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REVISED: 9.3.13
UN254/SC254/BK248 Community Research Seminar
Fall 2013, Stokes 115N
Tuesdays and Thursdays 10:30-11:45 a.m.
Prof. Deborah Piatelli
Office hours: Tu/Th 4:30-6:00 p.m.
Faculty-in-Residence, Office of AHANA Student Programs
McGuinn 425
millerdp@bc.edu
Mr. Andy Petigny
Associate Director, Office of AHANA Student Programs
petigny@bc.edu
Ms. Tiffany House
Graduate Assistant, Office of AHANA Student Programs
tiffany.house@bc.edu
Description of Seminar
The Community Research Program is a two-semester seminar that offers leadership, research,
and public social policy training for students interested in working with AHANA communities in
Massachusetts. In the Fall 3-credit seminar, students will spend time observing work with a
community provider, and begin to design a research proposal for the Spring semester research
project. In the Spring, students will register for a 3-credit independent study with a faculty
advisor, conduct their research project, and attend the 1-credit community research seminar once
a week (same time on Thursdays). Students also will have the opportunity to present their
research findings in a public forum at a date to be determined.
During the Fall semester, we will discuss the paradigm of ‘community-based’ research, the role
of the literature review in defining a research question, different research methods and
methodologies, as well as the considerations a researcher must make when ‘inviting themselves’
into the lives of the research participants. We will discuss issues such as informed consent,
confidentiality, and the importance of establishing trust and rapport in producing ethical, valid
research. Also, we will delve into the faculty-student relationship and explore the practical issues
of time management.
In order to foster greater focus about one’s research question, the seminar will also include a
Lecture Series where academic researchers and community professionals will come and discuss
their current work and experiences on issues related to the four research-interest communities.
Note: This course counts towards the university’s cultural diversity requirement.
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Course Objectives for Fall Semester
* Gain an understanding of the uniqueness of community-based research in comparison
to other forms of research
* Build upon your knowledge of the issues affecting communities of color and those
organizations working for social change
* Acquire field observation, interviewing, analytic reading, and writing skills
* Learn the important components in designing a research proposal and conducting a
study to include how to conduct a thorough literature review
* Develop an understanding of the various methodological tools available to
researchers and be able to decide what methods are appropriate for particular research
questions
* Become critical consumers and producers of knowledge
Reference Books on Reserve
Galvan, Jose L. (2013). Writing literature reviews: A guide for students of the social and
behavioral sciences, fifth edition. CA: Pyrczak Publishing.
Hesse-Biber, Sharlene and Patricia Leavy. (2011). The practice of qualitative research, Second
Edition. Thousand Oaks, CA: Sage Publications.
Neuman, Lawrence W. (2009). Social research methods: Qualitative and quantitative
approaches. Seventh edition. Boston, MA: Allyn and Bacon.
Seminar Requirements for Fall Semester
Participation: In Class (10% of your grade); One-on-Ones with Graduate Assistant (5% of your
grade)
Much of the learning will take place in the classroom through participation in class discussions.
It is expected that you will come to class prepared to discuss the readings, assignments, and ask
questions of the speakers. Hence, absences and lateness will be noted as this has an effect on
group participation and learning. Additionally, you are to meet individually with your graduate
assistant (GA) on a regular basis to discuss your progress with your research project design as
well as reflections on the seminar. You will also schedule a meeting with Prof. Piatelli midsemester to discuss your research project and progress in securing a faculty advisor for Spring
semester.
Reflection Papers (20% of your grade)
DUE: One week after date of speaker
Over the course of the semester, short informal written assignments on the speakers and readings
will be required. For these papers, you should compose a narrative of a maximum of three double
spaced pages in discussing your reactions to the ideas presented by the speakers, readings, and
the subsequent class discussion. It is recommended that you discuss your reflections on the
speaker with your GA prior to writing your paper. A guideline for these papers can be found on
Blackboard.
Please email your paper to your GA one week after the speaker visits class for review and
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comments. Prof. Piatelli will also review your papers and assign your grade.
Field Experience (15% of your grade)
DUE: Thursday, October 24
You will conduct an interview with a member of an off-campus community provider or research
institution that works with some aspect of the AHANA community in the local area. You will be
asked to initiate contact early on in the semester. (Information on resources will be provided by
your GA during your one-on-one meetings and are available on Blackboard.) During this visit,
you will be asked to gain insights into the organization’s purposes, activities, and goals, and
reflect upon these in a detailed field report. You will also assess the feasibility of conducting
your second semester research project at this field site. Your GA will assist you in developing
your interview guide and we will discuss how to conduct an interview during the semester. A
handout for this assignment will be provided with further information, and can also be found on
Blackboard.
