OAPB Research Syllabus
Instructor: Dr. Teresa Thornton
Contact Information: [email protected]
Office Phone: 561-972-9672
Office Hours: Monday-Friday 7:30-8:00 (please make sure I am available and not in meetings), lunch, 3:30-4:00 and by appointment
(Please come in my office during YOUR study hall if possible).
Textbooks:
• Babbie, E. (2010). The Practice of Social Research. Belmont, CA: Wadsworth. • Bock, D. Velleman, P., and De Veaux, R. (2012). Stats Modeling the World (3rd ed) Oklahoma City, OK:Prentis Hall
• Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approach. Thougsand Oaks, CA: Sage
Publications
• Goldenberg, P. (2010). Writing a Research Paper: A step-by-Step Approach (3rd ed) New York, NY: Sadlier Publishing
Journal articles:
• Hopkins, W. (2000). Quantitative Research Design. Sportscience 4(1), sportsci.org/jour/0001/wghdesign.html
• Lidskog, R. (1996). In Science We Trust? On the Relation between Scientific Knowledge, Risk Consciousness and Public
Trust.Acta Sociologica, Vol. 39, No. 1, Sociology and the Environment (1996), pp. 31-56
• Wynne, B. (1992). Misunderstood misunderstanding: social identities and public uptake of science. Public Understand. Sci.
1281-304.
Assorted Journals, articles, and activities based on each student's discipline
Course Description
Honors Quantitative and Qualitative Research: Theory, Design, and Practice
This course examines and uses phenomenological approaches to both scientific and social science research. There is an emphasis on
descriptive statistics; abstracting and evaluating sources; understanding statistical symbols; research reliability and validity; designing,
scoring, evaluating, and using assessments; examining inquiry methodology and communicating about research. Designed for original
research that includes developing collaborations with professionals, university professors, and other stakeholders in order to produce
valid methods and results as described by Babbie (2010) and Creswell (2009). Deliverables for this course include but are not limited
to: regional, state, national, and international science fair submissions; community outreach and education; a professional white paper;
a presentation at a professional conference; and/or grant writing for further research. Computer programs applicable to research will
be used to help create a visual depiction of data and results (i.e., geographic information systems (GIS), modeling programs,
networking programs). Initial ideas are to be approved by the instructor, and external mentors chosen early in the process. Field work
required. Ideal program for college portfolio. Typically offered over two semesters.
Outcomes
Students will be able to:
• Discern between acceptable and unacceptable scientific resources
• Determine what constitutes valid scientific research
• Formulate how scientific field research is constructed and be able to perform said research
• Identify research parts/sections of a peer reviewed journal article and be able to reproduce the format with your own research
• Create visual components of research in the following software: GIS, statistics, PowerPoint, and any other pertinent applications
• Devise and perform original research
• Improve communication skills through collaborative work with professionals
• Write a research paper that analyzes data collected
• Share results via a conference, science fair, or publication
Teaching & Learning Strategy
Students will lead discussions, formulate and present case studies for analysis and present challenging questions for classmates to
explore. Students are expected to complete reading and writing assignments in a timely fashion, think about the material they are
assigned to read, be active participants in classroom discussions, and act upon the challenges posed as opportunities for learning and
building self-confidence.
Collaborative groups will be formed to promote peer learning. An emphasis will be placed on active engagement in the processes of
math and science. In doing math and science, each student will construct in a body of knowledge that will support learning in other
courses. As part of the foundations curriculum, this course will emphasize the acquisition of specific skills that include writing and
speaking effectively, critiquing, problem solving, and evaluating. Therefore, the demonstration of these skills will become part of the
evaluation process of this course.
Breakdown of Class Activity by Week
Week
1-2
3-4
Topic
Summer Research Projects
• Students will present a summary of their projects assigned in June
• Classmates will evaluate their research design and theory based on:
- Creswell Part I: Section 1: The Selection of Research Design (pg 3-22)
- Babbie Chapter 1: Pure and Applied Research (pg 25); Chapter 4: The Purposes of Research (pgs 91-94);
How to Design a Research Project (pgs 112-119)
- Goldenberg Chapter 1: Choose a Topic (pgs 7-22), focus specifically on Page 10 outline
Acceptable vs unacceptable research sources
• Three levels of rigor
◦
Primary, secondary, and tertiary sources:
◦
Activity: Several types of media will be presented. In groups, students must determine what is
primary, secondary and tertiary sources based on sources given
- Babbie Chapter 1: Looking for Reality (pgs 3-8)
-Goldenberg Chapter 2: Locate Sources (pg 22-46)
◦ Scientist vs Laymen
◦ Who decides what is truth in data? Read the following journal articles and chapter and write a one page 1” margin
single spaced paper on your thoughts and impressions. Use examples from the paper and chapter.
