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Instructor:
Andrew Austin |
Office
Phone: 465-2359 |
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Social
Change and Development |
Messages:
465-2355 |
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University
of Wisconsin-Green Bay |
E-mail: austina@uwgb.edu |
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Office: MAC Hall 326A |
Course e-mail: c6049 |
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Web page: http://www.uwgb.edu/austina |
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COMM
SCI 301—Summer 2008
FOUNDATIONS OF
SOCIAL RESEARCH
What hopes and fears
does this scientific method imply for mankind? I do not think that this is the
right way to put the question. Whatever this tool in the hand of man will
produce depends entirely on the nature of the goals alive in this mankind. Once
these goals exist, scientific method furnishes means to realize them. Yet it
cannot furnish the very goals. The scientific method itself would not have led
anywhere, it would not even have been born without a passionate striving for
clear understanding. —Albert Einstein, “The
Common Language of Science”
Scientific “facts”
are taught at a very early age and in the very same manner in which religious
“facts” were taught only a century ago. There is no attempt to waken the
critical abilities of the pupil so that he may be able to see things in
perspective. At the universities the situation is even worse, for indoctrination
is here carried out in a much more systematic manner. —Paul Feyerabend, “How to Defend Society against Science”
COURSE DESCRIPTION
Foundations of Social Research
(FSR) covers several areas of knowledge relevant to the practice of social
science, viz. FSR teaches students the vocabulary of social science. Course
materials delineate terms such as “paradigm,” “concept,” “method,” and “fact.”
Text and lecture sketch different ways of theorizing social worlds. Logics of
theorizing cover modes of explanation and understanding. Quantitative research
design encompasses survey and secondary analysis. Qualitative approaches cover
field study and historical-comparative methods. FSR explores epistemology and
methodology from a critical dialectical standpoint where the practice of
science is situated in the intersections of race, gender, and class. FSR asks
students to consider the ethics and politics of social research, especially the
responsibility of scientists and the role of science in segmented society.
TEXTS
·
Earl Babbie, The Basics of Social
Research, fourth edition
·
Articles,
essays, book chapters (see schedule).
COURSE REQUIREMENTS
Examinations (75 points)
In each examination, I will be testing for comprehensive
understanding of course material. The
exams combine multiple choice, matching, and essay questions. Questions are answered without the aid of
notes or texts. Book bags and notebooks, texts, etc. must be placed under the desk or
behind the chair while the exam is in progress.
Baseball caps and other hats must be removed or turned with the brim
pointing backwards. Exam scores
will be made available to you on D2L. Mid-term
is worth 25 and Final is worth 50 points.
Research Proposal (100 points)
Submit in the forms of copy uploaded to
D2L and one electronic copy via e-mail by the first day of the second week of
class (or earlier), a 100-word research
proposal/research question in Word format
only (not WordPerfect, Works, or any other format). Successful submissions
demonstrate relevance and importance of desired research topic. Proposals are
accepted, rejected, or returned with a request for clarification and
modification communicated through D2L commentary and/or e-mail. Consult Babbie chapter 15 “Reading and
Writing Social Research” for how to properly construct a research paper. I
expect these substantive paper components:
·
Literature Review. Your review must use at least six
scholarly (academic) non-internet full text sources. This means actual library
research utilizing peer-reviewed articles, books, and/or reports (see appendix
A of the Babbie text).
·
Theoretical Framework/Analytical Framework. Frame your
research question in terms of a conceptual/theoretical framework. Descriptive
analysis is insufficient for this assignment. For qualitative research,
sensitizing concepts and goals of research must be identified and elaborated.
·
Research Method. Describe selected methodology in terms of
the research question and theoretical perspective.
·
Hypothesis. Formulate hypothesis (or hypotheses) in terms of how you
conceptualize, operationalize, and measure factors/variables used in your
proposed study.
·
Data Collection. Describe the method of data collection.
·
Documentation.
Photocopies of the first pages of articles, books, and so forth cited in your
proposal must be turned in to me on the day the final product is due.
Submit one copy of the final paper
uploaded to D2L and one electronic copy via e-mail by 4:30 on the final
Thursday of the semester. Under no
circumstance will a late submission be considered for a grade. Submissions must be formatted as if they
were hard copies and must be submitted in
Word format only (not WordPerfect,
Works, or any other format). If I cannot open an
attachment you will receive a zero for the assignment, no exceptions. All
papers must use an accepted scientific writing style (such as APA or ASA).
Standard scientific structuring is required, i.e., title page, abstract,
introduction, body, conclusion, references, and appendices and charts (if any).
Grade
Scale
|
90%
A |
70%
C |
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87% AB |
67% CD |
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80% B |
60% D |
|
77% BC |
¯ 60% is a failing
grade for this course |
OFFICE LOCATION AND HOURS
Because of the structure of summer sessions,
I will be meeting students in the classroom immediately following each day of
class until 4:30.
TECHNOLOGY
Course E-mail
Associated with this course is e-mail that
provides instructor and students access to students in the class. The address
is listed at the top of the syllabus. You must have a valid UWGB account to
receive the course e-mail. The course e-mail is a requirement and you are
automatically signed up for it. I use it to alert students to web page updates,
events on campus of interest, emergencies, address questions about course
material or other pertinent inquiries, conduct discussions concerning relevant
subject matter, review quizzes and exams, and post news stories relevant to
topics covered in the class. There are two basic rules to using the course
e-mail: (1) e-mail contributions shall be thoughtful and written in a civil
tone (see below for rules on class conduct); (2) course e-mail is not for
student grievances; professor e-mail and office hours are the proper places for
student grievances.