Please email this paper to Prof. Piatelli before class time on the date due.
Literature Review and Methodological Plan/Draft IRB application (45% of your grade)
Your primary focus this semester is to identify a researchable question for your Spring semester
research project. An important piece of this process is producing a comprehensive literature
review that frames your research question and lays the foundation for developing your
methodology for your research study. The final paper is due in the last class, Thursday,
December 6th. Below are several checkpoint ungraded assignments to assist you in completing a
quality piece of work. Only the final paper will be graded. A handout will be provided for each
of these assignments well in advance and can also be found on Blackboard.
*Choose a topic of interest
*Complete initial literature search
*Complete expanded literature search (at least 3 sources)
*Submit a draft of your literature review and
methodological plan
*Submit the final paper and draft IRB application
DUE: Thurs., Sep. 26
DUE: Tues., Oct. 8
DUE: Thurs., Oct. 31
DUE: Thurs., Nov. 14
DUE: Thurs., Dec. 5
Please email all papers to Prof. Piatelli before class time on the date due.
Powerpoint Presentation of your Final Research Proposal (5% of your grade)
You will be asked to present your final paper at the end of the semester in the form of a
powerpoint presentation. You should also attend all presentations, and provide constructive
feedback for your classmates on their work through the presentation evaluation form (on
Blackboard and to be distributed in class). We will discuss requirements for the presentation in
class and a handout will be distributed (also on Blackboard).
Grading scale and late work: 95-100 (A); 90-94 (A-); 87-89 (B+); 84-86 (B); 80-83 (B-); 77-79
(C+); 74-76 (C); 70-73 (C-), etc. In order to best support your progress with your research
project and evaluate my effectiveness in the classroom, it is imperative that you submit your
work on time. If you have extenuating circumstances that will prevent you from doing so, you
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must come see Prof. Piatelli BEFORE the due date to discuss a possible extension; otherwise you
will lose 5 points each day the assignment is late. This applies to reflection papers as well.
A note on academic integrity
For information on Boston College’s academic integrity policy, please visit:
www.bc.edu/offices/stserv/academic/resources/policy/#integrity.
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Seminar Schedule
Tuesday, September 3
Orientation to the seminar
Thursday, September 5
Community-based research paradigm and public policy
Required Reading:
*Strand, Kerry, et.al. (2003). Origins and principles of community-based research. In
Community-based research and higher education: Principles and practices (pp.
1-15). San Francisco, CA: Jossey-Bass. LIBRARY RESERVE
*Strand, Kerry, et.al. (2003). Why do community-based research. In Community-based
research and higher education: Principles and practices (pp. 16-42). San
Francisco, CA: Jossey-Bass. LIBRARY RESERVE
Tuesday, September 10
Policy Overview Panel
Prof. Eva Garroutte (Boston College; Sociology)
Mr. Carlos Maynard (UMass Boston; Gaston Institute for Latino Community Development and
Public Policy)
Required Readings:
*Manson, Spiro, et.al. (2004). Access, relevance, and control in the research process:
Lessons from Indian country. Journal of Aging and Health, 16 (5), 58-77.
BLACKBOARD
*National Congress of American Indians. (2011-2012). Annual report: Our America, a
stronger Native America. BLACKBOARD
*National Council of Asian Pacific Americans. (2012). Policy blueprint for action.
BLACKBOARD
*National Hispanic Leadership Agenda. (2012). Hispanic public policy agenda.