- Public trust lidskog.pdf
- May the Sheep Safely Graze Wynne, 1996 Wynne-Misunderstood-PUS.pdf
◦
Babbie Chapter 5: Who Decides What is Valid? (pgs 155-156)
◦ Research access at OAPB (Marybeth Lemoine, Research Specialist): Learn how to access campus on-line journal
subscriptions (find acceptable journal articles for your topic)
• How to read a peer reviewed journal article
5-6
◦
How To Read A Journal Article.docx
◦
◦
Notes on How to Read a Journal Article.docx
Dissect journal articles according to parts. Can you identify: the discipline?; the “Bam” Statement?; the
subject’s relationship to the larger community?; the sections of Methods, Resutls, Discussion,
Conclusion?; Limitations?; Future research?; and THESIS STATEMENT? (not in this order)
▪
▪
▪
◦
◦
Toth et al Science 2012.pdf
Journals from iCommons that are in your area of topic (discipline)
Identify parts of the scientific method in each journal type
Differentiate parts and methods of journals due to discipline
COMPLETE BY FIRST CLASS NEXT WEEK
Using Google Scholar to find papers:
• How to find an acceptable journal article
• Identify a seminal paper
• Obtain 5 journal articles that apply to your specific research topic (2 seminal papers), use the school’s subscriptions
to obtain papers, if still not possible- write the author!
7-9
• How to write a Thesis Statement and introduction
- Goldenberg Chapter 4: Write a Thesis Statement and Title (pgs. 65-76)
- Creswell Part II; Section 5; The Introduction (pg 95-110)
- Creswell Part II; Section 6; The Purpose Statement (pg 111-128)
- Babbie Part I Chapter 2: Two Logical Systems Revisited (pgs 44-52); Deductive Theory
Construction (pgs 53-55); and Inductive Theory Construction (pgs 56-57)
◦
◦
10-12
How to write an Introduction_M&M_Lab Format.docx
Detailed Science Laboratory Format 2.15.1
• What is a literature review
◦
Analyze the 5 journals you obtained for your topic and dissect the intro./lit. review
Creswell Part I Section 2: Literature Review (pgs 23-46)
• How to use Word for APA 6th ed and Bibliography management
◦ Document Elements, References, Manage, choose document typed
13-15
16-18
19-22
23-25
26-27
28-31
32-36
(cont.)
• Quantitative research: wghdesign.doc
◦ Creswell Part II Section 8 Quantitative (pgs 145-172)
• Qualitative research:
◦ Creswell Part II: Section 9 Qualitative Proceedures (pgs. 173-203)
• Babbie Part 2: The Structuring of Inquiry: Quantitative and Qualitative; Part 4 Chapter 13 & Chapter 14
 Sampling based on research type
o Babbie Section II Chapter 7: Logic of Sampling (pgs 187-191); Nonprobability (pgs192-195);
Probability Sampling (pgs 196-207); Populations and Sampling Frames (pgs 208-210); type of Sampling
Designs (pg 211-217); Multistage Cluster Sampling (pgs 218-225)
 Discuss kinds of sampling and research format necessary based on each individual students independent research
topic. As a class formulate sampling instructions based on discipline and required outcome.
o Observation techniques as an ACTIVITY in the courtyard. Analyze results for patterns. Compare results
to other students for inter-rater reliability discussion
o Creswell Part I Chapter 1 pg11-20 ; Strategies of Inquiry, Research Methods
o Find which methods are best for your study.
How to find a mentor or Creating a Research Committee
o Internet research, authors, professionals in your field of interest
o Craft a letter to email to potential mentors. Include in the email your Introduction/literature Review
 If your method and materials are complete and you are looking for a lab, include them
 If you need help with methods, include your ideas and expectations
 Have an electronic CV ready for applications to intern, etc.
o Call and email potential mentors; follow up with a phone call post email
o Keep an excel sheet of contacts with contact information and results of contact
o Create an email file with separate files for each mentor, and how they apply to your research
Collect and Analyze Data
Data collection should begin as soon as possible. Once completed and methods of analysis are determined
o Qualitative, Quantitative, Mixed Methods Creswell Part II, Section 8 and 9 (review from earlier; pgs
162-170 and 178-193)
o Babbie Chapters 5 and 7 (Review)
o Creswell Part II, Section 10 (pg 217-218)
o Babbie Chpters 13, 14, and 16 According to YOUR research types: Quantitative Analysis, Qualitative
Analysis, Statistical Analysis
 Excel
 SPSS
 NVivo
◦
Use class time as well as time at home to compile data in the electronic program of your choice.
