spring 2018 methods of social research venue: beh s … · note: please complete all readings prior...

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SPRING 2018

SOC 6110 –METHODS OF SOCIAL RESEARCH

VENUE: BEH S 105

TIME: TUESDAYS 06:00 PM - 09:00 PM

Credit Hours: 3

Instructor: Lazarus Adua, PhD

314 S BEH

Office Hours: Tuesdays & Thursday, 12:15PM-01:45PM; and by appointment

Telephone: (801) 581-6153

Email: [email protected]

TA: Gaelle Ghislaine Perrier

Office Hours: By Appointment

Email: [email protected]

COURSE DESCRIPTION, GOAL AND OBJECTIVES

Why are some forms of knowledge regarded as scientific and others not? Why is the body of knowledge from some

human endeavors, such as physics, biology, sociology or economics considered scientific, while the same from others,

such as Christianity, Islam, Buddhism or Sikhism not considered as such? This has simply got to do with the ways in

which knowledge is accumulated and disseminated. The broad goal of this course is to help students develop a

comprehensive understanding of how knowledge in the social sciences is created, questioned, and recreated. In essence,

students will have a broad understanding of social science research methods, which should make them better consumers

and producers of science-based knowledge. More specifically, students should be able to accomplish the following by the

end of the semester:

1. Broadly explain the nature of science and social research;

2. Explain the importance of observing research ethics;

3. Explain and note the applied usefulness of important concepts in social science research;

4. Identify and explain the key elements of a research design;

5. Explain why researchers must pay attention to the issue of measurement and its associated concepts of validity

and reliability;

6. Identify and explain methods of data collection –experimentation, survey research, field research & secondary

data analysis;

7. Differentiate between probability and non-probability samples; and

8. Identify and explain the various ways researchers prepare, analyze and present data, AKA research reporting.

Sufficient mastery or working knowledge of the methods of social research, as measured by competence in relation to the

objectives identified above, is one of the most important transferable skills social science students and graduates can

mailto:[email protected]

mailto:[email protected]

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possess. The class will pursue these objectives employing a combination of lectures, discussion (dyadic, multiple-person

group, and whole class), and individual group in-class exercises.

Format: This course will be taught as a seminar, which means each student must be an active partaker in the class. You

will each be called upon to lead part or all of one or more class sessions. I borrow from the syllabus of Professor Becky

Utz, who previously taught this class, to say that every stakeholder in this class will be learner, teacher, and leader:

Everyone a Learner. Everyone a Teacher. Everyone a Leader.

REQUIRED TEXTBOOKS AND OTHER READING MATERIAL

1. Approaches to Social Research, by Royce A. Singleton and Bruce C. Straits

Publisher: Oxford University Press (6nd Edition 2018 –Feel free to use the 4th or 5th editions)

Language: English

ISBN: 9780190614249

Note: If you want a 20% discount on this book, visit www.oup.com/us/he and enter the discount code: DELLIBO2017.

2. Observing Ourselves: Essays in Social Research, by Earl Babbie

Publisher: Waveland Press, Inc. (2nd Edition, 2015)

Language: English

ISBN: 9781478622017

3. Other required reading materials (supplementary readings) will be accessible online (Canvas) or the internet

Note: Please complete all readings prior to the class period they are assigned

COURSE REQUIREMENTS

A. Attendance and Participation 120 (24%)

1. Attendance 20

2. Research ethics certification 20

3. Participation in 6 in-class exercises 30

4. Leading part of a class session 30

5. Self-evaluation 20

B. In-Class Examination 180 (36%)

1. Examination 180

C. Research Proposal/Evaluation Design or Other 200 (40%)

1. Topic selection and approval 25

2. Initial reference list 25

3. Annotating bibliography & literature review 30

4. Final written report 120

D. Total Available Points 500 (100%)

Grading Scale

A = 94+ C = 74-76 Percent

A- = 90-93 Percent C- = 70-73 Percent

B+ = 87-89 Percent D+ = 67-69 Percent

B = 84-86 Percent D = 64-66 Percent

B- = 80-83 Percent D- =60-63 Percent

C+ = 77-79 Percent E =UNDER 60 Percent (≈Fail)

http://www.oup.com/us/he

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CLASS POLICIES

General Policies

1. Student Conduct: When respect breaks down, the learning process can be seriously impaired. Acts that can lead to

break down in respect include: the use of cell phones or other devices in a manner that undermines the classroom

climate; acting without decorum toward others in the class; using threatening and/or vulgar language against others;

and assaulting and/or threatening to assault others in the class. There are many other acts that may lead to breakdown

in respect. In essence, we must all endeavor to be respectful to each other. I expect you to abide by the student code of

conduct.

