RESEARCH METHODS – CRIJ 4322/SOCI 3396 - PATSS
DR. BARBARA HART
BUS 219. bhart@uttyler.edu
903-566-7426
Office hours: Tuesday & Thursday 1:30-3:00
Or by appointment
IS IT REALLY TRUE
Course Description: In Research Methods, the student learns the science of systematic inquiry and the scientific method in order to become
intelligent consumers of other research as well as basic approaches to research design. These methods provide a non-biased and valid approach
to all research questions from full-scale laboratory experiments to such issues as policy decisions and consumer purchases. This study will
promote critical thinking and analysis and provide the student with a defensible decision-making model. Students will learn to conduct and
report on a simple research project. Students will also be introduced to the American Psychological Association method of documenting for
footnotes and references.
Goal of this class: to provide students with the knowledge and skills necessary for (1) evaluating the validity (truth) of information received and,
(2) collecting valid information (data).
Student Learning Objectives – By the end of this course students will become proficient in the following skills. Student proficiency will be
assessed through testing and through a hands-on research project.
1. Describe the types and purposes of research and
associated vocabulary
7. Will conduct hypothesis testing – to determine
2. Demonstrate conceptualization and
causation
operationalization,
8. Accurately apply statistical analysis.
3. Assess Instrument validity and reliability,
9. Apply Statistical analyses using SPSS (Statistical
4. Perform Scientific sampling methods
Package for the Social Sciences).
5. Describe methods of data gathering
10. Report research results
6. Compare & assess internal validity of experimental
11. Identify the ethical challenges in research
designs,
Text: Chambliss, D. (2012) Making Sense of the Social World (with SPSS Student Edition). Fourth Edition. Sage Publications. California. Note –
This is a special edition which has the statistical program included for your use on your personal computer. You may opt to use the University
computer lab (first floor of the Business Administration Building) for the analyses that require the SPSS program and then buy a copy of the text
without the statistical software.
Student evaluation: The best two of three semesters exams @25% each. Comprehensive final exam @25%. Each exam will consist of
objectives questions which assess fact learning plus essay which assesses the student’s understanding of the conceptual issues. Research
Report at 20% (a detailed outline for this report will be provided). Quizzes will be provided as a means of practice and self-assessment. You
may retake any quiz up to three times and those three scores will be averaged to create your score for that quiz. All quizzes will be averaged and
that average will contribute 5% of your course grade. A course average of 90 or above is an A, 80 -89 = B, 70-79= C, 60-69 =D, Below 60 = F.
Note that learning research methods is a cumulative process. What you learn today is necessary for understanding tomorrow’s material.
Regular, even perfect class attendance is your best opportunity for success. The vocabulary flash cards through the web site are recommended.
PATSS Class: (Patriots Applying Technology for Success and Savings): This class is a Hy-Flex class which combines face-to-face class meetings
with online education. The face to face meetings will be every other Wednesday night alternating classroom space with CRIJ 4333 – Community
Policing. The course outline and online materials are on Black Board. Note that students may take both this course, CRIJ 4322, and 4333 and
only come to class on Wednesday evenings. Students will be able to contact each other through Black Board and set up self-help groups or
discussions. You can always contact me through email as well. Remember to maintain a professional and friendly tone whenever you write.
Typically I can respond to emails the same day depending on the complexity of the question. Additionally, this class will have a graduate
assistant who will also answer questions and provide extra assistance. Quizzes are automatically graded so that response is immediate. Exams
should be graded within one week. Make up exams are extraordinarily to schedule and raise questions of fairness for others in the class
therefore, a make-up exam will only be offered for a documented, serious reason.
The class schedule below will guide you through the modules of the course and will describe the readings, homework and students assessments
for the course. The course map is arranged to depict both the “in-class” and “online” segments of the course. Always read the assignments
before coming to class in order to better understand the discussion. The readings will come from the text book and from articles and notes
posted to Black Board.
Course Map:
Objectives
Before first
Class
Readings
Activities
Handout: Superstitions
http://www.livescience.com/33507
-origins-of-superstitions.html
After seeing the background of
some superstitions, how might
stereotypes about various people
Discussion/Assessments
What are the factors identified
as important in the Consumer
Auxiliary
Video –
Introduction –
TEXT: Chapter One
Hart – 4322 Class notes
introduction
Article: Consumer’s Reports – MP3
Players
Article: Rise of the Evidence Based
Practice Movement and New
Opportunities for Criminal Justice
Research
Module 1
In Class
8/27
Research
Around You
Everyday
Recognize why research
methods is useful for you?
Identify types and processes
of research methods.
(Operationalization)
Differentiate between
concepts and variables
(measure what you say).
Recognize hypotheses.
Relate the deductive and
inductive research processes.
Differentiate between CrossSectional and Longitudinal
Research Designs.
Distinguish levels of
measurement.
(Learning Objective #1)
be created? Name a common
stereotype about people
Report’s rating on MP3
players?
Review the article I have posted
from Consumer’s Reports about
MP3 players
What errors in reasoning may
have contributed to that
stereotype?
Note the role that research plays
in decision-making in CJ.
