|
FUNDAMENTALS OF RESEARCH SYLLABUS
CSS 506 – Fall 2008
Instructors:
Class:
Dr. Lena Le 7:30 – 9:20 am Monday,
Wednesday & Friday
CNR
17D MCCLU
115
885-2585
(office)
e-mail:
lenale@uidaho.edu
Web Page:
http://www.cnr.uidaho.edu/CSS506
Office Hours:
5 pm to 6 pm Monday, Wednesday and Friday or by appointment.
I am also available on Saturdays, I check my
email regularly and will try to answer your email as soon as
possible.
Course
Objectives
Having successfully completed this course, you will:
1. Understand
and be able to apply the scientific method knowing the biases involved;
2. Explain
the influence of macro-structures associated with science (worldview,
paradigms, disciplines) on the process of conducting qualitative and
quantitative scientific research;
3. Understand
and be able to compare and contrast research paradigms ranging from
positivist and postpositivist to critical theory (feminism, materialism,
neo-Marxism, etc.) and constructivist to participatory;
4. Be able to
identify and implement a range of research designs (naturalistic,
case-study, correlational, differential, quasi-experimental, experimental,
etc.)
and methodologies (survey research, grounded theory, ethnography,
Narratives, etc.)
understanding their variability, and know when it is appropriate to use
them;
5. Recognize
research approaches (descriptive, exploratory, historical, comparative
analysis, evaluative, quantitative, qualitative, field, laboratory) and know
when it is appropriate to use them;
6. Be able to
write and know the function of research questions, research objectives,
hypotheses and empirical generalizations;
7. Recognize,
define and be able to use qualitative and quantitative research method
terminology correctly;
8. Demonstrate
an understanding of the following data capturing methods commonly used in
social science research: (1) observation, (2) unobtrusive measures, (3)
survey (mail, telephone, internet, face-to-face interview), (4) in-depth
qualitative interviewing, (5) group processes (nominal group process,
Delphi, focus), and (6) selected others as time allows;
9. Understand
the environments (academic institution, business enterprise, government
agency, non- government agencies) in which research is planned, funded,
conducted and reported;
10. Be able to
select a research topic, create a process to address it, and write a
research proposal;
11. Recognize and
be able to avoid the common traps first time researchers often encounter,
especially those dealing with ethics;
12. Know the
basics of how to get research started and funded;
13. Be able to
distinguish between appropriately and inappropriately designed research;
and,
14. Gain an
understanding of the difficulties in translating research findings into
practical recommendations;
15. Being able to predetermine common
issues that affect the quality of research project at each stage in order to
design an effective quality control plan to ensure the integrity of a
scientific project.
Required
Textbooks
Creswell, J. W. (2009). Research Design –
Qualitative, quantitative, and mixed methods approaches (3nd ed.).
Thousand Oaks, CA.: SAGE Publications, Inc.
Graziano, A. M. & Raulin, M. L. (2007). Research
methods -- A process of inquiry, (6th ed.). Needham Heights, MA: Allyn
& Bacon, A Pearson Education Company.
Morse, J. M., & Richards, L. (2002). Readme first for a s
user’s guide to qualitative methods. Thousand Oaks, CA: SAGE
Publications, Inc.
Schwandt, T. A. (2001). Dictionary of qualitative
inquiry (2nd ed.). Thousand Oaks, CA.: SAGE Publications,
Inc.
Vogt, W. P. (2005). Dictionary of statistics &
methodology (3rd ed.). Thousand Oaks, CA.: SAGE
Publications, Inc.
Reserved Reading
Materials
Collected Materials (available in CNR
19A)
Purple Notebook - Examples of
requests for proposals (RFP’s)
White Notebook - Examples of
papers presenting research needs
Blue/Black Notebook - Examples
of faculty research proposals to agencies
Black Notebooks Volumes 1-4 –
Example student research proposals
Throughout the semester we may provide you access to
handouts such as examples of research processes, new papers, and materials
that you will need to complete required projects. You are responsible
for your own printing and/or copy costs. We apologize for having to do this, but
due to our low level of funding for operations this is the only alternative
available.
Additional Helpful Sources
(see Other
Research Methods Texts You Might Find Useful below)
Class Format
The class meets from (7:30 - 9:20 am) three days a week (MWF). Classroom sessions will include some traditional lecturing
interspersed with small discussion groups to go over readings and classroom
projects. Brainstorming, case simulation, demonstration, essay writing,
presentations and other interactive methods will be use to exchange ideas
and information. All students are required to attend a field trip.
Details will be announced.
