Course Syllabus
Course number:
DMIN 8112 X1
Course title:
Course dates:
Research Methodology
Monday - Thursday, October 24 – October 27, 2016
Class location:
Acadia Divinity College
Instructor’s name:
Dr. John McNally & Dr. Jody Linkletter
Instructor title:
Program Director, Doctor of Ministry; Lecturer in Practical
Theology
Associate Director of Doctoral Studies; Lecturer in Youth and
Family Ministries
Office hours:
Contact information:
Appointments available via email
Email: [email protected] & [email protected]
Phone:
(902) 585-2231
& 902-585-2210
Post: 15 University Ave. Wolfville, Nova Scotia, Canada B4P 2R6
Course description:
This course is designed to prepare Acadia Doctor of Ministry
students to research, write, and defend a thesis-project.
Course objectives:
As a result of completing this course, students should be able to:
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Understand the nature and goals of an Acadia D.Min.
Thesis-project
Focus the research question
Understand the expectations related to contents of the
various thesis chapters
Choose an approach to original research so that the
research methodology supports their research topic
Design and write a Thesis-Project proposal
Organize their time and work for successful completion and
timely graduation
Required reading in
advance of class
meeting dates:
Students should become generally familiar with the contents of the
most recent edition of Kate L. Turabian’s book, A Manual for
Writers of Term Papers, Theses, and Dissertations, which is our
guide for applying the Chicago Manual of Style
(http://www.chicagomanualofstyle.org/home.html).
Students should carefully read the Doctor of Ministry Handbook,
especially the sections related to thesis timelines, supervision, and
examination. In light of learning needs and research interests,
students can access materials from other resources listed below.
Students should carefully review Acadia University’s policy on
research ethics found here: http://reb.acadiau.ca/. Proposals for
thesis research on human beings will eventually need to be
approved by the AU Research Ethics Board, before beginning any
research with human beings.
Required texts:
[Please note that
books #4 & #5 are
now required for
Orientation, so please
acquire a copy for
their very valuable
material which is an
ingredient in future
assessment.]
1. Foss & Waters. Destination Dissertation: A Traveler’s Guide
to a Done Dissertation. (Lanham, MD: Rowman and Littlefield,
2016).
2. Sensing, Tim. Qualitative Research: A multi-methods
approach to projects for Doctor of Ministry Theses. (Eugene,
OR: Wipf and Stock, 2011).
3. Please choose the third required text related to your
specific research methodology. Please see note regarding
Badke below.
4. Graff, Gerald and Cathy Birkenstein. They Say/I Say: The Moves
That Matter in Academic Writing. (W. H. Norton: New York, NY,
third ed., 2014).
5. Vyhmeister, Nancy Jean and Terry Dwain Robertson. Quality
Research Papers: For Students of Religion and Theology.
(Zondervan: Grand Rapids, MI, third ed., 2014).
Additional resources:
Ammerman, Nancy T., Jackson W. Carroll, Carl S. Dudley, and
William McKinney, eds., Studying Congregations: A New Handbook
(Nashville: Abingdon, 1998).
Babbie, Earl R. The Practice of Social Research. (Cengage Learning,
fourteenth ed., 2015).
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Badke, William. Research Strategies: Finding Your Way
through the Information Fog. (iUniverse: Bloomington, IN, fifth
ed., 2014). If you have not done academic research in a few
years, we recommend this resource as a good starting point.
Booth, Wayne, Gregory Colomb and Joseph Williams. The Craft of
Research (Chicago: University of Chicago Press, third ed., 2008).
Carroll, Jackson W., God’s Potters: Pastoral Leadership and the
Shaping of Congregations (Grand Rapids, MI: Eerdmans, 2006).
Cresswell, John. Research Design: Qualitative, Quantitative, and
Mixed Method Approaches (Thousand Oaks, CA: Sage, fourth ed.,
2013).
Denzin, Norman K. and Yvonna S. Lincoln. Strategies of Qualitative
Inquiry (Thousand Oaks, CA: Sage, fourth ed., 2012).
Hart, Christopher. Doing a Literature Review. (Thousand Oaks, CA:
Sage, 2009).
Kvale, Steinar. Doing Interviews. (Thousand Oaks, CA: Sage, 2008).
Kvale, Steinar, and Svend Brinkmann. Interviews: Learning the
Craft of Qualitative Research Interviewing. (Thousand Oaks, CA:
Sage, third ed., 2014).
