods as they are used in the study of communication. It begins with 

a section discussing research from the broadest perspective. What sorts 

of questions 

can be 

studied effectively? How should a question be 

posed if it is to be answered? What are the basic goals of research? 

The second section focusses on different types of studies. First 

is the exploratory study, in 

which

the general outlines of a problem 

area are explored, impressions are formed, and hypotheses are formed. 

Second is the 

descriptive study, which attempts to discover accurately 

S ?

the characteristics of 

a group or situation. Third is the experimental 

or quasi-experimental study, which attempts to explore the causal 

relations among a set of variables. Obviously, different data 

gathering and analysis techniques are used in the different kinds of 

study. These measurement techniques are covered in the third section 

of the course. The use of attitude scales, interviews, observational 

methods, and existing data is discussed. Specific problems and 

strengths associated with the various methods are described and exem- 

plified. The role of sampling is examined, and several sampling 

strategies are examined. 

This course is intended for students who have had no previous 

experience , 

with research methods or statistics, although some back- 

ground in 

introductory., statistics would allow a more sophisticated 

understanding of some of the concepts to be obtained. Illustrationâ 

are drawn from the field of communication in order to help prepare 

students for more advanced work in the field. 

COMMUNICATION

360: RESEARCH METHODS IN COMMUNICATION STUDIES

S

Selltjz, et. al. 

?

B

Blalock 

Basic principles of research

3

Explanatory and descriptive 

S:

ch

B: ch

studies 

4

Causal relations among 

S:

ch 4, 

B: ch 

2

variables 

5

Explanation and theory 

S:

ch

5,

B: ch 

4

6

Measurement 

S:

ch

6,

B: ch 

5

7

Ethical issues 

S:

ch

7

8

Data collection 

S:

ch 8, 

9

9

Available data 

S:

ch 11, 

Appendix B 

10

Scaling and analysis 

S:

ch 12, 

13

11

Interpretation and the 

S: ch 14, 

15

report 

12

Sampling 

S:

Appendix 

A

Summary

ch

6

^_M

Selltiz, Claire; Wrightsman L.; and Cook, S. Research Methods in Social 

Relations, 1976, Holt, Rinehart, and Winston 

Blalock, Herbert M. An Introduction to Social Research, 1970, Prentice-Hall 

Additional reading materials will be provided from time to time by the instructor. 

See distribution below 

I.S.C. 78-3, New Course Proposal 

CHMS 360-4

Fundamentals of 

Coimicat ion Research 

W.D. Richards, Chairman 

Undergraduate Curriculum Coitt.e 

Conuaunicatiou Studies

dept.

March 1, 1978.

Last fall, one of our proposed new courses, GMNS 360, (F'indaentals 

of Communication Research) was held up at SCUS in order to a11.i a decision 

to be made concerning the teaching of statistics through the untversity. 

1MN8 360 was held up because it included an introduction to 8o:ie elementary 

concepts in statistic.. Because the need for an introductory research 

methods course is still evident, I am offering for the approval of the 

department curriculum committee, a revised outline and 

description 6or the

course. The only difference between the present outline and 

the oe

previously approved is that the statistics has been removed I ron this 

version. This will atow us to spend more time with the 

genorl questions

of research methods in the course, and to illustrate 

more of

tIa&

concepts

with examples drawn from the literature. 

In accordance with the ruling of the Senate Committee 

Undergraduate 

Studies, the attached papers are forwarded to faculty curriculum committee* 

for review in terms of couase overlap. 

•1

WDR:cl 

Attach. 

Distribution: 

Dr. L. Boland, Chairmen, Arts Curriculum Committee 

Dr. M. Wideen, Chairman, Education Curriculum Committee 

Dr. D. Rysburn, Chairman, Science Curriculum Committee 

c.c. H.H. Evans, Registrar 1 Secretary of Senate 

Committee on Undergraduate Studèes 

b.c.c. Sheila Roberts. 

SiMON FRASER UNIVERSITY

•

MEMORAPDUM 

To ..........

....

9

i

rar

....................... 

From ........

......

.

Dlrector.................... 

Undergraduate Programs 

Date ........ QctQker .1 8. . )

9.7

........................ 

When CMNS. 

360

originally came to S.C.U.S., the Faculty of Education 

representatives observed that considerable overlap existed with 

EDUC. 429 "Research for the Classroom Teacher". Subsequent 

communication between representatives from the Faculty of Education 

and the Department of Communications suggest that because of the 

different clientele served by the two courses, the degree of 

content overlap (30-40%) should not hold up approval of CMS. 

360.

The two are aimed at different groups of students. CT4S. 

360

is seen 

as a prerequisite to advanced coursework in the Department of 

Communications. EDUC. 429 is directed at teachers. 

MEW: kg 

?

'AA

MIGHE11iVE

OCT 1 9 1978

REGISTRAR'S OFFICE

MAIL DESK

--..--,

- ?

SiMON FRASER UNIVERSITY

MEMORANDUM

From

.... 

.Dr. 

Roger BI ackman 

of

•

Ar..ç 

rJçplum çpmi1e. 

?

Psychology Department 

Subject.. . .

cW.

360..

.....seaçi• •     

t

•

pd .n 

?

Date.....

