Research Seminar

Course Description

Research Seminar introduces you to the process of formal inquiry and helps you develop the skills you need to read and evaluate the research of others. It introduces you to the development of structured questions to guide your inquiry; to bibliographic research to set your inquiry in the context of the work of other scholars, to research design and the selection of research methods, and takes you through the development of a research proposal. This course does not fully address data collection or analysis skills, although you will learn how to prepare yourself to work with a statistician or other data analyst.

The final project for this course is an implementation-ready research proposal employing at least one research method. Each assignment in the course contributes to your final proposal, but because research projects grow and change in development, you should expect to revise what you submit for individual assignments before each becomes part of your final proposal. You can see, then, why you must complete assignments on time. There is a lot of individual and group communication in this course so you cannot afford to fall behind! You will not be graded on your individual assignments, but each Assignment will be assessed by your professor.

This is an open-topic Research Seminar, so you may develop a research question about a topic of your choice, including, perhaps, one appropriate for your Advanced Project. However, while you may work on a related topic, this course does not offer credit toward Advanced Project competences (F11/12), nor should you expect the instructor to help you develop a question that is suitable for your Advanced Project. When you are ready to discuss your Advanced Project, please consult your Faculty Mentor and your Professional Advisor. Under no circumstances can you delay finalizing your research question for this course in order to accommodate Advanced Project considerations. Nor can you assume that the work you do in this class can be used for Advanced Project.

As you review the literature you need to recognize what is known, and, more importantly, what is not known about your topic. You need to know where the latest information on your topic is located; who the leading voices are in the field; and what questions the ongoing discussions address.

During this course, you will apply the skills and insights you learn by developing an implementation-ready research proposal. This includes:

Note: The workload for this course absolutely cannot be completed in less than a full quarter. You cannot pass the course without turning in your assignments in a timely manner, revising them based on instructor feedback, and participating in the discussion forums.

If you do not understand an assignment or a requirement, please ask questions in the course discussion board. Your instructor will be checking the discussion board frequently and will usually respond within 24 hours during the week, 48 hours over the weekend, unless you are advised otherwise. This course is also labor-intensive for the instructor so respect your instructor's time and work load.

Course Learning Goals

After completing this course, you should be able to:

For the L8 Competence Choose:

For the L9 Competence

Course Competencies

In this course, you will develop the following competencies:

Competence

Competence Statement and Criteria

L8

Can pose questions and use methods of formal inquiry to answer questions and solve problems

L9

Written by you with the assistance of your professor

Grades lower than a C- do not earn credit or competence in the School for New Learning.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com.

Required Reading:

Leedy, P. D., & Ormrod, J. E. (2015). Practical research: Planning and design. 11th Ed. Upper Saddle River, NJ: Prentice-Hall.
ISBN-13: 978-0-13-374132-2

In addition to serving as a course text, this book can also serve as a reference text for any other research you may be required to conduct, both at school and at work. It has chapters that introduce you briefly to the most common research methods and includes a great many helpful checklists.

Galvan, J. L. (2014). Writing literature reviews: A guide for students of the social and behavioral sciences. (6th Ed). Glendale, CA: Pyrczak Publishing.
ISBN 978-1-936523-37-5

This book will assist you in all aspects of reading and decoding scholarly research and writing your literature review.

PDF files on the course website under Course eReserves.

Library Resources

Required Readings on e-reserve

There is a set of articles on e-reserve for Research Seminar. These are examples of research reports, annotated bibliographies and literature reviews. They are examples of the form, language, and format of the work that you will be expected to do.

Recommended reading (not required):

A writing style manual can help you with the correct form for citing your sources and compiling the list of references. For this course, we use the APA writing style manual.

Web Resources

DePaul University online resources are at
http://www.lib.depaul.edu/research.htm

Cornell University's William M.K. Trochim has created The Web Center for Social Research Methods Knowledge Base, at
http://www.socialresearchmethods.net

The Research Methods Knowledge Base is a comprehensive web-based textbook that addresses all of the topics in a typical introductory undergraduate or graduate course in social research methods.
http://www.socialresearchmethods.net/kb/

Additional Resources

Booth, W.C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago: University of Chicago Press.