BLACKBOARD
*Urban League of Eastern Massachusetts. (2011). State of Black Boston:
Executive summary. BLACKBOARD
Thursday, September 12
Social inequality and the intersection of race and class
Required Readings:
*Ramirez, A.Y. Fred. (2003). Dismay and disappointment: Parental involvement of
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Latino immigrant parents. The Urban Review, 35(2), 93-110. LIBRARY
RESERVE
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*Wilson, William Julius. (2009). Structural and cultural forces that contribute to racial
inequality. In More than just race (pp. 1-24). New York: W.W. Norton &
Company. LIBRARY RESERVE
Tuesday, September 17
(continued)
Thursday, September 19
Immigration, Deportation, Human and Civil Rights
Prof. Brinton Lykes, BC Lynch School of Education
Film on your own:
*Sin Pais. (2010). 20 minutes. http://video.pbs.org/video/2260436620/
Readings:
*Center for Human Rights & International Justice at Boston College. (2012). Post
deportation human rights project annual report. BLACKBOARD
Choose one reading from below
*Arya, Neelum & Rolnick, Addie. (2009). A tangled web of justice: American Indian
and Alaska Native youth in federal, state, and tribal justice systems. Campaign
for Youth Justice Policy Brief, 5, 1-25. BLACKBOARD
*Hagan, Jacqueline Maria, Nestor Rodriguez & Brianna Castro. (2011). Social effects
of mass deportations by the U.S. government, 2000-10. Ethnic and Racial
Studies, 35(8), 1374-1291. LIBRARY RESERVE
*Kang, Stephanie. (2012). A rose by any other name: The chilling effect of ICE’s
Secure Communities Program. Hastings Race & Poverty Law Journal, Winter,
83-108. LIBRARY RESERVE
*Tang, Shirley S. (2010) Diasporic cultural citizenship: Negotiate and create places and
identities in their refugee migration and deportation experiences. Trotter Review,
19(1), 4-21. BLACKBOARD
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Tuesday, September 24
Select Issues Facing Youth or other speaker session
Readings: Choose one reading from below
*Lee, Tiffany S. (2009). Language, identity and power: Navajo and Pueblo young
adults’ perpectives and experiences with competing language ideologies.
Journal of Language, Identity and Education, 8, 307-320. LIBRARY RESERVE
*McIntyre, Alice. (2000). Constructing meaning about violence, school and community:
Participatory action research with urban youth. The Urban Review, 32(2), 123154. LIBRARY RESERVE
*Shetgiri, Rashmi, et. al. (2009). Risk and resilience in Latinos: A community-based
participatory research study. American Journal of Preventive Medicine, 37(6),
217-224. LIBRARY RESERVE
*Wong, Nga-Wing Anjela. (2010). Cuz they care about the people who goes there: The
multiple roles of a community-based youth center in providing youth community
for low-income Chinese American youth. Urban Education, 45(5) 708-739.
LIBRARY RESERVE
Thursday, September 26
The research process and the literature review
Tentative Topic Due
Required Reading:
*Galvan, Jose L. (2013). Selecting a topic and identifying literature for review. In
Writing literature reviews: A guide for students of the social and behavioral
sciences (5th ed.) (pp. 17-30). CA: Pyrczak Publishing. LIBRARY RESERVE
*Galvan, Jose L. (2013). General guidelines for analyzing literature. In
Writing literature reviews: A guide for students of the social and behavioral
sciences (5th ed.) (pp. 31-44). CA: Pyrczak Publishing. LIBRARY RESERVE
*White, Patrick. (2009). What makes a research question? In Developing
research questions: A guide for social scientists (pp. 33-58). New York: Palgrave
McMillan. LIBRARY RESERVE
Tuesday, October 1
Overview of the library system with Research Librarian Brendan Rapple
Meet in O’Neill 307
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Thursday, October 3
The methods of fieldwork and interviewing
Tuesday, October 8
Initial Lit. Search Due
Educational Inequality: College Access and Success or another speaker session
Readings:
*Lee, John Michael & Ransom, Tafaya. (2011). The educational experience of young
men of color: A review of research, pathways and progress. College
Board Advocacy & Policy Center. BLACKBOARD
AND Choose one reading from below
*Griffin, Kimberly, et.al. (2012). Oh, of course I’m going to college: Understanding
how habitus shapes the college choice process of black immigrant students.
Journal of Diversity in Higher Education, 5(2), 96-111. LIBRARY RESERVE
*Guillory, Raphael M. (2009). American Indian/Alaska Native college student retention
strategies. Journal of Developmental Education, 33(2), 12-38. LIBRARY
RESERVE
*Museus, Samuel D. & Kiang, Peter N. (2009). Deconstructing the model minority
myth and how it contributes to the invisible minority reality in higher education
research. New Directions for Institutional Research, 142(Summer), 5-15.
LIBRARY RESERVE
*Santos, Silvia & Reigadas, Elena. (2002). Latinos in higher education: An evaluation
of a university faculty mentoring program. Journal of Hispanic Higher
Education, 1(1), 40-50. LIBRARY RESERVE.
