INLS 781 – Proposal Development - Fall 2014 (1.5 credits)

Fridays, 9:00am – 11:45am

Manning Hall, Room 001

Class runs from August 22^nd – September 26^th

Instructor Information

Dr. Brian Sturm

Office: Manning Hall #215-A (962-2460)

Office Hours: Drop-in or by appointment

Email: sturm@ils.unc.edu

Course Description

This class is a 1.5-credit hour course designed to prepare students for writing a research or project proposal as the precursor to their master’s paper or project. By design it is more of a collaborative mentorship between each student and the professor, but the class periods will include peer learning, small group work, and limited lecture. All work, both in-class and out-of-class, is geared to further each student’s individual proposals. Each student, then, will be pursuing unique – though related – areas of interest, and the class period will serve as time to share questions, ideas, and problems. Please come to class prepared to work further on your own project and bounce ideas off your colleagues and professor.

Target Audience

Graduate students in their third semester as full-time students or in the semester preceding the one in which they plan to write their master’s paper.

Course Prerequisites

INLS 581 – Research Methods Overview is a prerequisite for this course.

Course Goals and Key Learning Objectives

By the end of the class, students should be able to:

· Express the functions of a research proposal.

· Understand the general framework of a research proposal and critique its component parts.

· Design a literature review that supports and frames a research area.

· Formulate a concise and focused research question.

· Select and justify their choice of research method(s) for their proposed study.

Required Text

Punch, K. F. (2007). Developing effective research proposals (2^nd ed.). London, England: Sage.

Additional Readings:

http://ils.unc.edu/courses/2014_fall/inls781_002/781-additionalreadings.html

UNC Honor Code

It is your responsibility to read the Honor Code, which can be found online at: http://instrument.unc.edu/instrument.text.html. Here are a few pieces that are relevant to your course work and conduct:

A. General Responsibilities

It shall be the responsibility of every student at the University of North Carolina at Chapel Hill to:

1. Obey and support the enforcement of the Honor Code;

2. Refrain from lying, cheating, or stealing;

3. Conduct themselves so as not to impair significantly the welfare or the educational opportunities of others in the University community; and

4. Refrain from conduct that impairs or may impair the capacity of University and associated personnel to perform their duties, manage resources, protect the safety and welfare of members of the University community, and maintain the integrity of the University.

B. Academic Dishonesty

It shall be the responsibility of every student enrolled at the University of North Carolina to support the principles of academic integrity and to refrain from all forms of academic dishonesty including, but not limited to, the following:

1. Plagiarism in the form of deliberate or reckless representation of another’s words, thoughts, or ideas as one’s own without attribution in connection with submission of academic work, whether graded or otherwise.

2. Falsification, fabrication, or misrepresentation of data, other information, or citations in connection with an academic assignment, whether graded or otherwise.

3. Unauthorized assistance or unauthorized collaboration in connection with academic work, whether graded or otherwise.

4. Cheating on examinations or other academic assignments, whether graded or otherwise, including but not limited to the following: (a) Using unauthorized materials and methods (notes, books, electronic information, telephonic or other forms of electronic communication, or other sources or methods), or (b) Representing another’s work as one’s own.

5. Violating procedures pertaining to the academic process, including but not limited to the following: (a) Violating or subverting requirements governing administration of examinations or other academic assignments; (b) Compromising the security of examinations or academic assignments; or (c) Engaging in other actions that compromise the integrity of the grading or evaluation process.

Professional Conduct

In addition to the UNC Honor Code, I expect that you will demonstrate integrity and professionalism in your participation in this course, and in the fulfillment of all of your course assignments. This includes completing the assigned readings on the dates they are due, attending class sessions, dedicating adequate time for your participation (both in-class and out-of-class), and putting forth effort, care and thought in preparing your written assignments. I also expect you to show respect for all members of this course and all comments and questions posed by them.

Grading

[H] High Pass (95% - 100%)	Truly outstanding work that goes well-beyond the requirements specified in the assignment description. This is a mark of distinction. Very few papers will receive this grade.
[P] Pass (80% - 94%)	Papers that receive this grade will meet all or most of the requirements specified in the assignment description. Work that is quite good will receive this grade because of the large range. Most papers will receive a score in this grade range. All scores in this range are completely acceptable, although if you are towards the low end, you might want to speak with me about how to improve your work in the future.
[L] Low Pass (70% - 79%)	Papers that receive this grade are barely acceptable. I usually do not assign this grade. If your paper is a disorganized mess or if you have clearly missed the mark, then I will assign you a temporary grade and ask you to do it over. A ‘do-over’ at this level will not receive a grade higher than the lowest grade received by someone who did not have the do-over option.
[F] Fail (0% - 69%)	Papers that receive this grade are unacceptable and meet very few (if any) of the requirements specified in the assignment description. This is another grade that I usually do not assign. Instead, I will assign you a temporary grade and ask you to re-do the assignment. A ‘do-over’ at this level will not receive a grade higher than the lowest grade received by someone who did not have the do-over option.

