"The course introduces research techniques and their application in social research, while emphasizing the need for good research design. Students will gain both an appreciation of factors involved in research and an ability to critically evaluate research. Statistics will be addressed, with the emphasis being on inculcating a level of familiarity with statistical concepts. This course will not create statisticians: it will, however, provide a platform for discussion, with experts, of the statistics required for research." Three credit hours.
By the end of the course students should be able to
• identify and implement research strategies appropriate for addressing problems in their own working environment.
• identify well executed, reliable, and valid research
• identify research results which can be applied to their own library or information centre.
Aims of the course
To provide an understanding of the nature, role and value of research.
To demonstrate the importance of, and need for, research.
To familiarize students with a variety of research methods and designs
To enable students to interpret and evaluate research.
Required Text: Orcher, Lawrence T. Conducting Research: Social and Behavioral Methods (2005). California: Pyrczak Press. (Note: this may be obtainable from recent students of 506. Otherwise, it is readily acquired directly from Pyrczak)
Required Reading: Campbell, D & Stanley, J. (1963). Experimental and Quasi-Experimental Designs for Research. Reprinted from Handbook of Research on Teaching. Chicago, IL: Rand McNally College Publishing Company.
A readings list can be supplied on request. However, the class emphasis will be on demonstrating absolute and complete knowledge of the assigned text, and of Campbell & Stanley. To this end, to demonstrate their grasp of the material covered in the text and in class, students will be reading and providing weekly written reviews of assigned chapters.
Participation (Worth 5%)
I expect input, and few students have failed to meet this expectation. The course is designed to encourage participation.
Paper 1 Hypothesis Development. Due Sept 18th (Worth 15%)
Early submission of papers is most welcome. Length: five double spaced pages , excluding references; 12 point font. Use the APA style. (Writing more, or less, than 5 pages will incur penalties)
Select a recent research article, which covers an area of interest to you. Ensure that the article includes identified hypotheses - then go back through the cited literature – choosing 4 or 5 of the key articles used in the article you have selected, and actually look at the original, earlier works - then critique the development of the hypotheses. From where did the ideas stem? Are they worth investigating? Why? Also present a brief critique of the methods used to test the hypotheses. Please identify or provide me with a copy of the article.
Paper 2 Article Evaluation. Due October 23rd (Worth 15%)
You will evaluate the research quality of two of the following articles, AND you will analyze the design of the research in your chosen articles against the designs outlined in Campbell and Stanley. To help evaluate the research quality, use the guidelines below, (but note that these guidelines do not cover the Campbell and Stanley research design requirement – for this evaluation you are on your own.). Length: four double spaced printed pages. APA style;12 point font. (Writing more, or less, than 4 pages will incur penalties).
These research papers (like most) have strengths and weaknesses
Borgman, C.L., Hirsh, S.G., Walter, V.A., & Gallagher, A.L. "Children's Searching Behavior on Browsing and Keyword Online Catalogs: The Science Library Catalog Project. "Journal of the American Society for Information Science , (1995) 46 (9), 663-684.
Buttlar, Lois, and William Caynon "Recruitment of Librarians Into the Profession: The Minority Perspective "Library and Information Science Research . (1992) 14, 259-280.
Case, D & Richardson, J. “Predictors of Student Performance with Emphasis on Gender and Ethnic Determinants”. Journal of Education for Library and Information Science. (1990) 30, (3), 163-180.
Paper 3 Research Proposal Due November 20th (Worth 45%)
Length 10 double spaced pages, excluding references, 12 point font. APA. (Writing more, or less, than 10 pages will incur penalties)
Writing a research proposal will provide you with the opportunity to give in depth thought to your topic of concern. The research proposal will be in report format, containing an introduction, background to the problem, a broad statement on the nature of the problem, a literature review, a theoretical framework in which the problem is placed, a statement of the hypotheses, and a methods section which includes such design details as the variables in the research, how the hypotheses could be tested / measured, which statistical tests are appropriate, and to whom the research results could be generalized. Note that I am not expecting a tremendously detailed proposal - just one that contains all the necessary elements of one.
Examination In class,. (Worth 20%)
Academic Code of Integrity
Students are expected to abide by The University of Arizona Code of Academic Integrity. 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.
Accommodating Disabilities
The University has a Disability Resource Center. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.
Assignment Policies
i) Expectations: Students are expected to participate in class - you are especially expected to take an active role in discussions. (My rationale for this is that in your work you will often have to speak for a service in which only you believe - and you may, for example, have to argue for your department's (rightful?) budget allocation. You therefore have to speak with confidence and knowledge, and you have to make a positive impression. You might as well practice now.)
ii) Other than for medical (or other super-good) reason, no late assignments will be accepted.
iii) Prepare all written work in APA format; and word process or type all work;
iv) Identify your work by locating your name on the back of your assignments.
Incompletes
The 1997-8 University of Arizona General Academic Manual, p.23 reads
The grade of I may be awarded only at the end of a semester, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded when the student is expected to repeat the course; in such a case the grade of E must be assigned. Students should make arrangements with the instructor to receive an incompete grade before the end of the semester ...
If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.
Assessment
Participation 5%
Assignment 1: 15%
Assignment 2: 15%
Research Proposal 45%
Exam 20%
Grades: A: 100-90 B: 89-80 C: 79-70 Less than 'C' is fail.
Criteria for Evaluating Research Reports
You should be familiar with all standard material about internal, external, instruments, design, sampling, control and test groups. Not all of it will apply to all research pieces, nor are these the only possible criteria that should be addressed. Each piece will require additional thought on the part of the evaluator. Questions to ask yourself as you read are:
I. Report of Prior Research:
Is the literature cited relevant?
Is the literature cited significant?
Is the literature cited sufficiently identified so that you could retrieve it?
II. Purpose and Justification
Is it sufficient, logical, and convincing?
Is there a general problem area identified?
Is a specific problem evident?
Are definitions given and are they clearly operationalized?
Are assumptions stated?
Hypotheses: Are they stated- implied, clear, precise?
Are they directional?
Is lack of an hypothesis accounted for?
III. Sampling (if appropriate):
Is the population clearly described, implied?
Is the sample clearly described?
Is it representative, random, adequate in size?
Are limitations on generalizability presented?
IV. Instrumentation:
Adequately described?
Reliable?
Valid for the purpose?
V. Procedures:
Are they clearly described?
Are extraneous variables controlled?
Is procedural bias controlled?
VI. Data Analysis:
Are statistical methods appropriate?
Are limitations pointed out?
VII. Results
Clearly presented?
Written description consistent with data?
Are there a minimum of inferences?
Are they debatable?
VIII. Interpretation:
Is it consistent with the results?
Relevant to the purpose?
Does it place the study in a broader perspective?
What does it signal?
Instructor: Margaret Higgins, PhD
Email: Margaretahiggins@yahoo.com or higginsm@u.arizona.edu
Tel: 520 623 4590 / 520 406 7813
Office Hours: 5.30pm – 6.30pm Tuesday evenings