This interactive style of teaching makes it imperative that
students attend all classes. Attendance is also a requirement
because much of the work and most of your knowledge (and your grade) will
derive directly from our classroom encounters.
Class
Etiquette
1. This is a
graduate class, and by tradition as well as definition, students are
expected to take the initiative for learning.
2. Most written
assignments, except for in-class projects and the final proposal, can
usually be rewritten using our comments to help you forge more lucid and
professional presentations -- and for a higher grade. There will be no
penalty for re-writing, but the second draft must be resubmitted at the
start of the third class session following the one in which your paper is
first returned to you. Remember, it is because the paper was produced using
a word processor this is possible! A document produced and saved
electronically lends itself to correcting, editing, spell checking and
adding content. Word processing doesn't just facilitate better writing it
invites it. This does not apply to your journals.
3. Class
attendance is required. Any more than the four
university allowed absences (e.g., illness, athletics obligations, job
interviews, etc.) will be considered excessive. Total points earned at
the end of the semester will be reduce by 5% per absence beyond the four
allowed.
4. Participation
in class exercises and discussions is required. Therefore, you need to
come to class prepared. Likewise, students will be expected to meet outside
of regular classroom hours to work on class projects/homework.
5. Students need
to develop computer literacy skills (e-mail, World Wide Web, word
processing, presentation graphics, electronic searching, etc.) University
of Idaho Computer Services & the UI Library offers many formal and informal
classes on these topics, and many of your graduate peers have well-honed
skills that you can acquire from them.
6. All
cellphones and pagers must be turn off before class time with the exception
for those who are volunteer firefighters and first responders (please see
the instructor in advance for arrangement). Use of
computers and internet in the classroom is strictly restricted to materials
related to topics discussed during class hours. Violation of these conditions
will affect final grade at the instructor's discretion.
7. Reading, and
re-reading the required texts and handouts is critical to your success in
this course.
8. This course adheres to the Student Code of Conduct concerning
Academic Honesty. As such, academic dishonesty such as cheating, copying, or
plagiarism on any assignments will be punished as dictated by University of
Idaho policy. This may include reporting incidents of academic dishonesty
through the appropriate administrative channels.
Course Evaluation
1. Individual
and group projects will be used in the course.
2. Tasks
will be assigned throughout the class on an as needed basis.
3. Your research
proposal project is designed to encourage the integration of the topics
covered throughout the course and will be done by each student.
4. Class
participation is graded based on your participation and engagement in class
discussion. Remember the only stupid question is the question that nobody
asks.
Grading will be
based on the following percentages:
Class fieldtrip
project
20%
Group Methodologies
Assignment
25%
Writing Research Questions 10%
Research Proposal 20%
Class
Participation (Attendance
& Engagement) 15%
Attending at least 1 CSS Graduate research presentations
5%
Human Subjects
Certification
Exam (Do anytime)
5%
TOTAL 100%
Finally, the instructor reserves the right to consider the relative level of improvement for each individual
when assigning grade.
Course Modules
(Approximate Timing)
Knowledge, Science & Research – August
Macrostructures of Science – September
Constructs, Variables, & Research Questions -- September-November
Research Designs & Methodologies – September-October
Proposal Writing - October/November/December
Data
Collection Methods, Techniques & Procedures – November
Approaches to the Analysis of Data – November/December
Individual and Group Projects
National
Institutes of Metal Health (NIH) Human Subjects On-line Course
This
on-line course certifies you as a researcher who understands Human
Assurances Issues associated with doing social science research. The
certification is recognized by most of the federal agencies and is useful if
you do research that involves human subjects. To take the course, go to the
following web site:
http://cme.cancer.gov/c01/
At
this web site entitled, “Human Participant Protections Education for
Research Teams,” click on the enter button and follow the directions. After
completing the course, about a 1-2 hour session, and assuming that you pass
the test you will be able to print off a certificate of completion. Please
print two, hand one into us and keep one for your records (you will need to
submit a copy to the Human Assurances Committee with your masters/doctoral
research). This will be graded Pass/Fail (3% of final grade).
All
Other Class Projects
A
project explanation sheet will be handed out to you at the appropriate time
in the class explaining each of the other projects.
Other
Research Methods Texts You Might Find Useful
Agnew, N. Mck. & Pyke, S.
W. (1987). The science game -- An introduction to research in the social
sciences, (4th ed.). Englewood Cliffs, New Jersey:
Prentice-Hall, Inc.
Babbie, E. R. (1983).
The practice of social research methods, (3rd edition). Belmont,
California: Wadsworth Publishing Co., Inc.
Bailey, K. D. (1987).
Methods of social research, (3rd edition). New York: The
Free Press, a Division of Macmillan Publishing Co., Inc.
