SENIOR HONORS SEMINAR (SC555) Dr. Eva Garroutte Fall 2013 Boston College Professor's Contact Information: phone: 617-552-2078. Email: eva.garroutte@bc.edu. Mailbox in McGuinn 426. Professor's Office Hours: Tuesdays, 11:15-1:15 and by appointment, in McGuinn 420 Class Meetings: Tuesdays and Thursdays, 3:00-4:45 in Gasson 210 Course Description: This course will assist the student in writing a proposal and beginning data collection for the Senior Honors Thesis. Class assignments and discussions will cover each section of a completed thesis, including the Proposal, Introduction, Research Methods, Results, and Discussion sections. In addition, it will cover various concerns and steps in the research process, including obtaining access and informed consent, securing approval by the BC Institutional Review Board, interviewing, and construction and testing of instruments. Related topics will include research ethics and the philosophy of participatory research. Additional, indispensable element of the course will be to secure a faculty advisor who will work with you on completing the thesis and to complete the electronic certification course that BC requires for researchers. Course Materials: The following materials are available for purchase in the university bookstore: 1) Strunk and White, Elements of Style, 4th edition 2) Pyrczak, Evaluating Research in Academic Journals, 5th edition 3) Patten, Proposing Empirical Research, 4th edition 4) Galvan, Writing Literature Reviews, 5th edition 5) a packet of photocopied readings entitled Senior Honors Seminar, SC555 Course Requirements and Grading Procedures: Written Assignments--40% of total grade. These are graded as a “check” if they meet the minimum requirements, with a “check-plus” if they exceed the minimum requirements, with a “check-minus” if they fall short in some way of the minimum requirements (e.g., are unsuccessfully organized, are incomplete, require refinement, are late, etc.). Assignments will receive an F if they are missing or entirely unsatisfactory. Please note that many assignments require you to read books and journal articles of your own choosing. This means scholarly books or professional journal articles only. Non-Scholarly books, newspaper or magazine articles, and internet information may not substitute for the required readings, although they may be included in addition to them in your bibliographies. Journal articles often have an abstract printed at the top, and books may have a summary blurb on the jacket. These are a helpful aid to your reading, but you may not simply copy these for your bibliography assignments. You must write your own abstract for all annotated bibliography assignments. Class participation--40% of total grade. This is the main element of the class. We will spend a great deal of time discussing the written work you bring to class. If you are not prepared each day to discuss and extend your work, or if you fail to bring the required number of assignment copies for distribution to the class, you will not be able to get full value from the class, nor will you earn a full grade. The university has an attendance requirement stipulating that it is not possible to pass the class if you miss 1/3 or more of class meetings. In this class, which meets twice a week, the requirement means that if you have more than 8 absences, for any reason, it is not possible to pass. That said, it is understood that illness may necessitate occasional absences. If you believe you may have influenza or other contagious illness, you are especially encouraged to recover at home. Final exam--20% of total grade. See description below. Completing the electronic course entitled “Protecting Human Research Participants.” Students must submit a hard copy of their completion certificate by the date below in order to pass the class. Securing an advisor: In order to complete assignments for this class, and in order to write the thesis next semester, you MUST have a faculty advisor from the sociology department. Failure to have secured an advisor by the date below will result in your final grade being lowered by one letter grade. It is not necessarily an easy task to find an advisor in any given year because some professors are on leave. Some advisors will take more than one advisee and some will not. You are urged to start your search EARLY so that the advisor of your first choice has not committed to someone else. It is important that your advisor has interest and knowledge about your research area because you will be working together closely throughout the year. Disability Policy Boston College strives to allow full participation from all students. If you are a student with a documented disability seeking reasonable accommodations in this course, please contact: Kathy Duggan, (617) 552-8093, dugganka@bc.edu, at the Connors Family Learning Center regarding learning disabilities and ADHD, or