Find a picture of a dog that you
would consider as big. Don’t
make a research project of this –
just what is the first dog that
comes to your mind that you
consider big. Send it to me via
email.
TEXT: Chapter Two
Article – (treatment article drugs):
Forever Free (Executive Summary)
Article: Harvard’s Burglary Rates
Hart Lecture: Chapter 2
Hart notes: Operationalization
Examples
Review and Identify the
objectives of the rehab program
“Forever Free”.
Identify if the treatment program
is cross-sectional or longitudinal.
Built on what theory? Was the
research Deductive or Inductive?
How are the rehab objectives
measured?
Identify the levels of
measurement in the rehab
program
How are the objectives
operationalized?
What really is a big dog?
Group Exercise: operationalize
concepts and compare
Group Discussion on rehab
objectives.
1. Does the program
work?
2. How do you know?
3. What does “best
practices” mean from
the CJ article?
Group discussion – identify the
variables measured on
Consumer Reports’ product.
Measured how?
Concepts compared to
variables
Why do we
require this
class?
Module 2
Online
8/28-9/9
Construct hypotheses and
measurable objectives.
TEXT: Chapter 4
Measurement Validity &
Reliability
(Learning Objective #2 & #3)
Handout:
Campaign Promises
Review the campaign promises.
Are they operational? Could they
result in measurable products?
Vague
Concepts v.
Precise
Variables
Handout: Hypothesis construction
Article: The Effect of Name
Introduction on Tipping
From the article on “The Effect of
Name Introduction…” review
and answer the homework
assignment questions.
Article: SMART – writing objectives
Module 3
In Class
9/10
Samples v.
Populations
(Operationalization Review)
Draw probability and nonprobability samples
(Learning Objective #4)
TEXT: Chapter 5 and Appendix B
Article: Why the 1936 Literary
Digest Poll Failed
http://fivethirtyeight.com/fe
atures/are-bad-pollsterscopying-good-pollsters/
Think about political polls today.
Are they representative of the
whole country? How can we tell?
Check out the
“fivethirtyeight.com” article.
Homework Practice on
operationalization with
everyday concepts.
Quizzes: Chapters 1-2 -4
Compare Sampling and
generalizability
Article: Establishing the Internal
and External Validity of
Experimental Studies (p. 7)
Operationalization and
hypothesis quiz in class
Class discussion on sampling
Generalizability and Crosspopulation generalizability.
External Validity
Quiz Chapter 5
Module 4
In Class
9/24
First Half of class for the
exam.
Why is it
important
.
TURN IN: (a) Identify the
variables in the article about
restaurant tipping. (b) What
were the independent and
dependent variables? (c) What
was the hypothesis? (d) What is
the level of measurement of
the dependent variable? (e) is
the measurement valid? (f) is it
reliable? Justify your response.
Hart Lecture Note: Sampling
9/11-9/23
Module 3
continued
Online
Video:
operationalization
Exam #1 – Modules 1-3
Chapters 1, 2, 4, & 5
Video lectures on
sampling.
Survey
Research
Second Half of class:
Introduce Survey Research
Construct and administer a
survey measuring instrument
(Learning Objective #5)
9/25-10/7
Online
Module 4
continued
10/8
Module 5
In Class
Proving
Cause is
More
Difficult
than you
think
Surveys as Data Gathering
Instruments.
Construct true experimental
and quasi-experimental
research designs.
(Learning Objective #6 & #7)
For your amusement:
https://academic.cuesta.edu/
acasupp/as/404.htm
Chapter 7 - Surveys
Power Point: Questionnaire
construction
http://www.cnn.com/2014/07/02/
opinion/gingrich-public-confidenceamerica/index.html
Construct and edit survey to be
administered to UT Tyler
students.
Each student receives 20 surveys
to administer to UT Tyler
students. Responding students
may not fill out a survey more
than once. Completed surveys
due 10/22
Chapter 6 – Causation and
Experimental design
Discussion Board on Exam #1
Chapter - Quiz 7
Quiz - Chapter 6
Video – Teaching
third graders to
read faster.
Quiz – Chapter 8
Video – the
Normal curve
Hart lecture note: The Three Rules
of Causality
Hart lecture note: Experiment
Design
Recognize the role of internal and
external validity in research
Hart Lecture note: Internal Validity
10/9-10/21
Module 6
Online
Calculate basic statistics
Chapter 8 – data analysis
(Learning Objective #8)
Handout: Introduction to Statistics
Frequency distributions with GSS
data
Charts, Tables and graphs.
Say it with
Numbers
10/22
In Class
First Half of class for the
exam.
Exam #2 – Chapters 7, 6, 8
Module 6
continued
10/23-11/4
Online
Second Half of class:
Data Entry with SPSS
Analyze survey results and
create a statistical report.
Demonstrate accurate APA
documentation and use
correct English in writing.
Chapter 12 – Reporting Research
Bring completed surveys and enter
the data. Laptops will be furnished
or you can bring your own with the
SPSS software program installed.