 How to Write-up Results based on individual research discipline
o Refer to journals in your discipline to determine exact format and content
o Pick two of your favorite seminal papers as a guideline
o Do you have a separate Discussion and Conclusion or are they combined?
o Also use the Detailed Science Laboratory Format 2.15.13
Science Fair Requirements
• County, State, and National Forms. These are INCREDIBLY complicated and should not be taken lightly. They
are VERY picky about even the color of ink. BE PRECISE. Follow directions!
• Write-ups
o Abstracts that include preliminary results
o Summarize Literature Review
o Make Results
o Board design Board_Design_2012_Page_11.jpg
o SCIENCE FAIR Prep/Present to class
o School wide Science Poster Presentation
 How to find journal articles and conferences to publish your work
o Find journals that you read for your literature review. Also Google your subject in Google Scholar and
look for the journals that are publishing papers similar to yours.
o If they have an association connected to those journals then check for an annual conference for which
you can apply to present
 Find conferences that your research would apply (see above or simply Google)
o Find out how they like to present information
o Make your work appealing to that journal/conference and submit
o Submit to several conferences and determine which journals may be “back-up” journals in case your first
choice does not go through to completion.
o
FINAL DAY: How to make your research better for next year
Assessment
All assignments will be graded according to the following scale:
Grade
Criteria
Consistently outstanding work that shows mastery of the material relevant to the assignment. Work displays evidence
of well-developed high-order thinking and problem-solving skills, including the ability to define a problem, recognize,
develop and evaluate different hypotheses or solutions, find patterns and meaning in complex data, evaluate the
reliability of different sources of information, where warranted, generalize from specifics, and make reasoned
judgments, even with incomplete information.
A
B
Consistently very good work that shows mastery of material relevant to the assignment. Work displays evidence of
high-order thinking and problem solving skills as above, but with some difficulties.
C
Good quality work showing mastery of the material, but with some weakness.Work meets the requirements of
assignment, but shows little, if any, evidence of high-order process such as those listed above.
D
Assignment complete but is of poor quality with major weaknesses. Master of material is in doubt, and higher-order
processes are not evident
F
Assignment is not completed on time, does not meet minimum criteria, or is plagiarized or otherwise dishonest.
Final grades will be weighted as follows
A+
A
AB+
B
B-
97-100
C+
93-96
C
90-92
C87-89
D+
83-86
D
80-82
DAn "F" is any score 59 and below. Tentative Schedule
77-79
73-76
70-72
67-69
63-66
60-62
PROJECT GRADING
1. A weekly assignment may be connected to either research methods, or a topic covered in class.
2. The nature of WEEKLY MEETINGS AND PERSONAL GOALS:
a) Students will design a research plan for the semester/year. It should be detailed, include a calendar plan, equipment, and
potential mentors as well as all elements needed to complete their project efficiently and expediently.
b) Students must meet weekly with Dr Thornton to discuss progress, roadblocks, and needs anything that updates her with the
project. This is a FORMATIVE Grade and should be COMPLETED by Wednesday of each week.
c) EVERY Friday students should submit by 4pm an email with the following information:
i.
Goals met from last week. Including: road blocks, solutions, outcomes, equipment, a summary of student
involvement, a summary of mentor involvement, maps, what was accomplished, anything discussed in the Wednesday
meeting and anything not discussed in the Wednesday meeting, and written work to date.
ii.
Goals for the following week in detail. Include contact names and numbers, maps, instructions, methods, equipment,
time schedule, calendar, ANYTHING needed to complete plan.
3. All written assignments should be continually rewritten until considered satisfactory by mentor or teacher.
4. LATE WORK WILL HAVE POINTS DEDUCTED AS PER CLASS CONTRACT
PLEASE BE AWARE THAT ACADEMIC DETENTIONS WILL BE ADMINISTERED UNTIL ALL WORK IS TURNED
IN. THIS MEANS ANY AFTERSCHOOL RESPONSIBILITES WILL BE INTERRUPTED.
Homework:
Homework assignments will be posted to http://drthorntonscourses.webs.com/ the week prior to the subject being covered in class,
and due the week after the subject is covered in class. This gives students a full week and two weekends to manage their time
properly and make sure homework is completed in a timely manner. Additional assignments will be individualized based on each
student’s level.
IT IS YOUR RESPONSIBILITY TO CHECK THE WEBSITE DAILY FOR
UPDATES:
http://drthorntonscourses.webs.com/