Paulette Durrett, (617) 552-3470, paulette.durrett@bc.edu, in the Disability Services Office regarding all other types of disabilities, including temporary disabilities. Advance notice and appropriate documentation are required for accommodations. Academic Integrity Boston College values the academic integrity of its students and faculty. It is your responsibility to familiarize yourself with university policy on academic integrity at www.bc.edu/offices/stserv/academic/integrity.html. If you have any questions, always consult your professor. Violations of academic integrity will be reported to your class dean and judged by the Academic Integrity Committee in your school. If you are found responsible for violating the policy, penalties may include a failing grade as well as possible probation, suspension, or expulsion, depending on the seriousness and circumstances of the violation. ASSIGNMENTS The following readings and assignments are due and will be discussed ON the days listed. The one exception to this rule are the handouts. These are listed on the day they are distributed, and you are expected to read them for the next class period. ALL written assignments must be typed. You should always bring to class the reading we are working with that day. 1 2 3 # DATE Sep 3 Sep 5 Sep10 TOPIC Introduction Exploring Topic Areas Asking a Sociological Question, Concepts and Variables, Operationali zation ASSIGNMENTS In-class activity: “Academic Integrity” Quiz Handouts distributed: “Potential Boston College Faculty Advisors: Profiles, 2013” and “Faculty Clusters” After class: contact Senior Reference Librarian Kate Silfen to schedule an individual meeting sometime between Sept 13 and Sept 24 (or earlier, if you prefer). Her email is: silfen@bc.edu Her number is: 617-552-3233. She is expecting to see each of you. Reading: Identify a recent textbook on a sociological subfield that interests you (e.g., sociology of religion, deviance, marriage and family, etc.). The textbook should be no more than 10 years old, and preferably more recent. It may come from the library or your own collection. Read parts of the textbook that suggest current “problem areas” in the subfield, meaning specific and timely topics for future research (e.g., changing rates of religious participation in demographic subgroups, racial differences in incarceration rates, issues relevant to gay and lesbian-headed families, etc.). Then read Patten, Topics 1-3, and do the exercises. Finally, read Strunk and White, Ch. 1 (pp. 1-14). Note: Hold on to the text book because you will use it again. If you cannot find a suitable textbook, it is possible that articles from the journal Contemporary Sociology or from an encyclopedia of sociology such as Edgar Borgatta’s Encyclopedia of Sociology can substitute. Assignment due: Do the exercises for each chapter in Patten, writing responses in the book. Also type out a few paragraphs summarizing at least 2 areas for future research discussed in the textbook/article that you have identified. Make copies of what you write for distribution to the class; also bring the book/article that you identify to class. (You are not committing yourself to any of the areas you discuss; you are just generating some ideas about the state of knowledge in a subfield that interests you.) Handouts distributed: "Required Form for Annotated Bibliography Entries”; “The Basics of APA Style” Reading: Richlin-Klonsky,“Getting Started,” pp. 3-13 (reading packet); Patten, Topics 4-7; do all the exercises. Also, identify and read two research sources (journal articles, books, book chapters) relevant to a “problem area” in which you are interested. Your selections CAN include sources you have read for another class, as long as they are directly relevant to your research interests. Assignments due: (1) After doing Patten’s Exercise 4, choose the most interesting combination of concepts/variables you’ve generated and write 1-2 paragraphs in which you formulate a tentative research question that is framed sociologically. Be clear about how the questions reflect the "history" and the "biography" parts of the "sociological imagination" (as discussed in the Richlin-Klonsky reading). (2) Create an annotated bibliography entry for your research sources. In your annotation, use the APA format illustrated in the handout. Be sure to save all your annotated bibliographies in a separate folder on your computer because you will want to refer back to them often in your thesis writing. Bring copies of your entries to class for discussion. All students will present 4 5 6 7 Sep 12 Evaluating Research Literature Sep 17 Selecting a Topic, Research Approaches Sep19 Organizing Literature Sep 24 Data Collection Methods, Instrumentati on some discussion of their readings and how these have informed their thinking about their research area, to the class. (3) Start a separate Reference List, in APA