POLI209Research Methods

Roanoke College

Spring 2015 | MWF 9:40-11:50 am (Blocks 2/3) | West Hall 127

Instructor:Dr. Bryan Parsons

Office:203 West Hall

Office hours: T/TH 3-4 pm, W 12-1 pm, or by appointment

E-mail:

Phone:375-4967

Course description

An examination of the research methodologies and techniques used in the study of public policy and politics. The course emphasizes both qualitative and quantitative methods. The lab focuses on statistical applications.

Course objectives

The course objectives for POLI209 are:

  • Introduce students to the research approaches and techniques employed by social scientists in the scientific study of public affairs, including public policy, international relations, and criminal justice.
  • Explain the scientific study of public affairs, and help students explore how scientists develop theories, form hypotheses, measure political and social phenomena, and test hypotheses with empirical data.
  • Encourage students to think creatively and analytically about public affairs. In the process, students will gain skills in critical thinking, become competent consumers of the scholarly literature, and become better equipped to conduct research in other courses.

Intended learning outcomes

Upon completion of the course, students will be able to:

  • Comprehend and summarize the important elements of a quantitative academic journal article in political science and/or criminal justice.
  • Define and explain the core concepts of basic research methods in social sciences.
  • Describe the research design process, including theory building and hypothesis testing, and apply that knowledge to develop an original research project.
  • Use SPSSto manage data and conduct basic data analysis, including describing a variable’s central tendency and variation, comparing the relationship between two or more variables, bivariate hypothesis testing, and hypothesis testing using linear regression.

Course readings

The following books are required and available at the campus bookstore or online. Please note that additional required readings will be made available via Inquire.

  1. Barakso, Maryann, Daniel M. Sabet, and Brian Schaffner. 2014. Understanding Political Science Research Methods: The Challenge of Inference. New York: Routledge. ISBN 9780415895200
  2. Drezner, Daniel. 2011. Theories of International Politics and Zombies: Revived Edition. Princeton, NJ: Princeton University Press. ISBN 9781400852284
  3. Scott, Gregory M., and Stephen M. Garrison. 2012. The Political Science Writer’s Manual, 7th ed. New York: Pearson. ISBN 9780205830121

Additional software requirements:

Each student must purchase a USB flash drive to store your lab work and data (or have another portable storage method, such as Dropbox, Google Drive, etc.). In order to complete many of the assignments you will need to useSPSS, which is available in all on-campus labs.

Grading

A / = 100-93 / B+ / = 89-88 / C+ / = 79-78 / D+ / = 69-68 / F / = below 60
A- / = 92-90 / B / = 87-83 / C / = 77-73 / D / = 67-63
B- / = 82-80 / C- / = 72-70 / D- / = 62-60

Your final grade will be based on the following components:

Participation10%

Laboratory assignments20%

Midterm examination15%

Final examination15%

Research design10%

Research paper20%

Research presentation10%

Late assignment and paper policy

All assignments are due by their respective due dates. Late assignments will be penalized 1/3 letter grade for each 24-hour period following the due date. However, students who submit assignments more than five days late will automatically be given a 0 for the assignment.

All papers should be written in 12-point font using the following font options only: Cambria, Georgia, Garamond, Times New Roman, Palatino. This is for both compatibility and readability reasons.

All papers must be submitted as a hard copy and electronic copy (via Turnitin on Inquire). All electronic papers submitted via Inquire must be in Word format (.doc or .docx). Any paper submitted via one outlet, but not another, will automatically receive a 1/3 letter grade deduction.

Course requirements

This is an upper-division political science course required for all majors in the Department of Public Affairs. Therefore, a high degree of participation and engagement is expected on the part of each student. Each student will be evaluated based on the following items:

Examinations. There will be a midterm examination and comprehensive final examination. Each exam will be administered in class. The midterm will be closed book and administered on Friday, February 27. The comprehensive final will be open book and administered on Thursday, April 23 from 2-5pm. The examinations will cover material presented in lectures, course books, and readings posted to Inquire. Make-up exams will be given only in extreme circumstances and verifiable proof of emergency is required.

Laboratory assignments. There will be several short lab assignments that will correspond to various topics we cover this semester. The purpose of the lab assignments is to build analytical skills by applying key concepts to specific problems. Unless indicated otherwise, all assignments will be announced and completed within a single class period. The overall lab grade will be determined by calculating the average score across all lab assignments.

Research paper. There will be one required research paper that must be approximately 2,500-3,000 words in length. Students are encouraged to discuss the project with me as soon as possible. The research paper will be completed in three parts: (1) research design, (2) research meeting with me outside of class, and (3) final research paper linking research design and data analysis. The research design will be due at the time of the meeting with me, which will take place during Week 9 (March 16-20) of the semester. Students may meet with me earlier in the semester, but still must have a completed research design at that time.

