Public Administration 605:
Seminar in Research Methods in Public Administration
Fall 2015 course syllabus
Professor: Megan Welsh, Ph.D., MSW
Prerequisites: PA 600 and PA 604
Email: mwelsh@mail.sdsu.edu
Class meetings: Wednesdays, 4-640pm
Office: PSFA 155
Room: PS-140
Office hours: Mondays, 6-7pm, Wednesdays, 3-4pm, and by appointment
Course description
Building on the basic research skills acquired in PA 604 (Methods of Analysis in Public and Urban
Affairs), in this course we will extend our understanding of research methods and data analysis to include
qualitative and mixed method approaches to the investigation of pressing policy-related issues in the
fields of public administration, criminal justice, and city planning. These two components–research
methods and data analysis–are closely linked, but each requires distinct skills.
This course will unfold through four modules. First, we will review the quantitative and qualitative data
collection methods that are commonly employed to inform and assess the effectiveness of public policy.
These methods include: surveys, secondary data analysis, interviews, focus groups, and observations.
We will then learn about how to integrate–or mix–two or more of these methods in a single study to gain a
fuller understanding of the topic of interest, paying special attention to how these methods can be used in
program evaluations and needs assessments. In learning about these various methods, we will examine
the strengths and weaknesses of each, as well as the “nuts and bolts” of how to use them. The final
course module will focus on basic data management, coding, and analysis, as well as how to write and
speak about research to non-academic audiences, including potential funders.
This is a seminar course, which means that participation in class discussions and activities is not only
expected, but is crucial to fostering an effective learning environment. Additionally, this course draws on
the principles of experiential learning–basically, that working to investigate and respond to real-world
issues helps students gain both knowledge and skills. This means that while I will do a fair amount of
lecturing, in most classes, you will also be applying the concepts we are learning to in-class assignments
in which you will assess the empirical soundness of real-world research designs and methods, as well as
analyze and interpret real data.
Throughout the semester, you will develop a proposal to conduct a mixed method study of a topic that is
relevant to your area of interest or professional expertise.
Learning objectives
Upon completion of this course, you will be able to:
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Articulate the tenets of ethical, empirically sound research designs that utilize qualitative and
quantitative data sources;
Access existing quantitative data sources to investigate issues relevant to public administration,
criminal justice, and city planning;
Develop research questions and hypotheses to investigate these issues;
Identify the appropriate methods for answering a particular research question or testing a
hypothesis;
Construct and administer empirically sound data collection instruments;
Use Excel for basic qualitative and quantitative data management and analysis; and
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Communicate research design and implications clearly, concisely, and professionally–both
verbally and in writing.
Course materials
Reading:
Required: Nastasi, B. & Hitchcock, J. (2016). Mixed methods research and culture-specific interventions:
Program design and evaluation. Thousand Oaks, CA: Sage.
All other required reading will be posted on our Blackboard site. All publicly available readings are also
linked in our course schedule (see pp. 5-7).
Recommended, depending on your interests (and available to check out of Professor’s office):
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis.
Thousand Oaks, CA: Sage.
Creswell, J. & Plano Clark, V. (2011). Designing and conducting mixed methods research. Thousand
Oaks, CA: Sage.
Patton, M. (1990). Qualitative Research and Evaluation Methods. 2nd Ed. Thousand Oaks, CA: Sage.
Salkind, N. (2011). Statistics for people who hate statistics (4th Edition). Thousand Oaks, CA: Sage; or
Rea, L. & Parker, R. Designing and conducting survey research (any edition). San Francisco: JosseyBass.
Spradley, J. (1980). Participant observation. Belmont, CA: Wadsworth.