October 27, 1978 

Communication Studies 

Last year, Communication Studies submitted a new course proposal for 

CMNS 360: Research Methods in Communication Studies. We were asked whether 

the proposed course overlapped with PSYC 201: Research Methods in Psychology 

and/or PSYC 210: Data Analysis in Psychology. At a SCTJS meeting it was 

argued that there was considerable overlap, particularly with PSYC 201. In 

addition, concerns were raised by other departments and faculties (Math, Economics 

and Commerce, 

Education, and others) regarding overlap with their courses 

The proposal 

was

withdrawn, and a modified proposal (reduced statistical 

content) 

was resubmitted earlier 

this year. Some objectors (including Psychology 

and Education) maintained that their concerns about overlap 

were 

not resolved 

by the 

new proposal. I 

understand from Dr. Richards that further discussion 

with Dr. Wideen (Education) have reached a satisfactory conclusion. This memo 

reports on my discussion with Dr. Richards regarding the overlap 

between 

the

revised 

cMNS 360 

proposal 

and the existing PSYC 201 course. 

It is clear from the documentation accompanying the CMNS 360 proposal that 

•

?

the

course is intended 

to cover the fundamentals of research methods. 

A

description 

of "COMMUNICATION 360 - Fundamentals of Communication Research", circulated by 

Harry Evans 

on March 2, 1978, includes the following: 

"Students 

majoring in Communication come into contact with a 

wide variety 

of research problems and methods... An understanding of the basic techniques and 

assumptions 

of empirical research methods is necessary if any of these uses of 

research is 

to be done competently". 

This understanding is also what PSYC 201 is intended to 

achieve. For 

this 

reason, I believe 

that the overlap between cMNS 360 and PSYC 201 is considerable. 

I find it difficult to quantify this, 

but I suggest that it remains in excess 

of 50%. 

It will be useful to identify the areas in which the two courses differ. 

There are two such areas; measurement, and emphasis on method. 

1. Measurement: 

The major modification made to CMNS 360 since its first proposal was the 

reduction of content pertaining to measurement. The revised G1NS course still 

includes (as it must) a section on the concepts of measurement, but makes little 

reference to the techniques of measurement and their use in prusuing various 

methods of research. PSYC 

201 also includes 

coverage 

of the concepts of measure- 

ment. 

We have 

another course (PSYC 210: Data Analysis 

in Psychology) 

which

deals with techniques. I do believe, however, that there is more time spent 

in

p

SYC 201 than there would be in CMNS 360 in demonstrating the application of 

these measurement concepts to simple data sets. 

2.

2. A more important difference between the two courses lies in their 

methodological emphasis. Two principal methodological foci in research 

are the eMeriment and the descriptive or correlational approach. 

PSYC 

201

is biassed towards the former, while CMNS 360 is 

biassedtàwards the latter. 

Dr. Richards and I agree that it is fundamental to an appreciation of 

research methods in general that a student be aware of the strengths and 

weaknesses of both these approaches. I would be Just as disturbed at the 

existence of a course purporting to cover the fundamentals of research 

that lacked reference to the logic of the experiment as would Dr. Richards 

be if such a course failed to acknowledge the methodology of descriptive 

research. it is nonetheless clear that, by emphasis and choice of examples, 

the two courses would provide students with a different 

lerspective 

on a 

common core of issues. 

Dr. Richards is in a difficult position. He has found it 

impossible 

to

"sell" to his colleagues the idea that PSYC 201 could serve the needs of IMNS 

students for a basic. grounding in research methodology. While he himself is 

sympathetic to the aims of 

p s y 

C 201, his colleagues are apparently adamant that 

a course (PSYC 201) with such a "heavy" emphasis on the experiment 

-

a research 

approach 

which they deem largely irrelevant to their needs - 

would be inappropriate 

for CMNS students. If one accepts the situation that, in the 

absence of a course 

such as CMNS 360, the Communication Studies department 

would not direct their 

students to PSYC 201, one must face the consequence that 

failure to approve 

CMNS 360 would deny CMNS students exposure to material which I think is necessary. 

I find that consequence unacceptable. 

Course overlap is largely an economic problem. But when the 

problem is 

resolved in such a way as to have serious academic implications, 

our decision 

should be guided by academic not economic concerns. If approving 

QINS 

360 is 

the only way to ensure that Communication Studies students 

receive exposure to 

the fundamentals of research methodology, then it should be approved. In summary: 

yes, we 

still 

believe that there is considerable overlap between PSYC 201 and the 

proposed CMNS 360; no, we do not believe that the 

proposal should be rejected. 

ARB/jh ? 

.

?

1(C)

cc. Dr. Richards, Communication Studies...-' 

?

\

/

SiMON FRASER UNIVERSITY

MEMORANDUM

...

Harry. Evans

,..1gistrar .........................

From .........

cNNS Undergrad. Cirriculum Cttee. 

360 fit into Major 

progrcaffn 

Subject ......

Date ......1,'lp/7.

This memo

explains where the proposed GINS 360 fits into the GINS major program. 

1.

There is an upper division requirement that students take a course in research 

methods. The list of courses from which a student may choose now includes the 

following: GINS 361, 362; S.A. 358; and POL. 415. CI'4NS 360 is to be added to 

this list as an additional alternative. 

2.

GINS 360 is to be added as "highly recarnnded" for GINS A02. 

r

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