INLS
781 – Proposal Development - Fall 2014 (1.5 credits)
Mondays,
12:30pm – 3:15pm
Manning Hall,
Room 304
Class runs
from October 20th – December 1st
Dr. Brian Sturm
Office: Manning Hall #215-A (962-2460)
Office Hours: Drop-in or by appointment
This class is a 1.5-credit
hour course designed to help students develop 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 and discussion. All work, both in-class and out-of-class, is
geared to further each student’s individual proposal. 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.
This is a “flipped” classroom approach, so please come to class each
week prepared to work further on your own project and bounce ideas off your
colleagues and professor.
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.
INLS 581 – Research Methods
Overview is a prerequisite for this course.
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 (2nd 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.
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
October 20th
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 covering 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 and do a “Write Around” 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.
October 27th
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), either in terms of content area or in terms of
research methods employed.
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. Next we will do a “Roll Around” to
expose you to other people who might be interested in related topics.
6. Then we will take some time to write a
draft research question for your own study, and do a “Write Around” with your
groups for feedback and exploration.
ASSIGNMENT 1: Draft Introduction/conceptual
framework
November 3rd
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 (2nd 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 have a short searching workshop
for some of the most pertinent databases you might find useful.
3. We will then break into groups based on
topic areas and spend the rest 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, sharing
useful articles and/or bibliographies, and working collaboratively on your own
and each other’s projects; it’s the “many hands make lighter work” approach.
ASSIGNMENT 2: Draft Research Questions
November 10th
Research Methods and Data Collection
Contact potential faculty
advisors this week and get a commitment from one by next week, if at all
possible, so you can begin working in tandem with that faculty member.
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
Here is a link to a high school tutorial
on research proposals to build your methods section of the proposal; in
particular, you may find these two links useful (use these if you find them
helpful, but we will not be using this particular process in class):
Crafting
the Proposal: III. The Methodology (Qualitative)
Crafting
the Proposal: III. The Methodology (Quantitative)
In-class:
1. We will begin with a short overview of
the relative merits of quantitative and qualitative methods and discuss the
readings.
2. We will break into small groups, this
time based on method, to explore why you feel your chosen method is most
appropriate and brainstorm other possibilities that might work as well (or
better). Also discuss the relative
strengths and weaknesses of your chosen method of data collection.
3. Any leftover time can be used to work on
writing your methods section.
ASSIGNMENT 3: Draft Literature Review Search
Plan
November 17th
Data Analysis and Presentation
Notify professor of paper advisor
acceptance
Topic:
Research Methods: analyzing your data and organizing/presenting it for the
proposal
Readings:
For those working with qualitative data:
Wildemuth,
B.M. (2009). Applications of social research methods to questions in
information & library science. Westport, Conn: Libraries Unlimited. [Chapter 30,
Qualitative analysis of content]. SILS
library reserve
See also: additional
method readings
For those working with quantitative data, select most useful
chapter from:
Wildemuth,
B.M. (2009). Applications of social research methods to questions in
information & library science. Westport, Conn: Libraries Unlimited.
Chapter 33, Descriptive statistics
Chapter 34, Frequencies, cross-tabulation, and the chi-square
statistic
Chapter 36, Correlation
Chapter 37, Comparing means: t tests and analysis
of variance SILS library reserve
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
November 24th
Research Ethics
Topic:
Ethics and Morality in Research, IRB issues
Readings:
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
will conduct an optional Institutional Review Board (IRB) workshop for those
who wish it; others not needing IRB can work independently.
ASSIGNMENT 5: Draft Methods
December 1st
Synthesizing the Proposal
Topic: Putting
together the pieces into a consistent and cohesive whole
Readings: Punch, Chapter 6, Writing the proposal
In-class:
1.
Most
of this class period we will use for you to work individually on your proposals
and have one-on-one conversations with the professor. I will make sure to have time to chat with
each of you to help you work out any final difficulties.
December 8th
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.
You all work at different rates, and your proposals will develop at
different speeds, so the DUE DATES of these drafts are for your information;
they are NOT strict deadlines. The point
of the draft assignments is to get you feedback as quickly as possible, and to
keep you working at a pace that will enable you to complete the proposal in 7
weeks. If you need an extra day or two
for a draft assignment, feel free to take it, but
please let me know. If you don’t want
feedback on a particular part, that’s fine, too. I will read and respond to what you send me
as quickly as I can. The final proposal
due date is the graded assignment; hence, there is no leeway in when it is due
(and I have a very short turn-around timetable for these to get the grades in
by semester’s end). I will acknowledge
receipt of any assignment you email to me, so if you don’t get an acknowledgement
response within a day or so, please resend your work.
This final product
(Assignment #6) will consist of four sections:
1. Introduction (revised and
expanded Assignment #1) 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)
2. Literature Review (revised
and expanded Assignment #4, building on Assignment #3)
3. Research Questions (revised
Assignment #2)
4. Methods (revised and
expanded Assignment #5)
Grading for this class will
be as follows:
5.
Master’s Paper/Project Proposal (85%)
6.
Class Participation (15%)
Assignment Descriptions:
1. Draft Introduction Chapter
Research
and project proposals (and their subsequent studies) begin by elaborating the
broad context for the reader. This is
usually a three-five paragraph overview of the general topic area to “set the
stage” for understanding the research or project. 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. This section also points out
the need for research/development in your area, and how you expect your
study/project to fill that knowledge gap.
2. Draft Research
Question(s)/Project Concept
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.
For
those of you working on a master’s project, this section is an initial attempt
to explain your product or design. What
do you want to do (not the steps to complete it, but the end result)?
3. Literature Review Search
Plan
This
is an outline of: 1) the sources (print, databases, etc.) you plan to use to
search for your background literature, and 2) the keywords you are planning to
use or are currently using in your search.
Your keywords are important
for me to know, as you may need to find synonyms or use database thesauri to
search effectively.
4. Draft Literature Review
Your
draft of the literature review, for a master’s paper or project, 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)
OR
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 (a “silo” approach):
·
Community needs reflected in library collections (general)
·
“Floating collections” in public libraries (general)
·
Librarian satisfaction studies (general)
·
Synthesis of these previous “silos” into a unified construct
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
For
a master’s paper your methods chapter
should consist of four parts:
1. A short overview of your
chosen method including citations to 2-3 general methodology texts (perhaps
discussing the relative merits of quantitative and qualitative methods), and
2-3 background readings about your specific, chosen method (surveys,
interviews, document analysis, transaction logs, etc.). 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.
4. A “Timeline” to show minor
deliverables and when they are expected.
Develop this in collaboration with your advisor, but include at least a
rudimentary one in your proposal.
For
a master’s project your methods
chapter will look a bit different. Since
you are creating a product of some sort other than a research paper, you don’t
necessarily have “data collection and analysis” components to your methods, but
you DO have a process that you need to explain.
Your methods section should:
1. Explain in step-by-step
fashion the process you intend to follow to develop your project
2. Propose a timeline for
deliverables at various stages of completion
3. Propose a strategy for
evaluating your product once it is complete
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 draft assignments, discussions you have with your advisor, 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.