Please turn cell phones to vibrate during classes. Please desist from using cellphones and other electronic

devices during class. Laptops and other recording devices are welcome, but you must use them only in relation to

what we are discussing in class.

2. Attendance: Students are expected to attend each class period for the entire length of time. Students who miss more

than 2 classes generally find themselves falling behind and struggling to keep up with the material and meeting

deadlines. We will randomly take attendance over the course of the semester.

3. Examinations*: Students who miss the exam should contact me or the TA within 24 hours or as soon as they can

safely do so. If you know ahead of time that you will not be able to participate in an examination, you must provide

two weeks’ notice with written documentation.

4. Late Policy for Assignments*: Students have one week (from the due date) to resolve any issues regarding a late

assignment. Without providing a valid excuse students will be assessed a 20% late penalty per day.

*Exigent circumstances will be considered.

Academic Misconduct

Per University of Utah regulations (Policy # 6-400), any student who engages in academic misconducts, as defined in Part

I.B and which include (but not limited to) cheating, falsification, or plagiarism, “may be subject to academic sanctions

including but not limited to a grade reduction, failing grade, probation, suspension or dismissal from the program or the

University, or revocation of the student's degree or certificate. Sanctions may also include community service, a written

reprimand, and/or a written statement of misconduct that can be put into an appropriate record maintained for purposes of

the profession or discipline for which the student is preparing.” Please refer to the Student Code for full elaboration of

student academic and behavioral misconduct policies (http://regulations.utah.edu/academics/6-400.php). Each of you must

endeavor to avoid any and all forms of academic misconduct. Here is my plea. If you are not sure an action (or inaction)

constitutes academic misconduct, do not hesitate to ask me or your teaching assistant. Our goal in this class is to help you

achieve your goal(s) for enrolling in the class while upholding academic integrity.

Sexual Misconduct:

Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and

gender identity/expression) is a Civil Rights offense subject to the same kinds of accountability and the same kinds of

support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a

person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or

assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative

Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For

support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the

police, contact the Department of Public Safety, 801-585-2677(COPS).

ADA Notice: Reasonable Accommodation

“The University of Utah seeks to provide equal access to its programs, services, and activities for people with disabilities.

If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability

Services (CDS), 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make

arrangements for accommodations. All written information in this course can be made available in alternate format with

prior notification to the Center for Disability Services.” http://www.oeo.utah.edu/ada/guide/faculty/

http://regulations.utah.edu/academics/6-400.php

http://www.oeo.utah.edu/ada/guide/faculty/

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CLASS SCHEDULE

Week Date Topic Reading Task/Assignments/Due Dates

1 Tuesday:

01/09/18

What is

research? Why

study research?

-Singleton and Strait: Chapter 1

-Earl Babbie: Chapter 12

Come to class

https://www.youtube.com/watch?

v=5IvbpCbZpnM

2 Tuesday:

01/16/18

The nature of

science


-Earl Babbie: Chapters 1, 2 , 3 & 15

Discussion:

_____Instructor-led

_____Students-led (Group #........)

**In-class exercise #1

Read required materials before

class –this is required

If Group-led: Group to submit

summary of reading on Canvas

by 9:00PM on 01/15/18

3 Tuesday:

01/23/18 Research ethics


-Earl Babbie: Chapters 14

-When contacts change mind (The faked

study)

-ASA code of ethics or your discipline’s

Discussion:

_____Instructor-led







by 9:00PM on 01/22/18

Submit CITI ethics workshop

certificate on Canvas by

11:59PM on 01/23/18

4 Tuesday:

01/30/18

Elements of

research design


-A project proposal

Discussion:

_____Instructor-led*

_____Students-led (Group #........)**

*Review requirement of research topics

**Group must find and bring additional

material for discussion





by 9:00PM on 01/29/18

5 Tuesday:

02/06/18 Measurement



-Adua et al. (2016): The human dimensions

of climate change (Focus on how variables

are measured)

Discussion:

_____Instructor-led






by 9:00PM on 02/05/18

Submit topic for approval on

Canvas by 11:59PM on 02/06/18

6 Tuesday:

02/13/18 Sampling -Singleton and Strait: Chapter 6



https://www.youtube.com/watch?v=5IvbpCbZpnM

https://www.youtube.com/watch?v=5IvbpCbZpnM

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-Squire, Peverill. 1988. “Why the 1936

Literature Digest poll failed.” The Public

Opinion Quarterly, 52(1): 125-133.