Thursday, October 10
Educational Inequality: K-12, Bilingual Education or another speaker session
Readings: Choose one reading from below
*Garcia, Ofelia, et.al. (2011). Extending bilingualism in U.S. secondary education: New
variations. International Multilingual Research Journal, 5, 1-18. LIBRARY
RESERVE
*Kiang, Peter. (2004). Linking strategies and interventions in Asian American studies to
K-12 classrooms and teacher preparation. International Journal of Qualitative
Studies in Education,17(2), 199-225. LIBRARY RESERVE
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*Rubin, Beth C. (2003). ’I’m not getting any F’s’: What ‘at risk’ students say about the
support they need. In Beth C. Rubin and Elena M. Silva (Eds.), Critical voices in
school reform: Students living through change (pp. 189-207). Routledge.
LIBRARY RESERVE
*Warhol, Larisa. (2011). Native American language education policy-in-practice: An
interpretative policy analysis of Native American Languages Act of 1990/1992.
International Journal of Bilingual Education and Bilingualism, 14(3), 270-299.
LIBRARY RESERVE
Tuesday, October 15
Building the Literature Review
Thursday, October 17
Community Based Research to Policy or another speaker session
Readings:
*Pellini, Arnaldo & Serrat, Olivier. (2010). Enriching policy with research. Washington
DC: Asian Development Bank. BLACKBOARD
*Tseng, Vivian. (2012). The uses of research in policy research. Social Policy Report.
26(2), 1-24. The Society for Research in Child Development. BLACKBOARD
**Set up time to meet with Prof. Piatelli to discuss progress with final paper**
Tuesday, October 22
Urban Health and Healthcare or another speaker session
Readings:
U.S. Department of Health and Human Services. (2011). National healthcare
disparities report, highlights. BLACKBOARD
AND Choose one reading from below
*Brings Him Back-Janis, Maxine. (2011). A dental hygienist who’s a Lakota Sioux calls
for new mid-level dental providers. Health Affairs, 30(10), 2013-2016.
LIBRARY RESERVE
*Goh, Ying Ying, et.al. (2009). Using community-based participatory research to
identify potential interventions to overcome barriers to adolescents’ healthy eating
and physical activity. Journal of Behavioral Medicine, 32, 491-502. LIBRARY
RESERVE
*Harris, Allyssa. (2011). The influence of urban literature on African-American
adolescent girls’ sexual behaviors. The Journal of the National Black Nurses
Association, 22(1), 35-41. LIBRARY RESERVE
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*Tendulkar, Shalini Ahuja, et. al. (2011). Investigating the myth of the model minority:
A participatory community health assessment of Chinese and Vietnamese adults.
Journal of Immigrant and Minority Health, 27(August), 1-8. LIBRARY
RESERVE
Thursday, October 24
Ethics and the Institutional Review Board
Field Experience Report Due
Required Reading:
*Complete IRB Ethics Training Program online and print out certificate for files.
(Approx. 1.5 hours). See http://www.bc.edu/research/oric/human.html
The IRB requires all research personnel to complete an online ethics training program
either through CITI (Collaborative Institutional Training Initiative) or NIH (National
Institutes of Health) and attach copies of the training certificates to all IRB applications.
Tuesday, October 29
Cultural Competency and Mental Health or another speaker session
Readings: Choose one reading from below
*Garcia, Carolyn & Lindgren, Sandi. (2009). Life grows between rocks: Latino
adolescents’ and parents’ perspectives on mental health stressors. Research in
Nursing and Health, 32, 148-162. LIBRARY RESERVE
*Goodkind, Jessica, et.al. (2011). Rebuilding trust: A community, multiagency, state
and university partnership to improve behavioral health care for American Indian
youth, their families and communities. Journal of Community Psychology, 39(4),
452-477. LIBRARY RESERVE
*Nicolaidis, Christina. (2010). You don’t go tell white people nothing: African
American women’s perspectives on the influence of violence and race on
depression and depression care. American Journal of Public Health, 100(8),
1470-1476. LIBRARY RESERVE
*Pistulka, Gina M., et.al. (2012). Maintaining an outward image: Korean immigrant’s
life with Type 2 diabetes mellitus and hypertension. Qualitative Health
Research, 22(6), 825-834. LIBRARY RESERVE
Thursday, October 31
Expanded Lit. Review Due
Writing the literature review and developing a methodological design
Tuesday, November 5
Choosing appropriate methods
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Thursday, November 7
Choosing your sample
Tuesday, November 12
Presenting your proposed project
Thursday, November 14
Review of final paper/IRB requirements
Draft Lit. Review Due
Tuesday, November 19
Research proposal presentation and peer review
Thursday, November 21
Research proposal presentation and peer review
HAPPY THANKSGIVING-NO CLASS NOV. 26
Tuesday, December 3
Research proposal presentation and peer review
Thursday, December 5
Research proposal presentation and peer review
Final Due