Myers, William R., Research in Ministry: A Primer for the Doctor of
Ministry Program (Chicago, IL: Exploration Press, third ed., 2000).
Patton, Michael Quinn. Essentials of Utilization-Focused Evaluation.
(Thousand Oaks, CA: Sage, 2011).
Rossi, Peter, Mark Lipsey, and Howard Freeman, Evaluation: A
Systematic Approach (Thousand Oaks, CA: Sage, seventh ed., 2003).
Silverman, David. Doing Qualitative Research: A practical handbook
(Thousand Oaks, CA: Sage, fourth ed., 2013).
Stringer, Ernest T., Action Research: A Handbook for Practitioners
Third Ed. (Thousand Oaks, CA: Sage, fourth ed., 2014).
VandeCreek, Larry, Hilary Bender, and Merle R. Jordan, Research in
Pastoral Care and Counseling: Quantitative and Qualitative
Approaches. (Eugene, OR: Wipf and Stock, reprint ed., 2008).
Williams, Joseph, and Joseph Bizup. Style: Lessons in Clarity and
Grace. (New York, NY: Pearson Longman, eleventh ed., 2013).
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Course
topics:
From Monday, October 24 to Thursday, October 27, topics such as the
following will be covered between 9:00 a.m. and 4:30 p.m.:
o
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o
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What is an Acadia DMin thesis project?
How will you organize your time for success?
How could you briefly describe your proposed thesis topic?
How will you focus your thesis question?
What are your conceptual “coat hangers” that can help you discern
the difference between essential, optional, and tangential material?
How can you build Biblical foundations for your thesis?
How can you discuss theological literature related to your topic?
How can you address ethical considerations for research on human
beings (REB: Research Ethics Board)?
What are some qualitative research options?
What are some quantitative research options?
How can you avoid thesis pitfalls and common problems?
How can we draw from the wisdom of Acadia’s Writing Centre
(http://writingcentre.acadiau.ca/ )?
What questions do you have about any part of the process (Q&A)?
How can you refine your proposal through independent library
research (for questions about theological resources in Acadia’s
library, contact [email protected]) and meetings with faculty
or D.Min. staff?
How can you present your thesis proposal with clarity?
How can you integrate feedback and new insights in order to further
refine your proposal?
Assignment
1 Reading reflection (Total 3 books)
Write a one-page reflection on the first two required
books listed above by addressing the following:
1. What insights, tips or tools were most helpful
from this resource?
2. How did this resource deepen your
understanding of researching and writing
academically for a DMin thesis?
3. What are your concerns or areas of
disagreement with this resource? Why?
4. What two questions do you have left
unanswered after reading?
If you did not read each text in its entirety, please
note this at the end of your reflection. Please choose
the third text related to your specific research
methodology and complete the same process of
Due
Date
Percentage
Value
First
30 %
day of (10% for
class, each book)
Oct.
24
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reflection. For example, if you plan to do interviews,
read a book with guidelines for good interviews.]
2 Initial proposal and presentation:
In one page, summarize the process of clarifying
your research question, as described in Destination
Dissertation on pages 25-60. Describe how you went
from broad questions to consider on page 29 to
assessing researching questions on page 43, so that
you develop a better question. In addition, please
reflect on the significance of your question (see
examples on page 59). How did you narrow or funnel
your focus from broad options to a specific research
direction? Why is this question important?
For further information on focusing your research
question, consult Appendix One in Badke’s book.
30%
(10% each
for the one
page process
summary,
for the
written
proposal,
and for the
presentation
and
interaction
about the
proposal)
Following the guidelines for the thesis in the Doctor
of Ministry Handbook, all participants should arrive
with an initial written draft of their proposal
(approximately four pages single-spaced; doublespaced between paragraphs). Students will be asked
to circulate copies of this written proposal on
Wednesday or Thursday, along with making a 10minute presentation of their proposal and
interaction with the constructive feedback from
classmates and faculty members.
3 Revised proposal:
Following the course, each participant will work to
refine the thesis-project proposal to the point of
submitting a final draft to the DMin Team, which will
in time (following any necessary revisions) be
presented to the faculty for approval. This revised
proposal should show how the student has
responded to feedback from others during the week
to deepen, strengthen, broaden and sharpen the
proposal. This refinement needs to be evident in all
sections of the proposal, especially by expanding the
related bibliography.