-NYT: Review: Why key state polls were

wrong about Trump

(https://www.nytimes.com/2017/05/31/upsh

ot/a-2016-review-why-key-state-polls-were-

wrong-about-trump.html)

Discussion:

_____Instructor-led





by 9:00PM on 02/12/18

7 Tuesday:

02/20/18

Data Collection:

Experimental

designs

-Singleton and Strait: Chapter 7 & 8

- Earl Babbie: Chapters 7

Discussion:

_____Instructor-led






by 9:00PM on 02/19/18

Submit initial reference list on

Canvas by 11:59PM on 02/20/18

8 Tuesday:

02/27/18

Data Collection:

Survey research


-Schaeffer, Nora Cate and Stanley Presser.

2003. "The science of asking questions."

Annual Review of Sociology 9: 65-88.

Discussion:

_____Instructor-led








by 9:00PM on 02/26/18

9 Tuesday:

03/06/18

Data Collection:

Field research



- ASA Contexts: How to do ethnography

right (https://contexts.org/blog/how-to-do-

ethnography-right/)

Guest Speaker: Amanda R. Bertana,

Doctoral Candidate (Sociology)

Discussion:

_____Instructor-led






by 9:00PM on 03/05/18

10 Tuesday:

03/13/18

Data Collection:

Using existing

data


-Guest Speaker (from Library):

Discussion:



https://www.nytimes.com/2017/05/31/upshot/a-2016-review-why-key-state-polls-were-wrong-about-trump.html



https://contexts.org/blog/how-to-do-ethnography-right/

https://contexts.org/blog/how-to-do-ethnography-right/

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_____Instructor-led

***In-class exercise #4

Demonstration on how to use the

Census Bureaus’ Bldg Permits

Data

(https://www2.census.gov/econ/b

ps/)

11 Tuesday:

03/20/18 Spring Break Spring Break Enjoy the break, but be safe.

12 Tuesday:

03/27/18

Evaluation

research


-Logic model hand-out

Discussion:

_____Instructor-led








by 9:00PM on 03/26/18

Submit annotated bibliography

and lit. review on Canvas by

11:59PM on 03/27/18

13 Tuesday:

04/03/18

Data processing

and analysis


- Earl Babbie: Chapters 10

Discussion:

_____Instructor-led









by 9:00PM on 04/02/18

14 Tuesday:

04/10/18

Multivariate

analysis



-Adua et al. (2016): The human dimensions

of climate change (Focus on the estimation

and regression results)

-Annotated Stata multiple regression results:

https://stats.idre.ucla.edu/stata/output/regress

ion-analysis-2/

Discussion:

_____Instructor-led







by 9:00PM on 04/09/18

15 Tuesday:

04/17/18

-Research

reporting

-Review


Discussion:

Guest speaker: On (Dev) Project Proposal

Writing

_____Instructor-led



Submit self-evaluation on Canvas

by 11:59PM on 04/17/18

https://www2.census.gov/econ/bps/

https://www2.census.gov/econ/bps/

https://stats.idre.ucla.edu/stata/output/regression-analysis-2/

https://stats.idre.ucla.edu/stata/output/regression-analysis-2/

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16 Tuesday:

04/24/18 Examination Examination

You may bring a page and half

self-prepared notes for the

examination

17 Tuesday:

05/01/18 Finals Weeks Finals Weeks

Submit research proposal or

evaluation design or other

written report on Canvas by

11:59PM on 05/01/18

IMPORTANT DATES TO OBSERVE:

Last day to add without a permission code Friday, January 12

Last day to wait list Friday, January 12

Last day to add, drop (delete), elect CR/NC, or audit classes Friday, January 19

Last day to withdraw from classes Friday, March 2

Last day to reverse CR/NC option Friday, April 20

Source: http://registrar.utah.edu/academic-calendars/spring2018.php

MORE ABOUT COURSE REQUIREMENTS

A: ATTENDANCE AND PARTICIPATION

ATTENDANCE (20PTS):

Class attendance is required. We will take attendance, at least periodically. To earn the full 20 points, you must attend

98% or more of class sessions.