Some electronic data sources we may explore in this class:
U.S. Census
 Glossary
 Maps
 State/County QuickFacts
 American Fact Finder
 American Community Survey
The Equality of Opportunity Project
Uniform Crime Report
Bureau of Justice Statistics
 Prisoners
 Recidivism
 National Crime Victimization
Survey (NCVS)
National
http://www.census.gov
 http://www.census.gov/main/www/glossary.html
 http://www.census.gov/geo/maps-data/index.html
 http://quickfacts.census.gov/qfd/
 http://factfinder.census.gov/faces/nav/jsf/pages/index
.xhtml
 http://www.census.gov/acs/www/
http://www.equality-of-opportunity.org/
http://www.ucrdatatool.gov/
http://bjs.ojp.usdoj.gov/
 http://bjs.ojp.usdoj.gov/index.cfm?ty=nps
 http://bjs.ojp.usdoj.gov/index.cfm?ty=datool&surl=/re
cidivism/index.cfm
 http://bjs.ojp.usdoj.gov/index.cfm?ty=nvat
California- and San Diego-specific
California Department of Corrections
http://www.cdcr.ca.gov/Reports_Research/index.html
and Rehabilitation
San Diego Association of
Governments (SANDAG)–
http://www.sandag.org/index.asp?classid=26&fuseaction=h
warehouse of demographic,
ome.classhome
transportation, and crime statistics
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Grading
Engagement with course material (ongoing)
Midterm examination (on 10/28)
Research proposal
Written assignment #1 (first half of proposal; due 11/11)
Written assignment #2 (full proposal; due 12/9)
Poster presentation (visual presentation of proposal; in class on 12/9)
20 points
25 points
15 points
25 points
15 points
Total: 100 points possible
Explanation of grading:
Engagement with course material (ongoing; 20 points): A seminar requires thoughtful participation by
everyone. Frequent participation (both in class discussions and in in-class activities) can raise your
course grade above what is merited by your written work. Frequent absences and/or a lack of
participation may result in your grade being lowered below what you would receive based solely on your
written work. If talking in class makes you truly uncomfortable, you can demonstrate your engagement
with the course material by coming to office hours and/or speaking with me before or after class.
Midterm examination (10/28; 25 points): The midterm exam will test your knowledge of everything
covered in the first three course modules, through Week 8. The exam will consist of multiple choice and
short answer questions. You may use one 8.5 x 11” sheet of notes to help you.
Research proposal (total of 55 points over three assignments):
 Written assignment #1 (due 11/11; 15 points): In this paper, you will: identify a research topic,
provide an overview of the context–including a brief review of the relevant literature that identifies
a gap in our knowledge of the topic–and the research questions or hypotheses your propose to
answer or test in order to fill that gap. You will also describe and justify your proposed study
design, which must draw on two of the methods covered in class.
 Written assignment #2 (due 12/9; 25 points): This paper will include everything from assignment
#1 (with any necessary revisions) plus your sampling approach, data collection procedures,
analysis plan, and discussion of the potential implications of your findings.
 Poster presentation (due 12/9; 15 points): The poster will be a visual display of written
assignment #2. You will present your research proposal to your fellow students as if you were
participating in a poster session at a professional conference.
Your written assignments must use APA formatting. Please see the library’s collection of resources for
how to cite sources using APA style (see: http://library.sdsu.edu/guides/sub2.php?id=258&pg=231). We
will also review this in class.
Other course policies
Technology in the classroom: I encourage the use of electronics such as tablets and laptops to
facilitate learning. During class, please limit your use of these devices to activities that are directly related
to what we are doing in class.
Late work/missed exam: Timely submission of your work is expected, and you should not miss an
exam. However, emergencies do occur. Therefore, if you notify me in advance of an assignment’s due
date (not immediately before the date it is due), I will most likely grant you an extension. The same
applies to exam days.
Extra credit: Extra credit worth up to half a letter grade toward your final grade is available if you provide
me with written documentation that you consulted with the Writing Center for either of our written
assignments (see: http://writingcenter.sdsu.edu/index.html). The Writing Center is located in Love Library,
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Room LLA 1103. Additionally, I will happily review drafts of assignments. Please submit your draft at least
a week before the due date to give me time to read it and then for you to make any changes.
