EWU MCNAIR SCHOLARS PROGRAM
Proposal for the Social Sciences
OVERVIEW
1. Assignment Description
To advance academic research skills, we will ask you to conduct original research. By original
research, we mean using primary sources of evidence you collect. Primary sources are forms of
evidence that include firsthand or eyewitness accounts. The type of original research you will
conduct relies on people (interviews, surveys, & focus groups).
Although there are many limitations with the McNair Summer Research Project like scope, range,
time, perspective, and method, academic writers can still provide readers with several sources of
information to strengthen their research so that readers can make their own informed judgments
about what to believe or what to question. As such, successful candidates will demonstrate a
potential research project that has the ability to engage in the inquiry process to explore specific
questions, address specific situations or problems, and/or move academic readers to rethink their
positions on specific arguments.
Therefore, you will need to complete a research proposal as part of your application process. A
proposal is a formal plan that highlights your objectives for conducting a research project, explains
methods you intend to use to collect original research, and describes what you expect to find.
For this application process, a proposal should include the following sections: purpose, method, and
discussion & implications. The “Definitions” section further explains these elements.
2. Definitions
Purpose. In the purpose section of your proposal, you should formulate the question that is
motivating your study. Successful inquiry begins with asking a good question (see rubric below).
In the purpose section (introduction), you should summarize the context and explain how it has led
to the question driving your research. You also explain why you are interested in the topic, why it is
important, and why it matters to the larger academic community.
Consider the following elements when developing potential research questions:
 A good question will help you think through the issue you want to write about
 A good question is specific enough to guide your inquiry
 A good question is specific enough to be explored given your limitations, tools, and resources
Page 1 of 4
 A good question is not limited to yes, no, or both
 A good question asks how, why, should, or the extent to which
 A good question conveys a central idea and defines your audience
Method. In the method section, you list and describe the tools and strategies you might use to
conduct your original research (see examples and types below). These methods are often explained
in three major ways: (1) methods for collecting data; (2) methods for establishing relationships
between the data and the unknowns; and (3) methods for evaluating the accuracy of the results
obtained. Essentially, methods is understood as all the techniques used for conduction of research.
In addition, you need to discuss the appropriateness of your tools and strategies. Why are these
methods the best means of exploring your research question?
Type
Methods
Techniques
1. Library Research
(a) Analysis of historical records

Recording of notes, content analysis,
video listening and analysis

Statistical compilations and
manipulations, reference and abstract
guides, contents analysis.

Observational behavioral scales or use of
score cards

Interactional recording, possible use of
video or audio recorders, photographic
techniques

Recording mass behavior, interview using
independent observers in public places

Identification of social and economic
background of respondents

Use of attitude scales, projective
techniques, or use of sociometric scales

Interviewer uses a detailed schedule with
open and closed questions

Small group of respondents are
interviewed simultaneously

Survey technique for information and for
discerning opinion
(b) Analysis of documents
2. Field Research
(a) Non-participant direct
observation
(b) Participant observation
(c) Mass observation
(d) Questionnaire
(e) Opinionative
(f) Personal interview
(g) Focused interview
(h) Group interview
(i) Telephone survey
(j) Case study and life history
3. Laboratory
Research
(a) Small group study of random
behavior, play, and role
analysis
Page 2 of 4
Implications. It may seem odd to ask about what you hope to find, but it is important that you
understand the “So what?” aspect of your research and your academic audience. You need to be
able to explain what you believe is the significance of your research to an academic audience. The
implication section places your research in the context of the conversation you want to join, and
explain how your study can contribute to that conversation. You want to explore how your work
impacts the academic arena. Describe how your research might build on, challenge, or extend other
studies in your area of research. You might also consider identifying what you think is going to be
new about your findings.
3. Format
The format for the proposal will be memo style. A memo is usually a page or two long, should be
single spaced, font-size 10.5-11.5, and left justified. Your headings should include “To,” “From,”
“Date,” and “Subject” (see sample memo on the following page). Instead of using indentations to
show new paragraphs, skip a line between sentences. Your memo should be concise and easy to
read. As such consider using headings and lists to help the reader pinpoint certain information.
4. Documentation Style
If you reference sources in your proposal, then you should use some documentation style to properly
cite those sources (APA Style or MLA Style, for example). You should also include a list of your
sources at the end of your memo.
5. Sample Proposal
To: Christina Torres- García, Faculty and Director, Ronald E. McNair Scholar Program
From: Carlos Munoz
Date: November 26, 2014
Subject: McNair Scholars Proposal
Purpose
There is a growing conversation in technical communication programs on the importance of
developing intercultural curriculum (Savage & Mattson, 2011). These conversations challenge
technical communication educators to rethink their current commitment to diversity, or the status of
diversity, in their programs (Savage & Mattson, 2011).
As such, this research proposal specifically seeks to understand how technical communication
educators support diversity in technical communication program. Drawing from an intercultural
intellectual, the research question asks how technical communication educators can incorporate
hook’s (1994) theories of teaching to transgress to enhance their commitment to diversity. What
Page 3 of 4
diversity actions can be established from hook’s (1994) teachings and theories that help technical
communication educators diversify their programs?
Methods
As a starting point, I am considering seeking information on various aspects of diversity in technical
communication programs in Eastern Washington. The region contains the city of Spokane, the TriCities, the Columbia River, and the Yakima Valley. I am considering developing a survey with ten
questions focused on diversity: (1) diversity among students in technical communication programs,
(2) diversity among faculty in technical communication programs, and (3) diversity as reflected in
courses and curricula. I am also considering a question where participants are invited to comment on
aspects of diversity not addressed in the survey.
Based on the survey results, I will develop a possible section of results and discussions. In the results,
I can highlight and interpret the data. In the discussion, I can demonstrate how hook’s (1994)
theories for education freedom might help make technical communication more committed to
diversity.
Overall, there have been very few qualitative studies designed to understand the status of diversity
in technical communication programs (Savage & Mattson, 2011). Therefore, the survey method
would be an effective approach to start the academic conversation of understanding the current
status of diversity in technical communication, which according to Savage and Mattson (2011) is
problematic to say the least. In addition, by including the voices of those who running technical
communication program and seeking to diversify, then my arguments will have a much greater boom
with the academic community.
Implications
Although it is difficult to image the implications of such a study, it does point to some powerful
outcomes. By understanding the limitations of diversity in technical communication programs, then
scholars can starting developing ways of addressing it. For example, I plan on using hook’s (1994)
theories in Teaching to Transgress: Education as the Practice of Freedom to suggest several possible
starting points: (1) create more formal networks that focus on underrepresented groups, (2) improve
funding and scholarship opportunities for individual from underrepresented groups, (3) develop
diversity faculty mentoring systems, and (4) rethink teaching practices in the age of multiculturalism.
References
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Savage, G., & Mattson, K. (2001). Perceptions of racial and ethnic diversity in technical communication programs.
Programmatic Perspectives, 3(1), 5-57.
Page 4 of 4