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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
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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)
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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/
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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
-Singleton and Strait: Chapter 2
-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
-Singleton and Strait: Chapter 3
-Earl Babbie: Chapters 14
-When contacts change mind (The faked
study)
-ASA code of ethics or your discipline’s
Discussion:
_____Instructor-led
_____Students-led (Group #........)
**In-class exercise #2
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
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
-Singleton and Strait: Chapter 4
-A project proposal
Discussion:
_____Instructor-led*
_____Students-led (Group #........)**
*Review requirement of research topics
**Group must find and bring additional
material for discussion
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
by 9:00PM on 01/29/18
5 Tuesday:
02/06/18 Measurement
-Singleton and Strait: Chapter 5
-Earl Babbie: Chapters 5
-Adua et al. (2016): The human dimensions
of climate change (Focus on how variables
are measured)
Discussion:
_____Instructor-led
_____Students-led (Group #........)
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
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
Read required materials before
class –this is required
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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
_____Students-led (Group #........)
**In-class exercise #3
If Group-led: Group to submit
summary of reading on Canvas
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
_____Students-led (Group #........)
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
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
-Singleton and Strait: Chapter 9
-Schaeffer, Nora Cate and Stanley Presser.
2003. "The science of asking questions."
Annual Review of Sociology 9: 65-88.
Discussion:
_____Instructor-led
_____Students-led (Group #........)**
**Group must find and bring additional
material for discussion
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
by 9:00PM on 02/26/18
9 Tuesday:
03/06/18
Data Collection:
Field research
-Singleton and Strait: Chapter 11
-Earl Babbie: Chapters 8
- 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
_____Students-led (Group #........)
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
by 9:00PM on 03/05/18
10 Tuesday:
03/13/18
Data Collection:
Using existing
data
-Singleton and Strait: Chapter 12
-Guest Speaker (from Library):
Discussion:
Read required materials before
class –this is required
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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
-Singleton and Strait: Chapter 14
-Logic model hand-out
Discussion:
_____Instructor-led
_____Students-led (Group #........)**
**Group must find and bring additional
material for discussion
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
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
-Singleton and Strait: Chapter 15
- Earl Babbie: Chapters 10
Discussion:
_____Instructor-led
_____Students-led (Group #........)**
**Group must find and bring additional
material for discussion
***In-class exercise #5
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
by 9:00PM on 04/02/18
14 Tuesday:
04/10/18
Multivariate
analysis
-Singleton and Strait: Chapter 16
-Earl Babbie: Chapters 11
-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
_____Students-led (Group #........)**
***In-class exercise #6
Read required materials before
class –this is required
If Group-led: Group to submit
summary of reading on Canvas
by 9:00PM on 04/09/18
15 Tuesday:
04/17/18
-Research
reporting
-Review
-Singleton and Strait: Chapter 17
Discussion:
Guest speaker: On (Dev) Project Proposal
Writing
_____Instructor-led
Read required materials before
class –this is required
Submit self-evaluation on Canvas
by 11:59PM on 04/17/18
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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.
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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.
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