Cresswell, J. W. 2003. Research design: Qualitative, quantitative, and mixed method approaches. (2nd ed). Thousand Oaks, CA: Sage Publications.

Orcher, L.T. (2005). Conducting research: Social and behavioral science methods. Glendale, CA: Pyrczak Publishing.

Patten, M. L. (2004). Understanding research methods: An overview of the essentials. (4th ed.) Glendale, CA: Pyrczak Publishing.

Critically Analyzing Research Sources
http://guides.library.cornell.edu/criticallyanalyzing

Citing Sources in APA style
http://owl.english.purdue.edu/owl/resource/560/10/

Developing a Statement of the Problem
http://www.professorbwisa.com/index.php?option=com_content&view=article&id=111:how-to-write-a-statement-of-the-problem-in-four-steps

Qualitative research
http://www.sagepub.com/sites/default/files/upm-binaries/48453_ch_1.pdf

Survey research
http://socialresearchmethods.net/kb/survey.php

Experimental design
http://stattrek.com/experiments/experimental-design.aspx?tutorial=ap

Sources of Bias in Research
http://www.focusgrouptips.com/qualitative-research.html

Ethics Resources

The Belmont Report
https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html

Basic HHS Policy for Protection of Human Research Subjects (2005 revision)
https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/index.html

The Nuremberg Code
https://history.nih.gov/research/downloads/nuremberg.pdf

World Medical Association Declaration of Helsinki
http://history.nih.gov/research/downloads/helsinki.pdf

The NIH Grey Booklet
http://www.firstclinical.com/regdocs/doc/?db=OTH_NIH_Gray_Booklet

"Unethical Research" Sites
http://listverse.com/2008/03/14/top-10-evil-human-experiments/

Kerlinger's Research Myths
http://pareonline.net/getvn.asp?v=5&n=4

Course Grading Scale

Research Seminar is designed as a Pass/Fail.

Grades lower than a C- do not earn credit or competence at the School for New Learning. Students wishing to be graded on this letter grade scale must inform the course instructor of this preference before the end of the 2nd week of the quarter. After the 2nd week, requests for a change in the grading basis cannot be approved.

For SNL courses taken for Pass/Fail, a “Pass” represents a grade of “A” for purposes of financial aid and employer reimbursement.

To pass the course you must turn in all your assignments on time, including any requested revisions, pass the library workshop, earn the NIH certificate, earn a minimum 75% grade on the research methods lab, submit your literature review and your research proposal by the due dates, and participate in the assigned discussion forums.

SNL Grading Policy for Lifelong Learning Courses

In certain SNL courses in the Lifelong Learning Area of the BA curriculum, instructors regularly use the pass/fail grading system. However, SNL also offers students the opportunity in several of these courses to select a "Grading" option where grades A through C- represent passing performance. The faculty member and the individual student together decide which system will best promote the student's learning in that particular course. With no exceptions, a student must obtain permission from the instructor to use the grade option by the beginning of the third week of the quarter. After the third week of the quarter the assessment style agreed upon, whether pass/fail or grading, cannot be changed. The instructor is required to provide the student the specific assessment criteria by which a grade will be determined prior to the student officially selecting this option. Grading criteria shall appear in the syllabus along with pass/fail assessment criteria.

Course Structure

This course consists of ten modules, each of which takes one week to complete, as indicated in the course schedule. Incorporated into those modules are library assignments that take 3-4 hours, a research methods laboratory that takes 3-4 hours, and an ethics workshop that takes 3-4 hours to complete.

To see course due dates, click on the Checklist link on the top navigation bar.  This page contains module-specific checklists and due dates for the work due in the course.

This course is NOT a self-study course. This is a paced course and it is important that you keep up with the course activities and contribute to the course discussions.