Explore SPSS
Crime Analysis
http://www.iaca.net/dc_about_ca.
asp
http://www.iaca.net/dc_analyst_ro
le.asp
Handout: SPSS Tutor
Module 6
continued
Text: Chapter 12
(Learning Objective #9 & #10)
Investigate other applications
of research methods
(Qualitative Field Research)
Lab type
research v.
Field
research
(Learning Objective #5)
Online
Module 7
continued
11/19
In Class
Module 8
Ethics and
Research
Texas UCR
http://www.txdps.state.tx.us/admi
nistration/crime_records/pages/ucr
.htm
Chapter 9 – Qualitative Methods
Power Point shared from web.
http://www.slideshare.net/tilahuni
gatu/qualitative-data-analysis11895136#
Hart Lecture note: Qualitative Field
Research.
Chapter 10: Qualitative Data
Analysis
Chapter 11: Evaluation Research
Mini literature review
Quiz – Chapter 12
Compare 2012 Crime Data for
Tyler and for Longview. What
might the two Chiefs be
considering?
Develop two original hypotheses
to test from the class survey data
Conduct the data analysis for
your research report from the
class survey data.
Discussion Board on Exam #2
For instructor feedback
TURN IN: Mini literature
review complete with citations
and reference page in APA
format.
TURN IN: copies of your two
hypotheses in both alternative
and null forms for instructor
approval.
Compare Qualitative research
methods with quantitative
methods. Advantages and
Disadvantages of each?
Review and practice class survey
data analysis.
Complete research report
Quiz – Chapter 9
Quiz – Chapter 10
Discussion: Qualitative Analysis
First Half of class for the
exam.
Second Half of Class:
Completed surveys due in
class.
Handout: Research Report Outline
http://www.txdps.state.tx.us/crime
reports/12/citCh2.pdf
In Class
11/5
Module 7
Explore the research report
format and requirements.
Exam #3 – Chapters 9, 10, 11,
& 12
Hart Lecture Ethics
Discussion - Ethics
Apply ethical standards in
research methodology.
Chapter 3: Ethics
(Learning Objective #11)
Online
Thanksgiving
11/20 –
12/2
12/3
12/3
Summary
In Class and
Final Exam
Summary and Review
Complete the Research
Report
Review/answer questions
Discussion Board on Exam #3
Summary Review Notes
TURN IN RESEARCH REPORT
Final Exam – Comprehensive
with new material from
Chapter 3
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.
The following University policies must appear on each course syllabus or be provided as an informational sheet (web-links to these policies
may be used in the print or electronic syllabus) http://www.uttyler.edu/academicaffairs/syllabuspolicies.pdf
Students Rights and Responsibilities
To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link:
http://www2.uttyler.edu/wellness/rightsresponsibilities.php
Grade Replacement/Forgiveness and Census Date Policies
Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services
Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are
available in the Enrollment Services Center or at http://www.uttyler.edu/registrar. Each semester’s Census Date can be found on the Contract
itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar. Failure to file a Grade
Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates
are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade
replacements. Full policy details are printed on each Grade Replacement Contract. The Census Date is the deadline for many forms and
enrollment actions that students need to be aware of. These include:
Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit,
Pass/Fail or Credit/No Credit.
Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date)
Schedule adjustments (section changes, adding a new class, dropping without a “W” grade)
Being reinstated or re-enrolled in classes after being dropped for non-payment
Completing the process for tuition exemptions or waivers through Financial Aid
State-Mandated Course Drop Policy
Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more than six courses during their entire
undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a
dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). Exceptions to the 6-drop rule
may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by
documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions.
Disability Services
In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the
University offers accommodations to students with learning, physical and/or psychiatric disabilities. If you have a disability, including non-visible
disabilities such as chronic diseases, learning disabilities, head injury, PTSD or ADHD, or you have a history of modifications or accommodations
in a previous educational environment you are encouraged to contact the Student Accessibility and Resources office and schedule an interview
with the Accessibility Case Manager/ADA Coordinator, Cynthia Lowery Staples. If you are unsure if the above criteria applies to you, but have
questions or concerns please contact the SAR office. For more information or to set up an appointment please visit the SAR office located in the
University Center, Room 3150 or call 903.566.7079. You may also send an email to cstaples@uttyler.edu
Technical Support Services
Students are provided technical support through Information Technology (www.uttyler.edu/it/) or call 903-565-5555.
Student Writing Support
Students may obtain assistance with writing and documentation at the Writing Center on the second floor of the Business Administration Building
(BUS 202), contact at writingcenter@uttyler.edu or call 903-565-5995
Student Absence due to Religious Observance
Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the
second class meeting of the semester.
Student Absence for University-Sponsored Events and Activities
If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior
to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed.
Social Security and FERPA Statement:
It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its
computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via e-mail) risks violation of
the Family Educational Rights and Privacy Act; grades will not be transmitted electronically.
Emergency Exits and Evacuation:
Everyone is required to exit the building when a fire alarm goes off. Follow your instructor’s directions regarding the appropriate exit. If you require
assistance during an evacuation, inform your instructor in the first week of class. Do not re-enter the building unless given permission by University
Police, Fire department, or Fire Prevention Services.