style, that includes only the full citations for all the things you read. Keep this in a separate computer file for your own later use. Readings: Patten Topics 8-9, 11, 20. Galvan, Ch. 4, “General Guidelines for Analyzing Literature.” Pyrczak, Chs. 2 and 3, “Evaluating Titles” and “Evaluating Abstracts.” Assignments Due: (1) Make annotated bibliography entries. (2) Submit a typed list of at least 3 concepts/variables that you are interested to research, with operational definitions for each (3) In light of Pyrczak’s chapters, evaluate the titles and abstracts of 2 journal articles that you have collected so far. Type your evaluations and be prepared to discuss in class. Reading: Patten, Topics 12-18; Pyrczak, Appendix A; Galvan, p. 13 and Ch. 3, “Selecting a Topic and Identifying Literature for Review.” Read two new research sources. Assignment due: (1) Create annotated bibliography for research sources. (2) Consider the “Research Approach” that appeals to you (3) Write a draft of your main research question. (It will help if you refer back to Patten 4-7.) We will discuss these drafts in class, and you should plan to bring the revised version to the library with you to your meeting with Kate Silfen (which is to be scheduled sometime between today and Sept 26), so she can give you research advice specific to your area of interest. (4) Write As soon as you can after class: Meet with librarian Kate Silfen before our Sept 24 class. She will give individual instruction in the library research methods you will use for your thesis. This is where you will learn how to find different types of research. It will be better to meet sooner rather than later because you’ll have more time to use what you’ve learned. Be sure to discuss with Kate available databases, how to find relevant review articles in them, how to find articles on theory, and how to find articles that are frequently cited. After meeting with Kate, identify and read at least four research sources related to your problem area or specific research question. One article should be a review of research in your area (as recent as possible), one should be an article discussing a theory or theories relevant to your area, and two should be articles that are frequently cited. Readings: Galvan, Ch. 7 (“Building Tables to Summarize Literature”). Assignment: In light of Galvan, create one or more tables to organize all the sources you have collected so far. From now on, every time you read a new research source, you should immediately add it to your tables, as well as make an annotated bibliography entry and submit to me each class period. As you collect more articles, you may need to refine the columns on your tables. Bring copies of your tables to class next week; be prepared to discuss next week and in future class meetings. NOTE: To give you time to meet with Kate before the 24th, there is no class meeting today. Reading: Strunk and White, Ch. 3. Patten, Topics 12-18 and 32-34 (as appropriate to you) and Galvan, Chs. 5 or 6 (as appropriate). You need not do any exercises. (1) Choose the research approach that most appeals to you; read and do Pattern’s associated exercise for that one approach. (2) Consult a reference work or handbook (e.g., Given’s Encyclopedia of Qualitative Research Methods, Borgatta’s Encyclopedia of Sociology, Bickman and Rog’s Handbook of Applied Social Research Methods, Gubrium and Holstein’s Handbook of Interview Research: Context and Method or a similar source) to find the section that discusses the data collection method you will use (such as experiment, in-depth interviewing, participant observation, focus groups, surveys, etc). Copy the relevant entry and bring to class. (3) Submit literature table(s) and annotated bibliographies. Assignment due: Simply state your research question (1-2 sentences), revised in light of your recent research. Identify all concepts/variables, distinguishing main concepts from secondary concepts and main variables from demographic or control variables. For each variable or concept, supply an operational definition to submit. 8 Sep 26 9 Oct 1 Theories and Hypotheses Proposal/ Specific Aims Statement and Introduction Readings: Patten, Topic 10. Identify and read one primary source discussing a theory you might wish to use. [NOTE: This should be a source other than the theory article mentioned under Sept 17; it is likely to be a book rather than an article. There are various ways to find a suitable primary source. A very good one is to consult the textbook you have identified (a secondary source) to see what theoretical traditions or sources the authors mention; you may also find that a particular name keeps coming up in your journal articles as an important theoretical contributor. Alternatively, you might consult an encyclopedia, such as Edgar Borgatta’s Encyclopedia of Sociology for ideas; relevant theories might appear, for instance, under