Academic honesty: In this class, we will conform to SDSU’s policy on cheating and plagiarism. Please
see the Center for Student Rights and Responsibilities for more information (see:
http://studentaffairs.sdsu.edu/srr/cheating-plagiarism.html). Please also note that plagiarism includes
failing to give credit (through proper citations) for the “ideas, statements, facts, or conclusions that belong
to another.” If you are unclear about what constitutes plagiarism, please see me and/or consult with the
Writing Center (see: http://writingcenter.sdsu.edu/index.html).
Special accommodations: Please notify me as soon as possible if you are in need of any special
accommodations. If you have a disability, please also be sure to contact Student Disability Services,
located in Calpulli Center, Suite 3101 (see: http://newscenter.sdsu.edu/student_affairs/sds/Default.aspx).
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COURSE SCHEDULE
(To be modified as needed to facilitate learning.)
CLASS DATES
TOPICS COVERED
READINGS AND ASSIGNMENTS
MODULE ONE:
REVIEW OF QUANTITATIVE APPROACHES TO DATA COLLECTION
Week 1: Aug. 26
INTRODUCTIONS AND COURSE OVERVIEW
Guiding questions:
What will we do in this class?
Why should we care about research methods?
What is quantitative data? What is qualitative data? What are the strengths
and weaknesses of each?
What does mixed method design mean, and what are its uses?
Week 2: Sept. 2
ACCESSING EXISTING AND EMERGING DATA SOURCES
REVIEW OF SURVEY APPROACHES
Guiding questions:
What data are out there that answer important questions?
What data don't exist (but should)?
What are some other limitations of existing data sources?
When is surveying a useful data collection method?
Due on this date:
1. Read: Ford, M. (2015). The missing statistics of
criminal justice. The Atlantic. Accessible here:
http://www.theatlantic.com/politics/archive/2015/05/w
hat-we-dont-know-about-massincarceration/394520/.
2. Explore: The counted: People killed by police in the
U.S. A “crowdsourced” project by The Guardian.
Accessible here: http://www.theguardian.com/usnews/ng-interactive/2015/jun/01/the-counted-policekillings-us-database.
3. Explore: Select an electronic data source from the list
on p. 2 of this syllabus (or another source of interest
to you) and explore what data are available on a
topic that interests you. Come to class prepared to
share what you found. Thinking about the Atlantic
article you read, what data aren’t available on your
topic?
Week 3: Sept. 9
REVIEW OF SURVEY AND OTHER QUANTITATIVE APPROACHES
ACCESSING AND WORKING WITH EXISTING DATA SOURCES, PART 2
RESEARCH ETHICS, PART 1
Guiding questions:
What are the strengths and weaknesses of secondary data analysis? Of
surveys?
What are the features of quantitative samples?
What is an Institutional Review Board (IRB)?
How do researchers ensure that their research is ethical?
Read:
1. Tierney, J. (2013). The rational choices of crack
addicts. The New York Times. Accessible here:
http://www.nytimes.com/2013/09/17/science/therational-choices-of-crack-addicts.html?_r=1.
2. Handout on survey design (on Blackboard).
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CLASS DATES
TOPICS COVERED
READINGS AND ASSIGNMENTS
MODULE TWO:
INTRODUCTION TO QUALITATIVE APPROACHES TO DATA COLLECTION
Week 4: Sept. 16
QUALITATIVE RESEARCH DESIGN
Guiding questions:
When is qualitative research useful for answering questions?
What are the features of qualitative samples?
What is participatory action research?
Read: Nastasi & Hitchcock (2016), Chapter 1 only pages
17-20 (key terms), all of Chapters 2 and 3
Week 5: Sept. 23
INTERVIEWING AND FOCUS GROUPS
Guiding questions:
How do qualitative researchers conduct interviews? Focus groups?
What kind of data do interviews and focus groups generate?
What are the strengths and weaknesses of this method of data collection?
What issues arise when researchers conduct interviews? Focus groups?
Read:
1. Edin, K. (2000). What do low-income single
mothers say about marriage? Social Problems,
47(1), 112-133.
2. Handout on focus groups.
Week 6: Sept. 30
OBSERVATIONS
Guiding questions:
What are various approaches to observation?
What sorts of questions can observational data help us answer (that other
methods cannot)?
How can we record what we observe?