A Note About the Timeline for This Course

You may choose to complete the Ethics and Methods workshops any time before their due dates (at the end of the 6th and 7th weeks).

The following table outlines the course:

Week,  Module # and Title

Readings

Assignments

Week 1, Module 1: Thinking Like A Researcher

1. Read Leedy, P. D., & Ormrod, J. E. Practical research: Planning and design

Chapter 1: The Nature and Tools of Research

2. Galvan, J. L. Writing literature reviews: A guide for students of the social and behavioral sciences

Chapter 1 Writing reviews of academic literature: An overview

Chapter 2 Considerations in writing reviews for specific purposes (you will be writing a literature review as if for a research article)

1.1 Introductions Discussion

1.2 Thinking Like a Researcher Discussion

Week 2, Module 2: Asking and Refining Structured Research Questions: Beginning the Process

1. Read Leedy, P. D., & Ormrod, J. E. Practical research: Planning and design

Chapter 2: The problem: The heart of the research process

Chapter 3: Review of the related literature.

2. Galvan, J. L. Writing literature reviews: A guide for students of the social and behavioral sciences:

Chapter 3: Selecting a topic and identifying literature for review;

Chapter 4: General guidelines for analyzing literature;

Chapter 5: Analyzing quantitative research literature;

Chapter 6: Analyzing qualitative research literature;

Chapter 7: Building tables to summarize literature.

2.1 Area of Research Interest

2.2 Referencing and Annotating a Journal Article

2.3 Developing Research Statements and Questions Discussion

Scholarly Sources

Bibliography Q & A

Week 3, Module 3: Annotated Bibliographic Entries

3.1 How to Find Articles

3.2 First Annotated Source

3.3 How to Find, Reference and Annotate Sources

Week 4, Module 4: Creating Your Annotated Bibliography

4.1 Annotated Bibliography

4.2 Reflection - Personal Relevance Statement

4.3 Refinement of Research Questions (Discussion Form)

Week 5, Module 5: Writing a Literature Review

1. Read Leedy, P. D., & Ormrod, J. E. Practical research: Planning and design Chapter 3: Review of the Related Literature

2. Read Galvin, J. L. Writing literature reviews: A guide for students of the social and behavioral sciences, Chapters. 8, 9, 10, 11 and examples, pp. 123-153

5.1 Galvan Chapter 8 Excercises

5.2 Research Methods Workshop

5.3 Draft Literature Review

5.4 Finalize your Research Questions

5.5 Support, Questions, Tips – Drafting the Literature Review (Discussion Forum, Spans Modules 5 & 6)

Week 6, Module 6: Completing the Literature Review - Beginning Work on Informed Consent and Ethics

Continue working on 5.2 Research Methods Workshop (Due end of Week 6) & 5.3 Draft Literature Review

Begin work on 7.1 CITI Research Ethics Training, 7.2 Ethical Considerations in Research, and 7.3 Avoiding Personal Bias Statement (DUE end of Week 7).

Week 7, Module 7: Ethics and Research

1. Read Leedy, P. D., & Ormrod, J. E. Practical research: Planning and design, Chapter 4: Planning Your Research Project

2. DePaul Institutional Review Board: http://research.depaul.edu

3. University of Minnesota, Informed Consent Orientation: http://www.research.umn.edu/consent/

4. Belmont Report Educational video (9:09 minutes): http://www.youtube.com/watch?v=W7sfIA1dIGQ

5. The Belmont Report: http://www.hhs.gov/ohrp/policy/belmont.html

6. The Belmont Report, overview of federal updates: http://www.hhs.gov/ohrp/humansubjects/index.html

7. Sources of Bias checklist: ARES (DePaul Library E-Reserves)

8. Ethics in Research http://www.socialresearchmethods.net/kb/ethics.htm

7.1 CITI Research Ethics Training

7.2 Ethical Considerations in Your Research

7.3 Avoiding Personal Bias Statement

7.4 Ethics and Research (Discussion Forum)

Week 8, Module 8: Writing the Research Proposal

1. Read Leedy, P. D., & Ormrod, J. E. Practical research: Planning and design, Chapter 5: Writing the Research Proposal, and Chapters 6-12 on Research Methods

2. Read Galvin, Writing literature reviews: A guide for students of the social and behavioral sciences, Chapters 5 & 6

3. Read Chapter 3 (pages 5 & 6 specifically) in the Foundations book, to begin thinking about writing your L9 competence statement for this class.

