GRADUATE RESEARCH METHODS
PADM 5396-Dr. Barbara Hart
Spring, 2015 - Syllabus
Office Bus. Adm. 219
Hours: 2:30-4:00 T Th,
Other times by appointment
Phone: 566-7426
e-mail: bhart@uttyler.edu
Goal of the Course:
This graduate seminar course in research methods will extend the introduction
of research methods from an undergraduate level to a broader understanding of
principles of research, types of methods, and research applications with maximum
utility for the working professional and the scholar. Research design, basic statistical
analysis, grant writing, research report writing, and research ethics are included as
components of this course.
Objectives for the Course:
 Students will learn to solve research questions through valid research
design and statistical analysis.
 Students will learn to critically evaluate other research findings
 Students will learn to use the Statistical Package for the Social Sciences
for basic statistical analysis
 Students will learn to assess the validity of other research studies
 Students will learn the principles of grant writing
 Students will be able to present research findings (written, orally and
graphically)
 Students will learn to incorporate ethical principles in research.
Text: Chambliss, D. (2012) Making Sense of the Social World (with SPSS
Student Edition). Fourth Edition. Sage Publications. California.
ISBN-10: 1483375285
ISBN-13: 978-1483375281
Or you may buy the text without the statistical program and use the campus
computing lab for assignments which require the statistical analysis
Note – This is a special edition which has the statistical program included for your
use on your personal computer
Karsh and Fox (2009). The only grant-writing book you’ll ever need. Third
Edition. Basic Books. New York. NY.
And other readings as assigned
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Student Evaluation:
30%
Two exams @15% each
Exams will cover the Chambliss text and class materials
15%
Statistical analysis report using SPSS:
Students will develop a brief research report analyzing the instructors’ hypotheses
and two hypotheses developed by the student. The analysis will be based on an
established data base (GSS data). The format will follow standard research
guidelines with an introduction, literature review (micro), methodology, results, and
conclusions. Tables, charts, figures will be correctly titled and displayed. APA
documentation will be required. .
15%
Journal Article evaluation
Students will select an article from a professional journal that illustrates an
experiment. This article will be carefully evaluated using the guidelines furnished by
the instructor. Students must remember this is not a journal article review but a
critique of the research methodology.
15%
Grant Proposal Outline OR Program Evaluation outline
Grant: Students will propose a project that will be funded with grant funds. The
grant application will include the research design and should be directed to a funding
source that is logical as one that would be interested in this type of problem. GSS
data may be helpful in supporting the justification or description of the problem but is
not necessary.
Program Evaluation: Students will select a program and outline both a process and
an impact evaluation plan.
25% Comprehensive Final Exam
Tentative Schedule
January 12 – February 23 - The Essence of Research Methodology;
(a fast review of the basics of research tools)
Note that learning research methods is a cumulative process. This class is like learning a foreign
language. What you learn today is necessary for understanding tomorrow’s material. . I have never
seen cramming to be successful in this class. Regular, even perfect class attendance is your best
opportunity for success. The vocabulary flash cards through the text web site are recommended.
Tentative Schedule listed by week.
Before Class Read:
Text: Chapter One, Chapter Two and Chapter Four
Blackboard for Week One:
http://www.livescience.com/33507-origins-of-superstitions.html
Hart intro lecture
Rise of the Evidence Based Practice Movement and New Opportunities for Criminal Justice
Research
Promising Practices (Fels Institute)
2
(1) January 12 (because next Monday is a holiday, we have double readings assigned now)
Discussion of Chapter one and assigned readings.
Errors of Reasoning
Importance of research based decision making
Chapter Two discussion
Chapter Four discussion
Harvard’s Burglary Rates
Hart Notes on Operationalization
Hypothesis Construction – Alternate and Null Forms
Practice operationalization
Homework: TURN IN by email: Operationalize two of the following
concepts: Best Vacation; Good Employee; Serious crime; indigent person.
Then choose one of those terms and create a hypothesis. You can choose
any other variable for the second variable.
(2) January 19 – Holiday (3) January 26
Discussion of Chapter Two and Chapter Four
Measurement Validity and Reliability
Deductive v. Inductive
Cross-sectional v. Longitudinal
Quantitative v. Qualitative
Operationalization – review homework – quick quiz
Levels of Measurement
(4) February 2
Reread Chapter 4
Read ahead:
SMART – Writing Objectives
Homework: Find the goals and objectives of any city/nonprofit program.
Assess the degree of operationalization.
Read: Campaign Promises. Can you operationalize the promises?