Read:
1. Becker, H. (1953). Becoming a marihuana user.
American Journal of Sociology, 59, 235-242.
2. Participatory cities blog post: Applying
ethnography into participatory urban planning.
Accessible here:
https://participatorycities.wordpress.com/2012/09/
19/food-for-thought-applying-ethnography-intoparticipatory-urban-planning/. Also check out
(optional): Ethnography matters, accessible here:
http://ethnographymatters.net/.
MODULE THREE:
MIXED METHOD DESIGNS
Week 7: Oct. 7
MIXED METHOD DESIGN, PART 1
Guiding questions:
What does a mixed method design involve?
What kinds of mixed method designs exist?
What are the strengths and weaknesses of mixed methods designs?
Read:
1. Nastasi & Hitchcock (2016), Chapters 5 and 6.
2. Taylor-Powell, E., Steele, S., & Douglah, M.
(1996). Planning a program evaluation. University
of Wisconsin Extension.
Week 8: Oct. 14
MIXED METHOD DESIGN, PART 2
Guiding questions:
How do we select an appropriate mixed method design?
How are mixed method designs useful for program evaluation and needs
assessment?
Read:
1. Mak, L. & Marshall, S. (2004). Perceived
mattering in young adults’ romantic relationships.
Journal of Social and Personal Relationships,
21(4), 469-486.
2. Using mixed methods to evaluate a community
intervention for sexual assault survivors: A
methodological tale. Violence Against Women,
17(3), 376-388.
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CLASS DATES
TOPICS COVERED
Week 9: Oct. 21
MIDTERM REVIEW
Week 10: Oct. 28
MIDTERM (one sheet of notes allowed)
READINGS AND ASSIGNMENTS
MODULE FOUR:
DATA ANALYSIS AND WRITE-UP
Week 11: Nov. 4
DATA PREPARATION, MANAGEMENT, AND CODING
Guiding questions:
What issues arise in the preparation of qualitative data? In quantitative data?
How do we code and document our data analysis process?
Read:
1. Strauss, A. & Corbin, J. (2007). Chapter 8:
Analyzing data for concepts. Basics of qualitative
research. Thousand Oaks, CA: Sage.
2. Salkind, N. (2011). The ten commandments of
data collection. In Statistics for people who hate
statistics. Thousand Oaks, CA: Sage.
Week 12: Nov. 11
NO CLASS (VETERAN’S DAY)
Written assignment #1 due by email by 4pm.
Week 13: Nov. 18
DATA ANALYSIS, INTERPRETATION, AND WRITE-UP
Guiding questions:
How can we analyze qualitative data in Excel?
How do we run basic analyses of quantitative data in Excel (604 refresher)?
Read:
1. Salkind, N. (2011). Part II: Σigma Freud and
descriptive statistics. Statistics for people who
hate statistics (4th Edition). Thousand Oaks, CA:
Sage.
2. Explore: Taylor, C. & Gibbs, G. (2010). How and
what to code. Online Qualitative Data Analysis
(QDA) website. Accessible here:
http://onlineqda.hud.ac.uk/Intro_QDA/how_what_t
o_code.php.
Week 14: Nov. 25
NO CLASS (HAPPY THANKSGIVING!)
Week 15: Dec. 2
RESEARCH PROPOSAL WRITING WORKSHOP
Guiding questions:
How do we conduct and write up a literature review?
How do we know and write for our audience?
How should a research proposal be structured? A grant application?
Read:
1. Belgrave, L., Zablotsky, D., & Guadagno, M.
(2002). How do we talk to each other? Writing
qualitative research for quantitative readers.
Qualitative Health Research, 12(10), 1427-1439.
2. Alfred P. Sloan Foundation. (2014). Grant
application guidelines for projects under $125,000.
Accessible here:
http://www.sloan.org/fileadmin/media/files/applicati
on_documents/proposal_guidelines_research_offi
cer_grants.pdf
Week 16: Dec. 9
POSTER PRESENTATIONS, POTLUCK, AND COURSE WRAP-UP
Poster and written assignment #2 due in class.
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