RESEARCH ETHICS CERTIFICATION (20PTS):

All researchers are obligated to conduct research ethically. To expose you to some of the issues considered in research

ethics, you must each complete the “Basic Course” in “Social and Behavioral Sciences” in the Collaborative IRB Training

Initiative (CITI). The basic course has twelve modules. It is an online interactive set of modules designed to improve

knowledge of the Common Rule, HIPAA Privacy Rule, and Good Clinical Practices for individuals involved in human

subjects research. This assignment will introduce you to the history and guidelines for conducting research ethically. It

will also expose you to the code of ethics adopted by your primary discipline (social sciences). Read through all of the

modules, complete and pass all of the quizzes, and then print/save a copy of the certificate showing that you have

completed the training. The course is available at the CITI Program website. Follow this URL to register:

https://about.citiprogram.org/en/homepage/. At registration step seven and the subsequent ones, select Group 2 (Social /

Behavioral Research Investigators and Key Personnel).

If you previously completed the CITI course within the last three years, you will not need to complete it again: Submit the

certificate you previously earned (If you don’t have it saved to disk, log into your CITI account to retrieve it).

As part of your education on research ethics, read the American Sociological Association’s (ASA) Code of Ethics. The

document sets forth the principles and ethical standards that underlie sociologists' professional responsibilities and

conduct. If you are from a discipline other than Sociology, feel free to use the code of ethics from your major professional

organization.

http://registrar.utah.edu/academic-calendars/spring2018.php

https://about.citiprogram.org/en/homepage/

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Graded Deliverable: Upload a copy of your CITI certificate to Canvas by 11:59PM on 01/23/18. This assignment will

be graded as pass/fail: Pass (20 pts), if you turn in the completed CITI certificate; and fail (0 pts), if you do not. Partial

credit (5-15 pts) will be awarded if you complete the certification after the deadline (up to two weeks) or if only part of

the certification was completed.

PARTICIPATION IN IN-CLASS EXERCISES (5PTS/EXERCISE*6 EXERCISES=30PTS):

Over the course of the semester, you will work in small groups comprising of 3-5 students completing up to six in-class

exercises. These exercises will be from me and probably you. Each exercise will be worth 5pts for a total of 30pts.

Graded Deliverable: At the end of each in-class exercise, each group must submit a completed exercise for grading.

Groups’ scores will depend on how accurately they complete the exercises.

LEADING A CLASS SESSION (30PTS):

Each of you will be expected to team up with three or more other students to lead a class discussion. It is my anticipation

that each group will only take up only part of a class session. Each group must post a summary of the assigned readings to

Canvas by 9:00PM of the Monday preceding the class period in which it is scheduled to present. Summaries should be

limited to one single-space page or less, and should provide a concise overview of the assigned reading or topics you are

assigned to discuss. Summaries will be available for all students to see.

In terms of the discussion itself, groups can start with a brief overview of the material (similar to what you prepared in

your summary), but groups should focus most of their time on a critical analysis and discussion of the main topics

associated with the assigned reading material. Groups are encouraged to break the class into smaller groups, develop an

activity that allows the class to discuss the material, and/or bring in outside materials or examples to illustrate the main

topics and themes of your assigned material. The TA and I will provide guidelines to each group regarding how much

time it will be expected to cover, and whether there are particular topics that should be emphasized. Feel free to deploy

your creativity.

Group members will have the opportunity to select their preferred week and/or topic on the first day of class. All group

members will receive the same grade.

Graded Deliverable: Group must submit their summaries on Canvas by 9:00PM of the Monday preceding the class

period in which it is scheduled to present. 10 of the points earmarked for this activity will be for the quality and timeliness

of the summary posted to Canvas. The remaining 20 points will be reserved for the quality, effectiveness, and creativity

of the in-class facilitation.

SELF-EVALUATION (20PTS):

Each of you is expected to write a short reflection on what you learned over the course of the semester (no longer than 1

single-spaced page). Think about whether you gained any skills or knowledge that you will be able to use in the future (I

really want to see this). Did you participate and engage fully in the activities and lectures? At the end of the essay,

include the following sentence stating how many points (out of 20) you think you deserve as a grade: “Based on my

effort, participation, and learning this semester, I believe I deserve ___ out of 20 points.” Be honest, be fair, and do not

hesitate to give yourself full points if you believe you deserve them. If you believe you deserve a less than perfect grade,

then assign your grade accordingly. Your essay must include specific examples and/or reasons justifying the grade you

choose to give yourself.

Graded Deliverable: Submit your evaluation essay on Canvas by 11:59PM on 04/17/18. Your final score on this task

will be based on your reflection paper and my assessment of your overall involvement in the class.

B: IN-CLASS EXAMINATION

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Students will complete a comprehensive in-class examination during the course of the semester. This examination will

consist of multiple-choice questions, matching given statements to the right concepts, and short essays. Depending on lab

availability, this examination will be computer-based. You may bring a page and one-half of self-prepared notes to class

for the examination. A page is one face/side of an A4 paper.