Course Outline

1. Definitions, Functions, and Framework for Research Proposals

2. Writing Effective Research Questions

3. Designing a Literature Review

4. Selecting an Appropriate Research Method

5. Research Ethics

Class Schedule

August 22^nd Proposal Frameworks

Topic: Purpose and organization of a research proposal; overview of “keyhole” model; theoretical frameworks for your research; overview of faculty research

Readings:

Punch, K.F. (2007). Developing Effective Research Proposals. Sage.

o Chapter 1, Introduction

o Chapter 2, The proposal -- Readers, expectations and functions

o Chapter 7, Tactics

o Appendix 2, Questions to guide proposal development

In-class:

1. We will begin with an overview of the readings and questions that they raised for you.

2. We will then move to a brief overview of a proposal’s purpose and organizational structure.

3. We will take some time to write a paragraph or two discussing your initial ideas for your research: topic area(s), possible data sources, and questions that interest you.

4. We will then share these ideas in small groups to elicit peer feedback.

5. You will have a bit more time to make changes to your ideas, and then you will email your ideas to the professor at the end of class

August 29^th Research Questions

Topic: Research questions: identifying, formulating, and positioning the question in relevant theory; BRING TO CLASS one example of a past master's paper that could serve as a model for your work (search for master’s papers in the Carolina Digital Repository)

Readings:

Punch, K.F. (2007). Developing effective research proposals. London: Sage. [Chapter 3, A General Framework for Developing Proposals]

Wildemuth, B.M. (2009). Applications of social research methods to questions in information & library science. Westport, Conn: Libraries Unlimited. [Chapter 2, Developing a research question]. SILS library reserve.

Agee, J. (2009). Developing qualitative research questions: a reflective process. International Journal of Qualitative Studies in Education, 22(4), 431–447.

In-class:

1. We will begin with a review of your research ideas from last week

2. We will have a brief overview of the readings

3. We will discuss how to frame a research question

4. We will then form small groups based on related topic areas and share our chosen master’s papers. Explain its basic structure, its relation to your proposed research, and any other benefits you draw from it (style, clarity, length, etc.). Also look for any glaring problems you see with that study. Then share your ideas for your own study. The point here is not only to get your ideas aired, but for everyone in the group to challenge each other with questions and concerns. You’re trying to help each other avoid major pitfalls down the line.

5. Then we will take some time to write a draft research question for your own study. Once everyone has a draft, we will share those with your groups for feedback and exploration.

ASSIGNMENT 1: Draft Introduction/conceptual framework

September 5^th The Literature Review

Topic: Literature Reviews: identifying pertinent literature and organizing/presenting it for reading ease. Please BRING YOUR LAPTOPS so you can search relevant databases

Readings:

1. Punch, Chapter 4, The role of theory and dealing with the literature

2. Randolph, J. J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research and Evaluation, 14(13).

3. Webster, J., & Watson, R.T. (2002). Analyzing the past to prepare for the future: Writing a literature review. MIS Quarterly, 26(2), xiii-xxiii.

Further Readings if you wish [on reserve at SILS library]:

1. Fink, A. (2010). Conducting research literature reviews: from internet to paper. Los Angeles, CA: Sage. [Chapter 1]. SILS library reserve.

2. Ridley, D. (2012). The literature review: a step-by-step guide for students (2^nd ed.). Los Angeles, CA: Sage. [Chapter 3]. SILS library reserve.

In-class:

1. We will begin with a broad discussion of resources available for you to explore in building your literature review and quickly review the readings.

2. We will then break into groups based on topic areas and spend the first part of class working on our literature reviews, searching databases, and comparing notes with our groups. The idea, here, is not to work alone, but to help each other with search strategies, brainstorming search terms, and working collaboratively on your own and each other’s projects; it’s the “many hands make lighter work” approach.

3. Dr. Barbara Wildemuth will conclude the class by offering us her specialized “searching workshop.”

ASSIGNMENT 2: Draft Research Questions

September 12^th Research Methods and Data Collection

Contact potential faculty advisors this week and get a commitment from one by September 26^th

Topic: Research Methods: identifying an appropriate method and collecting your data

Readings:

1. Punch, Chapter 5, Methods

2. An Overview of Quantitative and Qualitative Research Data Collection Methods (National Science Foundation)

3. If you are doing qualitative research, please read;

Marshall, C. & Rossman, G. B. (2011). Designing qualitative research (5th ed.). London, England: Sage. [Chapter 6, Primary Data Collection Methods]. SILS library reserve and Sakai: Methods Readings folder

4. If you are doing quantitative research, please read:

Maxim, P. S. (1999). Quantitative research methods in the social sciences. Oxford, England: Oxford University Press. [Chapter 12, Data Collection Methods and Measurement Errors] SILS library reserve and Sakai: Methods Readings folder

See also: additional method readings

In-class:

1. We will discuss briefly the organization of a methods chapter in a proposal and discuss any questions from the readings.