the heading of “feminist theory” or “social resources theory.” Some encyclopedia headings may include subheadings (e.g., the heading “social psychology” may be subdivided into headings such as “symbolic interactionism,” “role theory,” “exchange theory,” etc.). Assignments: (1) Create an annotated bibliography entry for your chosen primary source on theory, paying special attention to the last question on the bibliography form (“How this source is useful to my project”). (2) Bring the primary source that you identified and the secondary source that helped you identify it. (3) Write a revised draft of your research question and suggest ways this question might address the theory you have selected (e.g., by applying the theory to a new area, by extending its ideas to another group of people, by suggesting alternative explanations that can be examined). How will your question contribute to the body of theory you identify (e.g., will it further sociologists’ knowledge about similar patterns that appear across apparently diverse types of social phenomenon? will it shed light on an important current controversy? will it help professionals adapt services to a special population that has been poorly studied?) Bring copies of everything to class for discussion. Reading: Strunk and White, Ch. 2, Pyrczak, Chs. 4-5. Then read Patten 2226. You need not do exercises, but do think carefully about ideas/topics that recur in your readings; you can use the “keyword” section of your annotated bibliographies in a similar way (and they will be electronically searchable). Assignments due: (1) Read AT LEAST 4 more research sources related to your research question, remembering that it’s good to look for recent and frequently cited ones. Hand in 1 copy of tables, annotated bibliographies and reference list to me (new entries marked with **). (2) Make a topic outline for your literature review (see Patten Topic 25 and Galvan Ch. 8). The topic outline should be headed by a title that you 10 Oct 3 11 Oct 8 12 13 Oct 10 Oct 15 Specific Aims: Review Research Procedures and Protecting Research Participants Data and Methods Section (Setting, Sample); Informed Consent/ Ethics Informed Consent: Review have evaluated in light of Pyrczak, Ch. 2. Bring copies for class discussion. After class: start contacting faculty members who you think might make a good advisor for your project. Describe your project to them as fully as you can at this point. Ask if the faculty member is willing to meet and review your written proposal later this month and if s/he might consider at that time if s/he is willing to advise your project. Explain that their commitments this semester will be minimal but you will want to be able to work with them more next semester. Handouts: “Example of a Specific Aims Statement”; “Reports Of Original Research: Standard Structure” Readings: None Assignments due: first draft of your specific aims statement, after evaluating it in light of Pyrczak, Ch. 4 and Patten, Topic 22. Bring copies to class for discussion. Class will not meet today. Professor will not have office hours today. Readings: Patten, Topics 37-38 and choose the one appropriate to you and do associated exercise. Assignments: (1) Complete the electronic course titled, "Protecting Human Research Participants," at http://phrp.nihtraining.com/users/login.php NOTE: Like most universities, BC requires all individuals who do research with human participants, to complete this (or a similar) course. Completion takes about 2 hours. When you have finished, the site will allow you to generate a “Certificate of Completion,” which you will need to print and submit to me next class. Note that you cannot pass SC555 if you do not satisfy this requirement. (2) Make a list of contacts you will need to establish in order to carry out your project; include names and contact information (addresses and phone numbers) for each person and specify what you need from each (e.g, professor's permission to administer a survey to a class; a court officer's permission to observe in a courtroom; an informed consent form from parents allowing you to interview minor children, together with the child’s assent form, etc.). Hand in 1 copy to me at next meeting. (3) Write out your research procedures Reading: Read/skim Patten, Topics 27-30; select the type of sampling most appropriate for you, read this one topic and do the exercise. Read Patten, Topic 31 do exercise. Read "BC Guide to Preparation of Informed Consent Documents" (reading packet). View sample consent forms at http://www.bc.edu/content/bc/research/oric/human/irbsampleforms.html Additional assignment: try to secure a faculty advisor by today. Arrange for a preliminary meeting, if you have not done so yet, making sure s/he will be able to meet with you sometime between Oct 31-Nov 5.XXmay not need this step?? Handout: Readability statistics tool; “IRB Checklist” Assignments: (1) second draft of Specific Aims Statement, revised in light of previous class discussion (2) print out and review the IRB application forms relevant to you from the site specified on the IRB Checklist handout (3) prepare your informed consent form and informational materials, after reviewing all in light of the “BC Guide.” Make sure consent forms include all the elements discussed in class. (You may borrow as much language as is useful from the examples in the “BC Guide” or the more extensive web site; this is the ONE time in your life no one will bust you 14 Oct 17 15 Oct 22 Coding and Data Analysis 16 Oct 24 “Data and Methods” section for plagiarism.) Bring copies to class for distribution and discussion. (3) Create recruitment materials (letter, flyers, or other means by which you will initially contact participants) Special speaker: Carolyn O’Connor (BC IRB) XX Reading: Read one more research source; create annotated bibliography. Patten, Topic 36 and 39 and do exercises. Be prepared to discuss your answers to these exercises with Ms. O’Connor. 37-38 Xx MOVE EARLIER?? Before: mention exempt (10 days) vs expedited review process (20 days) Reading: Patten, Topics 40-44, choose relevant topics and do appropriate exercises. Charmaz, “Qualitative Interviewing and Grounded Theory Analysis,” in Gubrium and Holstein’s Handbook of Interview Research (pay special attention to the section in this article titled “Grounded Theory Guidelines for Analyzing Data” (volume is available online from BC library page; to access it, log onto your BC account, then type volume title into Holmes search bar; click below volume title on “Available Online” and then on “View Full Text”.) Reading: Strunk and White, Ch. 4; Pyrczak, Ch. 8; Reynolds and Prior, “Sticking Jewels in Your Life,” pp. 1225-30 (course pack) Assignment due: Revise your proposal/specific aims statement based on our discussions in class. After today’s class: meet with your faculty advisor before next class period. Make a copy of your proposal and deliver to him/her at least one day IN ADVANCE of your actual meeting because advisors need time to study the document if they are really going to discuss suggestions, sources, revisions, etc. At your meeting, ask the advisor to sign the proposal copy, showing that s/he has read and commented on it. Also ask if the advisor can recommend one or more “must read” books or articles related to your research. Handout: “Spirituality and Attempted Suicide among American Indians” (example of standard structure for research paper and of a Background/Lit Review section) 17 Oct 29 18 Oct 31 19 Nov 5 Eva: If use Pascuiti, won’t be able to do it here—have to add another period. I used to use Pyrczak Ch 8 here (instrumentation). Why the change? Pascuiti ?? Pascuiti, "Invisible to the Eye" (example of a senior thesis from a previous year, in packet. If you are doing a quantitative thesis, you may ask to borrow an example of one from me and read that instead. Do NOT wait until the last minute to ask for it, since I may not be able to get it to you in time.) “Data and Methods” section: Review Data Collection; Instrument and Procedures Reading: Read one research source; make annotated bibliography. Assignment due: draft of the "Research Methods" section for your thesis. Evaluate and revise your work in light of relevant sections of Pyrczak, Chs. 6-9. Bring copies of this section to class for distribution and discussion. Final Deadline: This is absolutely the LAST DAY for you to have secured a faculty advisor. You must have done this before today’s class.) Reading: Strunk and White, Ch. 5. Pyrczak, Ch. 8. [xx add the first section of that grounded theory article on how to write open questions??] Identify and read one more research source relevant to your research. (This should be a book recommended by your advisor but doesn’t absolutely have to be.) (1) write an annotated bibliography entry for your book. Add book to your reference list and mark your new entry with a **. Hand in one copy of each to me. (2) Refine and/or add to your operationalization of variables/concepts as necessary; your assignment from Sept 25 should help. Then design ONE survey or interview question that taps each variable or concept implied in your finalized research question. (If your study will not use surveys or interview questions as its source of data, you should discuss what type of observations will count as data relevant to each concept of interest.) Also, write a brief paragraph introducing yourself and your project to research participants. This is what you will say to each participant before beginning interviews. Bring copies of all items to class. (3) Revise your proposal/specific aims statement based on our discussions in class, your ongoing research, and your meeting with your faculty advisor. Have this draft signed by your advisor and hand in to me. You can NOT pass this assignment without the signature of your faculty advisor. The advisor’s signature shows that s/he approves the research question and study design and agrees to work with you next semester on the thesis. (4) Use your “Specific Aims Statement” to write an Introduction section, evaluating it in light of Pyrczak, Chs. 4-5. Bring copies to class. 