Examination date: April 24, 2017.

C: RESEARCH PROPOSAL/EVALUATION DESIGN OR OTHER

Each student will be required to devise a research proposal or an evaluation research design. Students for whom neither of

these options is appealing, you do not need to panic. There is a more flexible option that allows you to choose your own

project. You just need to follow the same steps as defined for the other two options. This is a required activity and will be

worth 200pts.

C.1: RESEARCH PROPOSAL OPTION

The purpose of this exercise is to help students learn how to apply appropriate research methods to an individually-chosen

research topic. It is intended to help students conceptualize an independent research project, like a Master’s Thesis or

Doctoral Dissertation, or perhaps begin thinking about how to write research proposal for a funding agency.

This multi-part assignment will be worked on throughout the entire semester. Very early in the semester, students will

choose a research topic, ideally one that they are interested in pursuing for their Master’s Thesis, Doctoral Dissertation,

major research paper, or other professional undertaking. After choosing a topic, students will then develop the specific

research question to be addressed, as well as a bibliography of at least twenty references and a brief description of each

reference. The final task will be a written proposal in which the annotated bibliography is reworked into a literature

review and includes a detailed discussion of how the proposed research will be conducted. A proposal includes

justification of the chosen research methods to be used to answer the chosen research question. Here is your road map to

the final product, and there is ‘gravy’ at every key stop on the map:

STEP #1: TOPIC SELECTION AND APPROVAL (25PTS) –You will receive 5 pts for each of the items below, that is,

if you execute them properly. You will receive feedback on the appropriateness, scope, and/or feasibility of the proposed

topic.

1. First, write a short statement (a paragraph is probably acceptable), detailing a topic you are interested in pursuing for

an independent research project. In this statement, explain what the topic is and why it is important enough to be

researched. You should be as specific as possible, but you do not need to know how you will conduct the research at

this time.

2. Next, write a specific research question related to that topic. Is your research question descriptive, exploratory,

explanatory, or evaluative? You may need to write several questions to help you narrow the topic. If you do that,

please star the ‘best” one and complete the remaining exercises related to it.

3. Now state a specific hypothesis or hypotheses related to your research question? Remember: a hypothesis identifies

a clear independent and dependent variable. It states a direction of association (positive, negative, neutral). It can

usually be written into an “if, then” statement. Identify each component.

4. Describe why you think the hypotheses are in the direction that you stated. This explanation or discussion would be

the start of your theoretical framework

5. Describe the significance (theoretical and practical) of the proposed project.

Graded Deliverable: Submit this on Canvas by 11:59PM on 02/06/18.

STEP #2: INITIAL REFERENCE LIST (25PTS)–Researchers generally begin a study by looking at what other

researchers have found on a given issue. After your topic is approved, you should immediately work at compiling a list of

high-quality journal articles that deal with your chosen subject.

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Your initial reference list must include at least twenty (20) social science journal articles – i.e., published peer-review

research articles. Additional citations on your reference list (beyond the 20 journal articles) may include books, reports,

mass print media (magazines, newspapers). Internet references should be avoided, unless the source is credible, such as a

refereed on-line open-access journal, a report from a well-known agency, etc. This is a research methods course, so you

are expected to find research articles. Type your reference list using any standard format for bibliographic references:

APA, MLA, Chicago Manual of Style, and so forth). Feel free to choose the format/style that is most relevant to your

discipline.

Graded Deliverable: Submit your initial reference list on Canvas by 11:59PM on 02/20/18.

This exercise will be graded according to the following three criteria:

1. Whether the chosen sources appear to have relevance to topic (10 pts);

2. Whether the list contains reputable, scholarly research-based sources (10 pts); and

3. Whether a consistent bibliographic style has been adopted (5pts).

STEP #3: ANNOTATED BIBLIOGRAPHY & LITERATURE REVIEW (30pts) –This section requires you to undertake

two important activities. Here is what you must do:

1. Create an “annotated bibliography” for at least ten (10) of the sources identified from the reference list you

produced earlier. An annotated bibliography provides full citation information for the source, followed by a short

summary for each reference. Summaries for each chosen article should not simply quote or paraphrase the abstract

for the article; they should include a response to each of the following points:

a. A brief description of the author's objectives (e.g., what was the major question or questions the author was trying

to illuminate?)

b. A brief description of the data on which the authors’ conclusions were based and how the data were collected.