Read Chapter 5
Read: Why the 1936 Literary Digest Poll Failed
Read: Hart Lecture Notes: Sampling
In class discussion Sampling
(5) February 9
Chapter 5 on Sampling continued
Review of operationalization and hypothesis construction
Probability v Non probability sampling
Representation for generalizability/external validity
Review for exam
3
(6) February 16
Exam one – Chapters 1, 2, 4 & 5 (First half of class)
Read ahead
Chapter 6 – Causation and Experimental Design
Hart Lecture note: The Three Rules of Causality
Hart Lecture note: Experimental Design
Hart Lecture note: Internal Validity
Read page 7 of “Establishing the Internal and External Validity of
Experimental Studies” - randomization process and establishing
generalizability.
In class: Discussion of Chapter 6 - Experimental Design
Threats to Internal Validity
For fun - https://academic.cuesta.edu/acasupp/as/404.htm
Have you seen examples in political discussions? How could sound research methodology
prevent these tactics?
Locate and bring to class an article from a professional journal (of interest to you)
which includes experimental research (a study with different groups of people,
testing different groups of people, etc.). Avoid descriptive research or
philosophical/thought provoking articles etc. and look for explanatory research. This
article will be the basis for your evaluation of some other author’s methodology.
(7) February 23
chapter 6 continued.
“How to critique research methodology” guidelines will be furnished and
discussed in class.
(8) March 3
Read Chapter 7 – Survey Research
Read supplement power point on questionnaire construction
Read: http://www.cnn.com/2014/07/02/opinion/gingrich-public-confidence-america/index.html
Discussion of Survey Research
Review of Research Report Components
For next week:
Read Chapter 8 – Analysis
GSS data base and code book
Review of Research Report outline and requirements
Homework: Develop two original hypotheses to test from the GSSs survey data
Email copies of your two hypotheses in both alternative and null forms for
instructor approval
March 9-13 Spring Break
(9 )March 16
Critique of journal article methodology due
Discussion of Chapter 8
Introduction to Statistics
Read: Handout – Introduction to Statistics
Crime Analysis :
http://www.iaca.net/dc_about_ca.asp
http://www.iaca.net/dc_analyst_role.asp
4
Compare 2012 Crime Data for Tyler and for Longview. What might the two
Chiefs be considering?
Texas UCR
http://www.txdps.state.tx.us/administration/crime_records/pages/ucr.htm
http://www.txdps.state.tx.us/crimereports/12/citCh2.pdf
GSS data base and code book
Review of Research Report outline and requirements
Introduction to SPSS
Read: SPSS Tutor
Review GSS codebook and data
(10)March 23
Exam #2
Chapters 6,7, & 8
Discussion and assistance with research report.
Read Chapter 12
Continue with SPSS
If you have a laptop with SPSS, bring it to class. We can work in class.
(11) March 30
Discussion of Chapter 9 Qualitative Methods
Review: Power Point shared from web.
http://www.slideshare.net/tilahunigatu/qualitative-data-analysis-11895136#
Read: Hart Lecture note: Qualitative Field Research.
Read Chapter 11 – Evaluation Research – More notes will be provided for the
evaluation outline project
(12) April 6
Introduction to Grant Writing – Karsh and Fox Text
(Chapter 10 – Qualitative Data Analysis)
(13) April 13
Research Report on GSS data Due
Grant Writing continued
Evaluation Research continued
(14) April 20
Read Ahead Chapter 3 Ethics
Class discussion on Ethics
Review for Final
(15) April 27
Comprehensive Final plus Chapters 9, 10, 11 and 3*
Grant Writing Outline or Program Evaluation Outline Due
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POLICIES THAT MUST APPEAR IN EACH COURSE SYLLABUS
Statement Regarding Academic Dishonesty
Academic dishonesty is a violation of University policy and professional standards. If
compared to a violation of the criminal law, it would be classed as a felony. Academic
dishonesty is defined as cheating, plagiarism, or otherwise obtaining grades under false
pretenses. The penalty for academic dishonesty in this class will be no less than immediate
failure of the course and a permanent student record of the reason therefore. In most cases, a
written record of academic dishonesty or an instructor’s report of same to an agency
investigator during a background check will bar an individual from employment by a criminal
justice agency as it is considered indicative of subsequent corrupt acts.
Many students have an inadequate understanding of plagiarism. Any idea or verbiage from
another source must be documented. Anytime the exact words from another author are used
they must be enclosed with quotation marks and followed by a citation. However quotations
should only be used on rare occasions. Student papers should be written in the student’s own
words; therefore excessive quotations will result in a failing grade.
Make-up Tests: The University Catalog does not establish make-ups as a student right. Major tests
are forecasted; therefore, no make-up opportunities are contemplated. Opportunities to make-up
missed examinations will be provided only for exceptional reasons and must be documented (e.g.,
hospital records, obituaries). Make-up examinations may be in forms completely different from original
examinations and will be scheduled at the convenience of the instructor.
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informational sheet (web-links to these policies may be used in the print or electronic syllabus)
http://www.uttyler.edu/academicaffairs/syllabuspolicies.pdf
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department, or Fire Prevention Services.
Rev. 06/2012
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