The research paper will be composed of eight sections:

Part 1: Research design

  1. Introduction to the research question
  2. Summary of relevant scholarly literature
  3. Definition of main concepts
  4. Explanation of theory, causal story, and hypotheses

Part 2: Data analysis

  1. Description of data and independent and dependent variables
  2. Description of variables, including central tendency and variation
  3. Bivariatehypothesis testing and discussion of results
  4. Conclusion

The final research paper (including Parts 1 and 2) is due on…

Professional research presentation. Each student will present his or her research in class during the last week of the semester. The order, organization, and length of presentations will be announced at a later date. The presentation length, though, will not exceed 10 minutes.

Attendance. Attendance in class is considered mandatory and will be taken at the beginning of the second half of each class. During the semester each student is allowed 4 absences for any reason. However, students will incur a 3-point deduction from their final grade for each absence that exceeds the 4 allowable absences. For example, a student with a final grade of 86 and 6 absences will receive an 80 as the final grade. With this in mind, it is wise to reserve absences for emergencies.

Participation.Students will be provided with weekly reading guides, which will highlight concepts and questions to consider for each week’s readings. Students will be evaluated based on their familiarity with the course readings, and will be assigned the following marks each week:

(0)Below basic.Present, not disruptive; tries to respond when called on but does not offer much; demonstrates very infrequent involvement in discussion. This category is also reserved for students who are not in attendance for a given class period.

(1)Basic.Demonstrates adequate preparation:

  • Knows basics of the readings, but does not show evidence of trying to interpret or analyze them;
  • Offers straightforward information (e.g., straight from the reading), without elaboration or very infrequently (perhaps once a class);
  • Does not offer to contribute to discussion, but contributes to a moderate degree when called on;
  • Demonstrates sporadic involvement.

(2)Proficient.Demonstrates good preparation:

  • Knows reading facts well, has thought through implications;
  • Offers interpretations and analysis of course material (more than just facts) to class;
  • Contributes well to discussion in an ongoing way;
  • Responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion;
  • Demonstrates consistent ongoing involvement.

(3)Advanced.Demonstrates excellent preparation:

  • Has analyzed the reading exceptionally well, relating it to the literature or other material (e.g., other readings, course material, past discussions, experiences, current events, history etc.);
  • Offers analysis, synthesis, and evaluation of the reading, e.g., puts together pieces of the discussion to develop new approaches that take the class further;
  • Contributes in a very significant way to ongoing discussion, keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate;
  • Demonstrates ongoing very active involvement.

A student’s participation grade will be based in large part on the average participation score. In the event that students are not completing the assigned readings, I will measure participation using unannounced quizzes based on the week’s readings.

Electronic Devices Policy

Students must turn off cell phones before the beginning of class. Electronic devices, including but not limited to laptops, iPads, and e-readers, are prohibited in the classroom unless otherwise notified. Use of any electronic devices on exams or in class is strictly prohibited. Use of such devices during lectures and class discussions will generate an absence on the grounds that the student is not mentally present in class.

Academic Integrity

All Roanoke College students are expected to adhere to the highest standards of academic integrity in all classes and on all exams and assignments. Violations of the College’s Academic Integrity (AI) policy include but are not limited to plagiarism, cheating, lying, and unauthorized use of an electronic device.

As stated in the Academic Integrity Handbook: “Barring unusual circumstances, an F in the course is the minimum penalty for a student found to be in violation of academic integrity.” More severe penalties may also apply to violations of the AI policy. Ignorance of the AI policy is no defense against violations. Students are strongly encouraged to familiarize themselves with the AI Handbook, which can be found at:

  • Plagiarism: I will provide regular in-class reminders about what constitutes plagiarism and tips for avoiding it in writing assignments.
  • Collaboration: The acceptable conditions for collaboration with fellow classmates will vary by assignment, and will be made explicit by me for each assignment.

Disability Support Services

The Office of Disability Support Services, located in the Goode-Pasfield Center for Learning and Teaching in Fintel Library, provides reasonable accommodations to students with identified disabilities. Reasonable accommodations are provided based on the diagnosed disability and the recommendations of the professional evaluator. In order to be considered for disability services, students must identify themselves to the Office of Disability Support Services. Students requesting accommodations are required to provide specific current documentation of their disabilities. Please contact Rick Robers, M.A., Coordinator of Disability Support Services, at 540-375-2247 or .
If you are on record with the College's Office of Disability Support Services as having academic or physical needs requiring accommodations, please schedule an appointment with Mr. Robers as soon as possible. You need to discuss your accommodations with him before they can be implemented. Also, please note that arrangements for extended time on exams, testing, and quizzes in a distraction-reduced environment must be made at least one weekbefore every exam.

Subject Tutoring

Subject Tutoring is an internationally certified tutor training program through CRLA ITTPC (College Reading & Learning Association International Tutor Training Program Certification) and is coordinated by Shannon McNeal at The Center for Learning & Teaching. Subject Tutoring is authorized to issue certificates to tutors meeting CRLA-approved requirements for level I tutors. This requires tutors to complete 10 hours of tutor training and log 25 hours of direct field experience. Additionally, a tutor must receive a B or better in the subject he/she tutors and obtain two letters of recommendation from the faculty.