Professor E-mail
You will
find my e-mail address listed at the top of this syllabus. E-mail allows
students to ask questions or voice concerns 24 hours a day, seven days a week.
I find that many issues can be resolved via e-mail. Please note that if I
answer e-mails after business hours (our offices close at 4:30) or on weekends
it is because I choose to do so, not because there is a requirement that I
answer e-mails beyond business hours.
Web Page
The address for my
web pages is listed at the top of this syllabus. These pages contain syllabi,
instructions for constructing essays, links to our library and other web pages
(if relevant), study guides, on-line readings, and lectures used in class. Notes
from lecture and readings do not appear on the course web page. Lectures, when
posted, appear after they are
delivered in class.
REASONABLE ACCOMMODATIONS, RESTRICTIONS, AND RULES OF CONDUCT
Academic Integrity
A diploma from an institution of higher learning
signals to others that the holder of the degree has obtained it through honest
effort. By “honest effort” it is understood that examinations are performed
without the unauthorized assistance of others or use of materials disallowed by
the teacher; that essays, term papers, and research projects are unique
compositions by the student wherein great care has been taken to properly
attribute all derived thought to its original authors; that any requests for
special assistance or consideration in completing course work rest on
legitimate grounds and are based on truthfulness. Acts of academic dishonesty
will be treated seriously and in accord with this institution’s rules and
procedures. See http://www.uwgb.edu/deanofstudents/policies/ch14.htm.
Classroom Behavior
To foster intellectual development and civil discourse,
no behavior that disrupts the learning atmosphere of my classroom will be
tolerated. Examples of disruptive behavior include, but are not exhausted by:
disrespect shown openly toward participants in the class; talking with others
out of turn when the instructor is speaking to the class or students are
involved in discussion; inappropriate or off-topic monopolization of
discussions to the exclusion of other students; irrelevant questions and comments;
distracting or inappropriate expressions, gestures, or body language that
hamper the conduct of the class; physical behavior or language that creates a
sexually uncomfortable situation that could be construed as sexual harassment;
harassment and/or discrimination on the basis of race, ethnicity, sexual
orientation, physical appearance, etc. Anyone who disrupts the learning
atmosphere in such a manner will first be warned. If the behavior does not
stop, the student will be asked to leave, and if he/she does not comply, campus
security will remove the student. Repeat offenders will be referred to the Dean
of Students. Continued disruptive behavior may result in removal from the class
and a failing grade. It is up to the professor to define what constitutes
disruptive or inappropriate behavior in the classroom.
Some specific rules:
·
Cell
phones must be turned off at the beginning of class. This includes vibration
and visual settings.
·
No
laptop computers in operation during lecture. Studies show that laptop computers
interfere with student learning and are distracting to other students.
·
No
listening to anything through headphones during class time.
·
No
reading material (newspapers, etc.) other than assigned course material during
class time.
·
No
talking to one another during lecture or discussion. This includes note
passing, laughing, or any other form of communication.
·
I
would prefer that you did not eat in class. If you are going to eat, select
quiet foods and packaging and sit in the back of the class.
In sum, in order to do my job, I need your attention. If
you do not want to learn the material presented in my classroom, then you are
advised to drop the class.
Classroom Discussion
To foster
intellectual development and civil discourse, discussion in the classroom, when
not the express purpose of the class for that day, will abide by the following
rules: (1) questions seeking clarification will be addressed during the course
of the lecture; (2) questions or comments appropriate to discussion of the
material covered in class will be addressed in time allotted either before
lecture begins or after the lecture is completed.
Reasonable Accommodations Statement
As required by federal law and
On the Use of Audio and Video Recorders in the Classroom
The Board
of Regents of the UW system has determined that a teacher, for reasons
concerning pedagogical practice and academic freedom, may forbid the use of
tape recorders in the classroom. The
professor of this course expressly forbids students to make audio and video
recordings in the classroom. Exception to rule: “Regent
Resolution 1556 provides that prohibitions of tape recorders in classrooms may
not be imposed upon qualified students with disabilities who must utilize tape
recorders because of the nature of their disability to effectively participate
in a class provided such students have signed agreements that they will not
release the tape recording or transcription to others.”
Topics,
The
schedule is tentative. We may get behind. Nevertheless, unless otherwise
instructed, follow this outline faithfully.
|
Day 1 |
Philosophy of Science and the
Character of Human Inquiry Babbie,
Ch 1 |
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Day 2 |
Paradigm, Theory, and
Research Babbie,
Ch 2 |
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Day 3 |
Ethics and Politics Babbie, Ch 3; Diesing (on-line); Harding (on-line); Zinn
(on-line). |
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Day 4 |
Research Design Babbie, Ch 4 |
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Day 5 |
Ethnography Babbie, Ch 10; Humphries (on-line). |
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Day 6 |
Unobtrusive Measures Babbie, Ch 11; Skocpol (on-line). |
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Day 7 |
Overflow |
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Day 8 |
MIDTERM EXAM Qualitative Data Analysis
(Babbie Ch 13) |
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Day 9 |
Conceptualization, Operationalization, and Measurement
Babbie Ch 5; Gould (on-line). |
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Day 10 |
Indexes, Scales and Typologies Babbie, Ch 6. |
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Day 11 |
Probability and Sampling Babbie, Ch 7. |
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Day 12 |
Logic of Control Babbie, Ch 8. |
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Day 13 |
Survey Research Babbie, Ch 9. |
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Day 14 |
Quantification Babbie, Ch 14.
Gottfredson and Hirschi (on-line). |
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Day 15 |
Evaluation
Research
Babbie, Ch 12 |
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Day 16 |
Overflow. Research proposal due |
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Day 17 |
FINAL
EXAM |