2. We will then break into small groups, again based on method, and spend the rest of the class period working on our methods sections and sharing with the members of the group.

ASSIGNMENT 4: Draft Literature Review

September 26^th Research Ethics & Synthesizing the Proposal

Topic: Ethics and Morality in Research, IRB issues

Readings:

1. Punch, Chapter 6, Writing the proposal

2. Select one or two of the readings most pertinent to you from those in the Sakai folder labeled “Ethics Readings,” or find a more pertinent one of your own and bring it to class to share and discuss.

In-class:

1. We will begin with a review of the readings.

2. This should merge into a discussion of ethical considerations in data collection and in working with human subjects, and issues of transparency and dissenting opinions in presenting your work.

3. We can do an optional Institutional Review Board (IRB) workshop for those who wish it.

Notify instructor of paper advisor acceptance

ASSIGNMENT 5: Draft Methods

October 10^th (two weeks later)

ASSIGNMENT 6: Final Proposal (in Microsoft Word format, NOT as a .pdf) due to professor via email

Assignments

The purpose of this course is to help you design and develop your research proposal or project for your master’s capstone experience (INLS 992). As such, my feedback to you will include commentary on each of your draft sections, but the grading will be on the finished product only.

This final product (Assignment #6) will consist of three chapters:

1. Introduction (synthesizing Assignments #1 and #2) that includes:

a. a short background to your area of interest

b. your conceptual framework and rationale for conducting this research (i.e., the need)

c. your research questions

2. Literature Review (revised and expanded Assignment #4, building on Assignment #3)

3. Methods (revised and expanded Assignment #5)

Grading for this class will be as follows:

4. Master’s Paper/Project Proposal (85%)

5. Class Participation (15%)

Assignment Descriptions:

1. Draft Introduction Chapter

Research proposals (and their subsequent studies) begin by elaborating the broad context for the study. This is usually a two-three paragraph overview of the general topic area to “set the stage” for understanding the research. It helps the reader see the big picture of your topic, and it should include a very brief discussion of one or two relevant theories to help “situate” your study in its broader theoretical context.

2. Draft Research Question(s)

This should be an initial attempt to frame your research as a question that you want to try to answer. Make sure it is a question! Make sure you can answer that question in a semester (keep it focused). Think about what kind of data you will need to answer that question, and ensure that you phrase the question such that your proposed data source(s) can answer it.

3. Literature Review Search Plan

This is an outline of the sources (print, databases, etc.) you plan to use to search for your background literature, and a two-sentence rationale for including each source. Your rationale should show that you understand the scope of each source and its potential relevance to your research area.

4. Draft Literature Review

Your draft of the literature review should be a 4-6 page overview of background literature that pertains to your study. This is not just a listing and overview of these background readings, but a synthesis of them into a coherent essay (often divided into increasingly specific subheadings). This structured approach creates a literature review that leads the reader from the broad introduction of the topic to the focused research question(s) that follows.

Example 1: Let’s say you were doing research on public librarians’ perceptions of “floating collection” practices in North Carolina. You might organize your literature review with the following sub-headings:

· Circulation practices/collection development in public libraries (general)

· “Floating collections” in public libraries (more specific)

· “Floating collections” in North Carolina (most specific)

You may have three different areas that need to be addressed that don’t move from the general to the specific, but all are needed to understand your study:

· Community needs reflected in library collections (general)

· “Floating collections” in public libraries (general)

· Librarian satisfaction studies (general)

Example 2: Let’s say you were doing research on the credibility of crowd-sourced, metadata tags in health information. You might organize your literature review with the following subheadings:

· Overview of ways to organize digital information (general)

· Meta-data, benefits and drawbacks (more specific)

· Professional metadata vs. user tagging (more specific)

· User tagging in health information (most specific)

5. Draft Methods

Your methods chapter should consist of three parts:

1. A short overview of your chosen method including citations to 2-3 general methodology texts (perhaps discussing quantitative and qualitative methods), and 2-3 background readings about your specific, chosen method. This introduction shows that you have done enough background reading to understand the major issues and challenges related to your research method.

2. A “Data Collection” section in which you describe how you will define the population you wish to address, how you will determine your sample (a subset of that population), and what criteria and processes you will follow to generate your sample to study.

3. A “Data Analysis” section in which you describe how you intend to analyze the data you gather, what “lenses” you will use to examine your data, and any potential problems with your method that might skew the results.

6. Final Proposal

This is the culmination of your work this semester. It should take into account what you discuss with your colleagues in class, the feedback I give you on your assignments, and ongoing reading you are doing. I want to see that you are actively thinking and revising your work, so incorporate my feedback, but don’t stop there. The more work you do now, the greater start you will have on your actual master’s paper, so do yourself a favor and produce the best product you can in the time provided.