Black, T. R. (1999).
Doing quantitative research in the social sciences. Thousand Oaks,
CA.: SAGE Publications, Inc.
Blalock Jr., H. M.
(1982). Conceptualization and measurement in the social sciences.
Beverly Hills, California: Sage Publications.
Bray, J. N., Lee, J. Smith,
L. L. & Yorks, L. (2000). Collaborative inquiry in practice.
Thousand Oaks, CA.: SAGE Publications, Inc.
Crabtree, B. F. & Miller,
W. L. (1992). Doing qualitative research. Research Methods for
Primary Care Series, Newbury Park, California: Sage Publications, Inc.
Creswell, J. W. &
Plano-Clark, V. L. (2006). Designing and conducting mixed
methods research.
Thousand Oaks, CA.: SAGE Publications, Inc.
Denzin, N. K. & Lincoln, Y.
S. (eds.). (1998). The landscape of qualitative research: Theories and
issues. Thousand Oaks, CA.: SAGE Publications, Inc.
Dillman, D. A. (1978).
Mail and telephone surveys -- The total design method. New York, NY:
John Wiley & Sons.
Dillman, D. A. (2000).
Mail and internet surveys – The tailored design method (2nd edition).
New York, NY: John Wiley & Sons.
DeVellis, R. F. (1991).
Scale development: Theory and applications. Applied Social Research
Methods Series, Volume 26, Newbury Park, California: Sage Publications,
Inc.
Erlandson, D. A., Harris,
E. L., Skipper, B. L. & S. D. Allen. (1993). Doing naturalistic
inquiry -- A guide to methods. Newbury Park, California: Sage
Publications, Inc.
Fetterman, D. M. (1998).
Ethnography (2nd ed.). Applied Social Research Methods
Series, Volume 17, Thousand Oaks, California: Sage Publications, Inc.
Flick, U. (2006). An
introduction to qualitative research
(3rd ed.). Thousand Oaks, CA.: SAGE
Publications, Inc.
Fowler, Jr. F. J.
(1993). Survey research methods, (2nd edition). Applied Social
Research Methods Series, Volume 1, Newbury Park, California: Sage
Publications, Inc.
Glaser, B. G. & Strauss, A.
L. (1967). The discovery of grounded theory -- strategies for
qualitative research. New York: Aldine de Gruyter.
Gromm, R., Hammersley, M. &
Foster, P. (eds.) (2000). Case study method. Thousand Oaks, CA.:
SAGE Publications, Inc.
Groves, R. M., Biemer, P.
P., Lyberg, L. E., Massey, J. T., Nicholls II, W. L., & Wakaberg, J. (eds.)
(1988). Telephone survey methodology. New York: John Wiley & Sons.
Gubrium, J. F. & Holstein,
J. A. (eds.) (2003). Postmodern interviewing. Thousand Oaks, CA.:
SAGE Publications, Inc.
Hamel, J., Dufour, S. &
Fortin, D. (1993). Case study methods. Qualitative research
methods, Volume 32, Newbury Park, California: Sage Publications, Inc.
Henderson, K.A. (1991).
Dimensions of choice: A qualitative approach to recreation, parks, and
leisure research. State College, PA: Venture Publishing, Inc.
Huck, Cormier, & Bounds.
(1974). Reading statistics and research. New York: Harper and Row
Publishers, Inc.
Kerlinger, F. N. (1964).
Foundations of behavioral research. New York: Holt, Rinehart and
Winston, Inc.
Krueger, R. A. & Casey, M.
A. (2000). Focus Groups --- A practical guide for applied research, (3rd
ed.). Thousand Oaks, CA.: SAGE Publications, Inc. .
Kuhn, T. S. The
structure of scientific revolutions, (revised ed.). Chicago, Ill.
University of Chicago Press.
Lofland, J. & Lofland, L.
H. (1984). Analyzing social settings -- A guide to qualitative
observation and analysis. Belmont, California: Wadsworth Publishing
Company.
Maguire, P. (1987).
Doing participatory research: a feminist approach. Amherst,
Massachusetts: The Center for International Education, University of
Massachusetts.
Maxwell, J. A. (1996).
Qualitative research design -- An interactive approach. Applied Social
Science Methods Series Volume 41, Thousand Oaks, California: Sage
Publications, Inc.
Mertens, D. M. (1998).
Research methods in education and psychology; Integrating diversity with
quantitative & qualitative approaches. Thousand Oaks, California: Sage
Publications, Inc.
Miles M. B. & Huberman A.
M. (1994). An expanded sourcebook: Qualitative data analysis, (2nd
ed.). Thousand Oaks, CA.: SAGE Publications, Inc.