(e.g., was it a survey, experiment, qualitative case study, or what? What kind of sample was used?)

c. A description of key variables, as well as how they were measured.

d. A brief summary of what the author(s) concluded.

e. Additional notes that remind you about how or why this reference is particularly relevant to your proposed

research topic.

2. Develop a “literature review” essay (minimum = 2 single-spaced pages; maximum = 5 single-spaced pages) where

you attempt to summarize and integrate the chosen literature in a single, coherent essay. Literature review provides

discussion of what we already know about the topic, where the gaps in understanding remain, and possible definitions

for key terms or concepts. Do not just serially describe the articles. The essay you create has to include at least the 10

research articles annotated above (it can include additional sources). You must use a formal and consistent in-text

citation style.

Graded Deliverables: Submit the annotated bibliography and literature review on Canvas by 11:59PM on 03/27/18.

Grading:

1. 15 points allocated for the “annotated bibliography” (i.e. 1.5pts per each of 10 articles reviewed. Completeness and

quality of summaries will be assessed. Chosen sources should be relevant to topic and scholarly in nature.

2. 15 points allocated for the “literature review” essay. Questions we will consider in grading this are: Did you use an

appropriate in-text citation style? Are the articles integrated and synthesized, rather than serially described?

STEP #4: RESEARCH PROPOSAL – FINAL WRITTEN PROJECT (120pts) –A research proposal is carefully

developed documents used to gain clearance to proceed with the research from funding agencies, committees that

safeguard human subjects, or other authorities such as faculty advisors. Proposals outline a specific research question(s),

what is already known about the topic (lit review), plus provide a detailed plan for how a research project will be

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conducted. There are no set page limits or page requirements for this assignment. Though, typically a proposal of this

nature will be about 10 pages in length. The final written proposal should contain the following elements. Use

subheadings to designate each section of the document:

1. Specific Aims: An overview/introduction of the subject of the proposal, the main research question, including why it

is important, and a brief introduction/summary to the proposed method. This is like an extended abstract that allows

the reader to decide whether they want to read more about your project. It should be limited to no more than 1.5

pages.

2. Background or Literature Review: Review of the theoretical and research literature related to your topic. This is

where you show that you’ve done proper background research and that you understand the relevant theories and that

you are knowledgeable about previous research on the subject. You should conceptually define the key concepts you

want to study.

3. Proposed Study, Research Questions: Outline the specific research questions you wish to answer, as well as

hypotheses (when relevant and if not outlined in previous section). You should also try to describe how your research

is new or different from existing research and justify the importance of your research topic and proposed project.

4. Methods or Research Plan: A detailed discussion of how you propose to study the subject, including a justification

for your methodological choices.

a. Data: What types of data will you collect or use to answer your research question? Describe your proposed plan

or method of data collection (survey, ethnography, experimentation or use of secondary data), and justify why

these methods are appropriate for your research questions. Consider both the strengths and limitations of your

approach.

b. Measurement: How will you measure (or operationalize) the key concepts? Be very specific. For example, if you

are using a survey to collect responses, list the actual survey question(s) that will be used to measure each

concept. The questionnaire can be included as an appendix, but be sure to make reference to it in the main

document.

c. Sample: What population do you want to study, and how will you select a sample. How representative is that

sample? Don’t forget to discuss how any lack of generalizability might affect the desired results.

d. Analytic Plan: How will you analyze and/or manage the data once collected?

e. Preliminary Results: If relevant, what preliminary research have you done on the topic? Do you have any pilot

study results? (for most students, this section will be very brief, such as “no preliminary results at this time”)

f. Timetable: Outline a specific, detailed timeline for completing each phase of proposed study.

5. Budget: What are the financial costs, if any, associated with the project? How will you cover these costs? Be

specific. Provide details. (1 page)

6. Ethical Considerations: What precautions will you take to avoid violating standards of ethical research conduct?

What are the ethical issues you would need to consider to do this project? Will you need IRB approval or not? (1

page or less)

7. References. A list of the sources you consulted and cited within the proposal. Use whatever bibliographic style that

is relevant to your discipline. Be consistent. Be formal, with both this end-of-paper section and with the in-text

citation style.

Graded Deliverables: Submit your research proposal document on Canvas by 11:59PM on 05/01/18.

Grading –Papers will be graded according to:

1. the completeness of the document submitted (whether it captures the key aspects of proposals outlined above

2. quality of writing, including critical consideration subject being considered; and

3. appropriateness of research design will also be considered.

Note: I will post two or more examples of well-crafted research (grant) proposals.