Nov
24
40%
One or two suggested names of possible Thesis
Supervisors should accompany the proposal, with a
short paragraph description of why this person
would be a good fit. Normally, the Supervisor will
come from within the ranks of the faculty at ADC. For
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reasons of geography or expertise, a highly qualified
Supervisor from another academic or ministry
setting may be approved.
In addition, students will include a one page plan
with tentative timelines for the thesis process,
adapting the overall checklist in Destination
Dissertation for your project. This assignment should
be submitted electronically to Dr. McNally and Dr.
Linkletter via email.
Class
attendance
policy:
Attendance at, and participation in, all classes is expected. Unexcused
students who miss more than three hours of class time will be docked one full
letter grade (e.g. a “B+” becomes a “C+”).
Format &
submitting
assignments:
All assignments submitted electronically should be submitted in MS Word, 12
point, Times New Roman font unless alternate arrangements have been made
with the instructor. Such submissions must be acknowledged by the
instructor by means of email reply to be valid.
Auditors:
Only current Acadia D.Min. students or Acadia D.Min. alumni may apply to
audit a D.Min. course. Auditors are students who are not taking the course for
academic credit but who choose to sit in on the class for personal growth.
Auditors are expected to read all required reading and may participate in
class to the extent determined by the instructor.
Course and
program
assessment:
Faculty at Acadia Divinity College is required to maintain samples of their
work that includes: course syllabi, teaching materials, quizzes / test / exams,
and a selected sampling of student work. Students are therefore advised that
copies of some graded materials will be retained by the course instructor for
the purpose of providing this documentation.
Disability:
If you are a student with a documented disability who anticipates needing
accommodations in this course, please inform the instructor after you meet
with Disability / Access Services, in the Student Resource Centre at Acadia
University at (902) 585-1246.
Cancellations When Acadia University closes due to a storm or similar concerns, classes at
due to
the Divinity College are cancelled as well. Students are notified by email.
weather:
Classes at extension sites are cancelled at the discretion of the instructor who
must notify the class by e-mail at least three hours in advance of a
cancellation. Students taking intensive classes should plan to stay near the
class meeting location as intensive classes are rarely cancelled due to
weather.
Out of respect for all class participants, cell phones should be turned off or
Cell phones:
set in silent mode with voicemail enabled so messages can be accessed after
class or during a class break.
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Respect for
others:
When we study the Bible, Theology, and approaches to ministry, we
sometimes encounter people who champion views with which we may
disagree. At ADC we work hard to listen to, and respect all people, especially
those with whom we disagree. Dialogue and debate inside and outside of
class should be carried on with an attitude of respect and politeness.
Inclusive
language:
Students are asked to use inclusive language when referring to people, both
in class and in written assignments.
Computers in Computers in class are only to be used for activities directly related to the
class. Unless requested by the professor or another person leading the class,
class:
there will be no web surfing, internet chatting (please put them on ‘not
available’, ‘appear offline’, ‘invisible’, or the equivalents), emailing (turn it
off, or disable notification of new mail), gaming, etc., as these activities
interfere with the class learning/teaching environment. Such activities are a
distraction both to the professor and to others who can see the active screen
or the active person; such activities although they may not be detrimental to
some individuals, are to others. The professor reserves the right to ask
students to close their computers.
Late policy:
Some students may choose to hand in their written course assignments late.
You do not have to ask permission to hand in a late assignment. Assignments
that are submitted to the instructor within one week of the due date will still
be accepted, with a penalty of one full letter grade (e.g. a “B+” becomes a “C+”).
Unless students have made prior arrangements with the instructor,
assignments submitted more than two weeks late will not be accepted since
other students are waiting to receive their graded assignments back. Students
facing extenuating circumstances (such as a death in the family, etc.) may
appeal in writing to the Dean of Students who may present your petition for a
45-day extension to the faculty for vote.
Content of
Students should take care to submit only their own work. Having a paper
Assignments: prepared by others, whether as a favour or for pay, is not permitted. If you
seek assistance with an assignment, it must be limited to your grammar and
methods of argumentation, and not to the contents.
Plagiarism:
Plagiarism is a serious matter and cannot be tolerated. It is important that
every student be aware of what it is and what it is not. Please consult the
interactive tutorial “You quote it, you note it” at
http://library.acadiau.ca/tutorials/plagiarism/. Please remember that
plagiarism is considered lying and can lead to dismissal from ADC and
Acadia University; more importantly, it is not acceptable for those who will
be in positions of leadership in the Church.
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