Subject Tutoring offers assistance in two helpful formats: Walk-In Tutoring: Walk-in tutoring is offered in 1.5 hour intervals in a group format for our most popular subjects. The format allows you to spend up to 1.5 hours with the tutor, or you can simply pop-in to ask a quick question. Regularly scheduled groups will be offered from 4-5:30 pm; 6-7:30 pm; and 7:30 -9 pm Sunday - Thursday. Private Tutoring: Private tutoring is available to students who wish to receive one-on-one tutoring in a particular subject. Private tutoring is available for our most popular subjects and for subjects that do not have a designated time on the Walk-In Schedule. Private Tutors are only available upon request and appointments must be made 24 hours in advance for tutor notification. No-shows will be monitored closely and after three missed appointments, students will be locked out of the Private Tutoring schedule for the remainder of the semester. Both schedules as well as The Writing Center schedule can be found at

Writing Center

The Writing Center at Roanoke College, located on the lower level of Fintel Library, offers tutorials focused on written and oral communication for students working on assignments and projects in any field. Writers at all levels of competence may visit the Writing Center at any point in their process, from brainstorming to drafting to editing, to talk with trained peer tutors in informal, one-on-one sessions. The Writing Center is open Sunday through Thursday from 4 to 9 pm. Simply stop in, or schedule an appointment by going to where our schedule of writing workshops and creative writing playshops is also posted. Questions? Email or call 375-4949.

Course Schedule

Unless otherwise noted, readings are to be completed prior to Monday’s class each week. An asterisk (*) indicates that the reading is available on Inquire.

Part I: Thinking scientifically and foundations of social science research

Week 1 | January 12, 14, 16Thinking scientifically and defining concepts

This week will focus on learning about the foundations of scientific inquiry and the challenges of inference in social science research. Here are some questions to consider in these readings: How do we know what we know? How do we make inferences about our world? Why are concepts so important?

  • Barakso, Sabet, and Schaffner, 2014, introduction and chapter 1
  • Lewis, Moneyball, chapter 2*
  • Kellstedt and Whitten, 2013, chapter 1*

Week 2 | January 19, 21, 23Reading and reviewing social science research

This week will focus on learning about how to read and identify key components of scientific journal articles for the purpose of constructing a bibliography and writing a literature review. Here are some questions to consider in these readings: Why are literature reviews important and what do they tell us? How do we make sense of several pieces of empirical research on a single topic?

  • Barakso, Sabet, and Schaffner, 2014, chapter 2
  • Baglione, 2012, chapters 2-4*

Week 3 | January 26, 28, 30Theory building, causality, and the walking dead

This week will focus on learning about how to build theoretical arguments that clarify causal relationships for the purpose of answering our research questions. Here are some questions to consider in these readings: What are the defining characteristics of a theory? Why are theories important to scientific inquiry? How do we use different theories to explain and (sometimes) predict social or political phenomena (e.g., zombie apocalypse)?

  • Barakso, Sabet, and Schaffner, 2014, chapter 3
  • Drezner, 2014, Theories of International Politics and Zombies, pages 1-94
  • Kellstedt and Whitten, 2013, chapter 2*

Week 4 | February 2, 4, 6Variables, hypotheses, and the many levels of measurement

This week will focus on learning about how to write hypotheses, identify key variables, and select appropriate levels of measurement for our research questions. Here are some questions to consider in these readings: What are the defining characteristics of a hypothesis? What are hypotheses supposed to help us “do” in our research? What are the different types of variables and measurement strategies in a social science research design?

  • Barakso, Sabet, and Schaffner, 2014, chapter 4
  • Donovan and Hoover, 2014, chapter 4*
  • Kellstedt and Whitten, 2013, chapter 3*

Week 5 | February 9, 11, 13 Making decisions about research design

This week will focus on learning about one of most important types of research designs – the experimental study. We will discuss the advantages and disadvantages of experimental research, as well as begin discussing one common alternative to experiments – the large-n observational study. Here are some questions to consider in these readings: What are the key components of an experimental study? What are some potential issues of reliability and/or validity in experimental research? What about observational research?

  • Barakso, Sabet, and Schaffner, 2014, chapters 5-6
  • Kellstedt and Whitten, 2013, chapter 4*

Week 6 | February 16, 18Making (more) decisions about research design

This week will continue the focus on learning about different types of observational studies, both the large and small-n varieties. Here are some questions to consider in these readings: What are the advantages and disadvantages of observational studies? What are some potential issues of reliability and/or validity in observational research? Are these issues magnified or lessened depending on large or small-n studies?

  • Barakso, Sabet, and Schaffner, 2014, chapters 6-7

February 20Midterm exam

Part II: Analyzing social science data

Week 7 | February 23, 25, 27An introduction to coding schemes and data analysis with SPSS

This week will focus on learning about the basics of a frequently used statistical software package in social science research – SPSS. Here are some questions to consider in these readings: What is a coding scheme and why is it critical to understanding how statistical programs like SPSS function? How can we use variable coding schemes to identify variables and their respective levels of measurement? How can we use coding schemes to clarify measures of key concepts for our research questions?

  • Pollock, 2012, chapter 1*
  • Wheelan, 2013, chapter1*
  • Kellstedt and Whitten, 2013, chapter 5*

Week 8 | March 9, 11, 13Descriptive statistics