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C.2: EVALUATTION DESIGN OPTION

Evaluation designs for this assignment will be limited to outcome/impact evaluation only. When we invest resources

(money, time, knowledge, etc) in any policy, program, project, measure or initiative, there is always an interest to know if

the desired outcomes are being or have been achieved. The question often is, what are we getting for the resources we are

expending? Outcome/impact evaluation is often the process by which we address this question. This assignment, if you

opt for it, requires you to develop a complete outcome/impact evaluation design for a policy, program, project, measure,

or initiative of your choosing that can actually be implemented by you or someone else. Here is your road map to the final

product, and there is ‘gravy’ at every key stop on the map

STEP #1: TOPIC SELECTION/EVALUATION QUESTION AND APPROVAL (25PTS): Your job here is to choose

and clearly articulate a program, project, or policy you want to evaluate and how the evaluation will be conducted. In

articulating your program/project/policy evaluation design, be sure to address the following:

1. What outcome evaluation questions will you be addressing in your evaluation design for this class? A “good”

question for your outcome evaluation is:

a. One which is appropriate to the program you are evaluating.

b. One for which data are available or can be created within a reasonable time frame to answer the question;

c. One for which previous evaluations exist. These extant evaluations could have dealt with the same or related

questions. The preference is for evaluations in peer-reviewed academic journals, GAO reports, or other credible

sources. Evaluations conducted by the program on itself are used only as a last resort;

d. One about which you possess intellectual curiosity (Not necessary in all situation, such as when you are

evaluating a policy/program/project as a consultant).

2. What is the logic model and theory of change for your program? Include the diagram and also a written explanation of

the diagram and the underlying theory of change. The program theory is basically the logical reasoning behind the

expectation that the policy/program/project/measure/initiative will generate a given outcome(s).

3. Explain why conducting an evaluation of the policy/program/project you have selected is a worthwhile endeavor.

4. What *specific* dataset will enable you or someone else to address your outcome evaluation question and ultimately

implement the outcome evaluation you will design by the end of this class? Where is the dataset available? Is it

publicly available? For what years are there data? What variable or variables from this dataset will you use? What is

the level of analysis?

Graded Deliverable: Submit this on Canvas by 11:59PM on 02/06/18.

STEP #2: INITIAL REFERENCE LIST (25PTS)–Evaluation researchers (or consultants) generally begin a study by

looking at what others have found on a given subject. After your topic is approved, you should immediately work at

compiling a list of high-quality journal articles and GAO reports that deal with your chosen subject.

Your initial reference list must include at least twenty (20) social science journal articles (i.e., published peer-review

research articles) and relevant GAO reports. Additional citations on your reference list (beyond the 20 journal articles)

may include books, reports from other credible organizations, mass/print media (magazines, newspapers). Internet

references should be avoided, unless the source is credible, such as a refereed on-line open-access journal, a report from a

well-known agency, etc. This is a research methods course, so you are expected to find research articles. Type your

reference list using any standard format for bibliographic references: APA, MLA, Chicago Manual of Style, and so forth).

Feel free to choose the format/style that is most relevant to your discipline.

Graded Deliverable: Submit your initial reference list on Canvas by 11:59PM on 02/20/18.

This exercise will be graded according to the following three criteria:

4. Whether the chosen sources appear to have relevance to evaluation topic/question (10 pts);

5. Whether the list contains reputable, scholarly research-based sources and/or GAO reports (10 pts); and

6. Whether a consistent bibliographic style has been adopted (5pts).

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STEP #3: ANNOTATED BIBLIOGRAPHY & LITERATURE REVIEW (30pts) –This section requires you to undertake

two important activates. Here is what you must do:

3. Create an “annotated bibliography” for at least ten (10) of the sources identified from the reference list you

produced earlier. An annotated bibliography provides full citation information for the source, followed by a short

summary for each reference. Summaries for each chosen article/GAO report should not simply quote or paraphrase

the abstract for the article; they should include a response to each of the following points:

a. A brief description of the author's objectives (e.g., what was the major question or questions the author was trying

to illuminate?)

b. A brief description of the data on which the authors’ conclusions were based and how the data were collected.

(e.g., was it a survey, experiment, qualitative case study, or what? What kind of sample was used?)

c. A description of key variables, as well as how they were operationalized.

d. A brief summary of what the author(s) concluded.

e. Additional notes that remind you about how or why this reference is particularly relevant to your proposed

research topic.