20 Reading: Warren, “Qualitative Interviewing” or “In-depth interviewing” in Gubrium and Holstein’s Handbook of Interview Research (or select another chapter from “Part I: Forms of Interviewing”, as appropriate to your choice of data collection strategy). (This volume is available online from BC library page; you must be logged onto your BC account to access it). Nov 5, 21 Nov 7 22, 23 Nov 12, 14 24 Nov 19, 21 Data collection; Piloting and Pretesting Instruments The “Literature Review” section Assignments due: (1) annotated bibliographies and updated reference list. Hand in 1 copy of each to me. (2) your first draft of your complete instrument (e.g., survey, interview schedule, etc.). Divide the instrument into sections including groups of variables, each headed by a sentence or two that describes what general concept it addresses and how it is important to your inquiry. If you are doing in-depth interviewing, also create an interview guide and a form on which to record partial transcriptions or interview summaries (see Pascuiti, pp. 71-101 for an example). Bring copies of all the above to class for discussion. Be prepared to pilot your instrument on other class members. (3) revised draft of lit review Xx another day to review instrurments?? May need to do all together so I can oversee the whole thing Reading: choose AT LEAST two more articles relevant to your project and read. Galvan, Chs. 8-10 (“Synthesizing Literature Prior to Writing a Review,” and “Guidelines for Writing a First Draft” and “Guidelines for Developing a Coherent Essay”) Assignment due: write an annotated bibliography entry for each article. Add to your reference list and mark your new entries with a **. Hand in one copy of each item to me. Assignment due: 2nd draft of Introduction section, revised in light of class discussion. 25 Nov 26 Data Coding and Analysis 26 Dec 3 Finalizing Procedures; Review of Progress XX Finalize the submit IRB paperwork about now?? Reading: Reynolds and Prior, “Sticking jewels in your life” (packet) (example of a well-done qualitative study). Assignment: 2nd draft of Lit Review, revised in light of class discussion Bring copies to class. XXRead and critique one of the “model literature reviews” (your choice) at the end of the Galvan book. In what specific places do you see the author following—or not following--Galvan’s advice about specific elements of a good review? Assignment due: Finalize instrument in light of advisor’s comments. Then pretest your instrument on at least one person. Begin to analyze results by the methodology you have chosen (such as entering them on your partial transcription form). Come to class next time ready to discuss the results, problems, successes, etc. Handout: “Time Scale for a 10 Minute Talk”; Writing Abstracts” (also available at http://leo.stcloudstate.edu/bizwrite/abstracts.html) 27 ,28 29 Dec 5 Dec 10 Dec 16 The "Results" and "Discussion " Sections; The Abstract; Research Presentation s Final ExamDue electronicall y by 12:30 in the afternoon Reading: Patten, Topics 45, 47; Pyrczak, Chs. 10-11 and reread Ch. 3. You need not do the exercises; “Time Scale for a 10 Minute Talk” and “Writing Abstracts” (handouts from last time) Xx Reynolds and Prior, “Stick Jewels in Your Life,” pp. 1231-49 (course pack) Assignment due: Write the “limitations” statement for your Discussion section. Bring copies to class. Assignment due: Bring your thoughts on your analysis of pretest data for our discussion. You do not need to make multiple copies. For the final exam, email me finalized drafts of: 1) your introduction, research methods section, and the "limitations" part of the discussion section (Use Pyrczak, Ch. 10-11 to evaluate the “limitations” paragraph as you write it.) 2) your data collection instrument 3) your complete set of annotated bibliographies 4) your reference list 5) your informed consent form, informational and recruitment materials 6) any Power Point slides you have made (optional) 7) list of necessary contacts for your research. Describe each contact person, why you need to contact them, and the state of the arrangements you have made with them. Your goal here is to show that your project is fully "ready to go" next semester. "Finalized draft" means that these items should be complete and fully revised in light of class discussions, professor’s comments, faculty advisor's suggestions, and your own progress in researching your question. The items should be as good as you can make them, and you should have done a final evaluation of each section in light of Pyrczak’s chapters.