8.1 Research Design Methods

8.2 Data Collection Instrument

8.3 Discussion of Research Methods - Including Open & Closed Instruments

Week 9, Module 9: The Research Proposal Continued

1. Read Assessment Criteria for Grading Proposal

9.1 Research Proposal (Draft)

9.2 Discussion of Proposal Drafts – Discussion Forum, Weeks 8, 9 & 10 (Optional)

Week 10, Module 10: Completing the Research Proposal

1. Read/review Leedy, P. D., & Ormrod, J. E. Practical research: Planning and design, Chapter 5: Writing the Researc Proposal

2. Read Galvan, J. L. Writing literature reviews: A guide for students of the social and behavioral sciences, Chapter 11-14 to ensure that your literature review is ready for inclusion in your research proposal

10.1 Write Competence Statement (DUE end of Week 10)

10.2 Final Research Proposal With Revisions (Due end of Week 11)

10.3 Moving Beyond the Research Seminar – Capstone Forum – Weeks 10 & 11

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Assessment of Learning

Most instructors do not grade individual assignments in this course. They will, however, comment on all work that is submitted. All assignments are considered drafts until the final proposal is submitted. This gives you ample opportunity to revise and improve your work, but you must allow your instructor ample time to make comments.

If you are posting to each of the discussion forums in accordance with the instructions and commenting helpfully on the remarks of at least one other student you are earning the discussion points. This is a pass/fail course. If you have any doubt that you are passing and that your work is acceptable, check with your instructor.

Terminology

Learning Activities
In this course, you will see a heading for "Learning Activities." That is exactly what they are: activities designed to help structure and assist your learning.

Assignments
Assignments are often a product of your learning activities, but that term specifically refers to what you must turn in and counts towards your demonstrating the competence for this course.

Drafts

Experienced researchers know that a research proposal is final, only when it is submitted to a representative of its intended audience, in this case, your instructor. You will notice the frequent use of the term draft in this course. The use of that term means that you write up your best thinking at that time, using the information that you then have. You will also use appropriate scholarly language, and your spelling and grammar checkers. Draft does not mean sloppy! You can revise your questions and any other part of your work as often as you like, prior to submitting it in Week 10, but your initial drafts must be submitted when indicated in the Course Schedule.

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline.  In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

Assessment Criteria for your Final Report

In this course, you will be developing an implementation-ready research proposal. Your final proposal is due on the last day of Week 10.

The implementation-ready research proposal will consist of the following headings, to be used as an outline for your paper.

Chapter 1: Introduction

Chapter 2: Review of the Literature

Chapter 3: Research Methodology

Chapter 4: Results and Discussion

References (in proper APA reference format)

Appendices

Assessment Criteria for ALL Writing Assignments

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit http://condor.depaul.edu/writing/.

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Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Assessment Criteria for Online Discussion Participation
Online Participation Guidelines

Some difficulties at the beginning of an online course are quite normal; solving them is part of every distance learning experience. If you are having problems, let your instructor know. Unlike in an on-campus course, we cannot see the body language that indicates a problem!

College and University Policies

This course includes and adheres to the college and university policies described in the links below:

Academic Integrity Policy (UGRAD)

Academic Integrity Policy (GRAD)

Incomplete Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

APA citation format (GRAD)

Additional Course Resources

University Center for Writing-based Learning

SNL Writing Guide

Dean of Students Office

Changes to Syllabus

This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.

Credits

This course was designed and produced by faculty and staff at SNL Online of the School for New Learning of DePaul University.

© 2017 School for New Learning, DePaul University. All Rights Reserved by SNL.

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