4. Develop a “literature review” essay (minimum = 2 single-spaced pages; maximum = 5 single-spaced pages) where

you attempt to summarize and integrate the chosen literature in a single, coherent essay. Literature review provides

discussion of what we already know about the topic, where the gaps in understanding may be, and possible definitions

for key terms or concepts. Do not just simply serially describe the articles. The essay you create has to include at least

10 of the research articles annotated above (it can include additional sources). You must use a formal and consistent

in-text citation style.

Graded Deliverables: Submit the annotated bibliography and literature review on Canvas by 11:59PM on 03/27/18.

Grading:

3. 15 points allocated for the “annotated bibliography” (i.e. 1.5pts per each of 10 articles reviewed. Completeness and

quality of summaries will be assessed. Chosen sources should be relevant to topic and scholarly in nature.

4. 15 points allocated for the “literature review” essay. The questions we will consider in grading this are: Did you use

an appropriate in-text citation style? Are the articles integrated and synthesized, rather than serially described?

STEP #4: EVALUATION DESIGN – FINAL WRITTEN REPORT (120pts) – Devise an outcome evaluation design for

a policy/program/project of your choosing. This may be a local, state, national, or international

program/intervention/initiative/expenditure of time, money, and resources for which data are available or can be created

within a reasonable time to assess its outcomes/impacts. It can be a policy/program/project/measure/initiative within a

public organization, a nonprofit organization or business enterprise. Your outcome evaluation design may be organized as

follows:

1. Introduction: Clearly describe the policy/program/projects you want to evaluation. Be sure to explain the logic model

and program theory. Here are some questions to address: 1) What policy/program/project are you focusing on and

why? 2) What is/are the intended outcome(s) if the policy/program/project is implemented as planned? Why are these

outcomes expected? Consider using a diagram to depict the program theory/logic model. Explain why conducting an

evaluation of the policy/program/project you have selected is a worthwhile endeavor.

2. Evaluation Research Question: State and clearly explain the evaluation research questions (Refer to the hand-out on

how to properly state evaluation questions.

3. Literature Review: Review of the theoretical and research literature related to your evaluation question(s). This is

where you show that you’ve done proper background research and that you have the relevant understanding of the

question and the associated theories and that you are knowledgeable about previous research on the subject. You

should operationalize the key concepts you want to study.

4. Proposed Evaluation Design: Explain the research design you plan to use. Here are some options:

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a. Pre-experimental –the one-short case study; one-group pretest-posttest design; the static group comparison design.

b. True experimental: pretest-posttest control group design with random assignment; posttest-only control group

design with random assignment (there are other advanced designs).

c. Quasi-experimental: nonequivalent control group design; interrupted time series design; interrupted time series

design with nonequivalent comparison group.

5. Data: What *specific* dataset will enable you or someone else to address your outcome evaluation question and

ultimately implement the outcome evaluation you will design by the end of this class? Where is the dataset available?

Is it publicly available? For what years are there data? What variable or variables from this dataset will you use? What

is the level of analysis?

6. Conclusion: Briefly recap your proposed design and note why it is important to conduct the evaluation you are

proposing.

7. References. A list of the sources you consulted and cited within the evaluation design document. Use whatever

bibliographic style that is relevant to your discipline. Be consistent. Be formal, with both this end-of-paper section

and with the in-text citation style.

Graded Deliverables: Submit your outcome evaluation design on Canvas by 11:59PM on 05/01/18.

Grading –Papers will be graded according to:

4. the completeness of the document submitted (whether it captures the key aspects of proposals outlined above

5. quality of writing, including critical consideration subject being considered; and

6. appropriateness of research design.

Note: I will post an example of an evaluation project.

C.3: OTHER (SELF-PROPOSED)

If neither of the above tasks (research proposal or outcome evaluation design) particularly appeals to you, feel absolutely

free to propose your own research project. Here are some rules to follow if you opt for a self-proposed project:

1. Focus on the process and/or methods of conducting social research.

2. Include a literature search/review, as well as independent creation/development of an idea.

3. Be similar in scope and rigor as the project outlined above.

4. Adopt a multi-part structure and due dates of the original project, so it can be graded similarly. Here is your road map

to the final product, and there is ‘gravy’ at every key stop on the map:

a. Topic selection and approval 25 pts

b. Initial reference list 25 pts

c. Annotated Bibliography 30 pts

d. Final Project 120 pts

DISCLAIMER:

While I will endeavor to stick to this syllabus, I reserve the right to be able to make changes I deem necessary for the

enhancement of teaching and learning in the class. I will consult the class before making any such modifications to the

syllabus.

spring 2018 methods of social research venue: beh s … · note: please complete all readings prior...

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