Morgan, D. L. (ed.)
(1993). Successful focus groups -- Advancing the state of the art.
A Sage Focus Edition, Newbury Park, California: Sage Publications, Inc.
Morse, J. M. & Richards, L.
(2002). Readme first for a user’s guide to qualitative methods.
Thousand Oaks, CA.: SAGE Publications, Inc.
Moustakas, C. (1994).
Phenomenological research methods. Thousand Oaks, CA.: SAGE
Publications, Inc.
Neuendorf, K. A. (2003).
The content analysis guidebook. Thousand Oaks, CA.: SAGE
Publications, Inc.
Neuman, W. L. (2004).
Basics of social research: Qualitative and quantitative approaches.
Boston, MA.: Person Education, Inc.
Northcutt, N. & McCoy, D.
(2004). Interactive qualitative analysis: A systems method for
qualitative research. Thousand Oaks, CA.: SAGE Publications, Inc.
Nunnally, J. C. (1978).
Psychometric theory, (2nd ed.) New York: McGraw-Hill Book Company.
Patton, M. Q. (1990).
Qualitative evaluation and research methods, Second Edition. Newbury
Park, California: Sage Publications, Inc.
Reason, P. & Bradbury, H.
(eds.) (2006). Handbook of Action Research.
Thousand Oaks, CA.:
SAGE Publications, Inc.
Reis, H. T. & Judd, C. M.
(eds.) (2000). Handbook of research methods in social and personality
psychology. Cambridge, UK: Cambridge University Press.
Ritchie, J. R. B., &
Goeldner, C. R. (1994). Travel, tourism, and hospitality research, (2nd
ed.) New York: John Wiley & Sons, Inc.
Rossi P. H., Lipsey, M. W.
& Freeman, H. E. (2004). Evaluation: A systematic approach, Seventh
Edition. Newbury Park, California: Sage Publications, Inc.
Salant P. & Dillman, D. A.
(1994). How to conduct your own survey. New York, NY: John Wiley
and Sons, Inc.
Shadish, W. R., Jr., Cook,
T. D. & Leviton, L. C. (1991). Foundations of program evaluation.
Newbury Park, California: Sage Publications, Inc.
Scheaffer, R. L.,
Mendenhall, W. & Ott, L. (1986). Elementary survey sampling, (3rd
ed.). Boston. PWS Publishers.
Siegel S. & N. J.
Castellan, Jr. (1988). Nonparametric statistics for the behavioral
sciences. New York. McGraw-Hill Book Company.
Silverman, D. (2001).
Interpreting qualitative data (2nd ed.). Thousand Oaks,
CA.: SAGE Publications, Inc.
Smith, L. T. (2001).
Decolonizing methodologies research and indigenous peoples. London. Zed
Books Ltd.
Stainback, S. & Stainback,
W. (1988). Understanding and conducting qualitative research.
Dubuque, IA: Kendall/Hunt.
Stake, R. E. (1995). The art of case study
research.
Thousand Oaks, CA.:
SAGE Publications, Inc.
Stake, R. E. (2004).
Standards-based and responsive evaluation. Thousand Oaks, CA.: SAGE
Publications, Inc.
Strauss, A. & Corbin, J.
(1998). Basics of qualitative research,(2nd ed.).
Newbury Park, California: Sage Publications, Inc.
Tang, Y. & Joiner, C.
(eds.) (2006). Synergic inquiry: A collaborative action
methodology.
Thousand Oaks, CA.:
SAGE Publications, Inc.
Tesch, R. (1990).
Qualitative research: Analysis types and software tools. NY: The
Falmer Press.
Van Dalen, D. B., & Meyer,
W. J. (1973). Understanding educational research. New York:
McGraw-Hill Book Company.
Webb, E. J., Campbell, D.
T., Schwartz, R. D., Sechrest, L. & Grove, J. B. (1981). Nonreactive
measures in the social sciences. Boston: Houghton Mifflin Company.
Weiss, R.S. (1994).
Learning from strangers: The art and method of interview studies. New
York: Free Press.
Yin, R. K. (1989). Case
study research -- Design and methods, (3rd ed.). Applied
Social Research Methods Series, Volume 5, Thousand Oaks, CA.: SAGE
Publications, Inc.
Yin, R. K. (2003).
Applications of case study research (2nd ed.). Applied Social
Research Methods Series, Volume 34, Thousand Oaks, CA.: SAGE Publications,
Inc.
Yin, R. K. (2004). The
case study anthology. Thousand Oaks, CA.: SAGE Publications, Inc.
Also See: www.sagepublications.com |
