Faculty Contact Information:
Instructor: Dr. Brett Hamilton
Email Addresses: bhamilto@ed.umuc.edu, novantiq@aol.com | |
Consultation:
| Tel and Fax: 06434-6222 (1100 hrs - 2100 hrs, 7 days) | |
Required Texts and Readings:
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American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Babbie, E. (2007). The Practice of Social Research (11th ed.). Belmont, CA: Thomson-Wadsworth Inc.
Leedy, P.D. & Ormrod, J.E. (2005). Practical Research: Planning & Design (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc. [This text is also used for GUCO/PSYC 861 Seminar Paper.]
Citing Electronic Resources: APA Style. Retrieved July 14, 2003 from http://www.umuc.edu/library/guides/apa.html
Online Guide to Writing and Research. Retrieved July 14, 2003 from
http://www.umuc.edu/prog/ugp/ewp_writingcenter/writinggde/welcome.shtml
Procedures for Completing the Research Project Notification and Human Subjects Protection Form. Retrieved June 16, 2003 from http://www.ed.umuc.edu/staff/faculty/detech/pedagogy/proceduresform.html
University Of Maryland University College Policy Manual Policy 130.25: Conducting Research Involving Human Subjects. Retrieved June 16, 2003 from http://www.ed.umuc.edu/staff/faculty/detech/pedagogy/policy%20manual.html | |
Supplementary Readings:
| All graduate students should be prepared to utilize the UMUC online library. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students' research and writing skills.
USEFUL WEBSITES:
1. http://www.dianahacker.com. See a real research paper written by Luisa Mirano, a student in a psychology class. Mirano’s assignment was to write a review of the literature paper documented with APA-style citations and references.
Online Guide to Writing and Research--UMUC
http://www.umuc.edu/prog/ugp/ewp_writingcenter/writinggde/chapter4/chapter4-02.shtml
Students should take advantage of the companion website at http://www.prenhall.com/leedy/ which supports our text, Practical Research.
Pay particular attention to the online tutorials.
1. Go to the website http://www.prenhall.com/leedy/
2. Under the menu for "Select a Chapter" select "Writing the Research Proposal"
3. Select "Web Destinations."
4. Select "Tutorials and courses"
5. You will be able to see several tutorials and courses which relate to RESEARCH METHODS, STATISTICAL REFRESHER COURSE, AND THE SCIENTIFIC METHOD and BASIC METHODS OF RESEARCH.
University of Pittsburgh Office of Research Proposal Writing Guide ... It includes approximately 50 web-based research methods tutorials
http://ils.unc.edu/nhprcfellows/bibliography.htm | |
Recommended Journals:
| The Qualitative Report, a peer-reviewed, on-line journal devoted to writing and discussion of and about qualitative, critical, action, and collaborative inquiry and research, is especially useful for this course. | |
Course Description:
| This course is designed to provide the graduate student with an understanding of the various kinds of behavioral research and to develop an understanding of various research designs appropriate to behavioral sciences. Use of basic statistical techniques appropriate to these designs is included. As this course replaces EDUC 506, students may receive credit for only one of the following courses: EDUC 706, EDUC 506 or EDMS 645. | |
Course Goals:
| This course provides graduate students with the conceptual and practical skills to develop proposals for and to conduct research projects, policy analyses, and program evaluations, as well as to evaluate and incorporate the implications of published reports into their practice as counseling professionals. Students should use these skills in developing the proposal for the professional paper required in GUCO/PSYC 861. | |
Course Objectives:
At the conclusion of this course the student will be able to:
- Demonstrate an understanding of the scientific method by distinguishing between applied, basic, quantitative and qualitative research, and descriptive and inferential statistics.
- Demonstrate an understanding of program evaluation as a research methodology.
- Analyze professional situations for research/evaluation purposes.
- Generate research problem statements.
- Develop research proposals appropriate to problems statements in specific professional settings.
- Execute literature reviews.
- Formulate hypotheses.
- Develop data collection and data analyses strategies.
- Establish the internal and external validity and the reliability of measurements.
- Analyze, interpret, and apply published research findings to professional settings.
- Present research findings in written and graphic or oral formats.
- Define ethical and legal constraints on research.
- Analyze the application of information technology in research.
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Grading Information:
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Grades for this course will be assigned as follows:
A 90 - 100%
B 80 – 89%
C 70 – 79%
F Below 70%
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs. | |
Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Participate in classroom discussions 10%
Write graduate level papers or case studies 25%
Orally/visually present prepared material 10%
Complete one or more written examination(s) 40%
Produce quality assignment 15% | |
Description of Course Requirements:
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Successful graduate students in American universities dedicate approximately three hours of preparation/study time for every hour spent in the onsite classroom. Thus, the following course requirements were developed on the assumption that students would be prepared to spend approximately 150 hours of their own time working on them. In an eight-week term, that is the equivalent of a half-time job. Most fourteen-week graduate distance education courses require at least ten hours per week of dedicated time, plus time spent in the virtual classroom.
Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner.
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Resubmission of coursework from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment. APA style is mandatory for all graduate counseling course work. Plan on committing approximately 150 hours over the duration of this course to producing professional level work.
Orally/visually present prepared material: You are required to present your research in a professional manner. In an onsite course, this typically means an oral presentation accompanied by appropriate visual material. In an online class, this means creating a visual/textual presentation for your instructor and classmates.
Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary for successfully passing the comprehensive exam required of all graduate students. The questions used in this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam. | |
Course Schedule:
Four weekends: Saturdays and Sundays 0900-1700 HRS
29 Oct 06
11/12 Nov 06
2/3 Dec 06
16/17 Dec 06
Note that our weekend seminars will be enhanced through access to a virtual classroom online supported by our Webtycho system. We shall avoid the problems inherent in email contact and be able to communicate with one another, submit assignments and receive handouts through this web enhancement feature.
FIRST WEEKEND: Sunday -- 29 Oct 06
Preparatory Note: Please realize that our time is unusually short for us to cover important material for a course in research methodology and because of this I am asking students to make a heroic effort to engage in extensive and concentrated reading of our two fine textbooks right away. Please don’t wait, whatever you do! By the Third Weekend we should have completed readings on research fundamentals, proposal writing, qualitative methodology, and hypothesis testing. Much time will be needed leading up to the Fourth Weekend for the preparation of your research proposal and its presentation. To help organize our subject matter and to keep our stress down because of the immensity of the reading challenge, I shall supply a study guide to help students focus on the key points to retain from the readings and the lectures.
Reading Assignments:
Leedy & Ormrod - Chapters 1-4, pp. 1-84; Chapter 6, pp. 115-132.
Babbie – Part 1: “An Introduction to Inquiry”, Chapters 1-3. pp. 1-83.
Recommended for self-study: Take the Self Assessment quizzes for assigned chapters in Leedy & Ormrod at http://www.prenhall.com/leedy. These quizzes are for your own use. You do not have to report your results to me.
1. Review of syllabus--Clarification of goals, objectives and requirements
2. The Scientific Method as a “Way of Knowing”
3. Basic Concepts in Research vs. Evaluation—Similar Processes, Different Purposes
4. Perception as a Function of Observer and Object System Interaction
5. Overview of The Processes, Vocabulary and Tools of Research: variables, operational definitions, dependent measures, data collection, analysis and interpretation of data.
6. Overview of Purpose and Content of a Proposal
7. Overview of Literature Review: What it is and how to do it. We shall see how to use the Literature Review to locate and understand empirical data in areas of our interest. From these “findings” we shall develop our research or evaluation questions for which we will create a proposal. The main objective of this course is to help us to prepare this written “proposal” in which we develop a plan to answer our research question(s). The purpose of our proposal might be to obtain approval, support or funding enabling us to do the actual study.
USEFUL WEBSITES: Check Additional Resources portion of the syllabus for useful tutorials on Research Methodology and Proposal Writing.
Turn-In Assignment for Weekend Two: Review two sample proposals. Use a search engine of your choice and type in Research Proposal Examples. Note: Elements of a research proposal and report can be found at http://www.statpac.com/research-papers/research-proposal.htm
We shall adapt in class the checklist on page 9 of Leedy to evaluate these proposals.
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SECOND WEEKEND: Saturday, Sunday -- 11/12 Nov 2006
Reading Assignments:
Leedy & Ormrod - Chapters 5, 6, and 7 pp. 85-159.
Babbie – Part 2: Chapter 4. pp. 86-119; Chapter 10. pp. 285-317; Chapter 13. pp. 377-403.
Self Assessment quizzes for assigned chapters at http://www.prenhall.com/leedy
1. Writing the Research Proposal--General Criteria--How to write up a proposal for what you want to do.
2. Importance of Stating the Problem; Guidelines for Finding and Shaping Problems
3. Planning the research proposal
4. Reliability and Validity—kinds of validity, esp. “construct” validity
5. Hypothesis testing and “control” of alternative hypotheses
6. Note elements of a sample final report and compare with a proposal which produced the study.
7. Methods of Qualitative vs. Quantitative Research: Tools, Data Collection and Interpretation
8. Partial Midterm Quiz (Part 1 of 2)
Turn-In Assignments for Weekend Three:
1. Under tab labeled "ProblemStatement” in Student Submission area turn in preliminary statement of your research problem. Identify dependent measures. Instructions under assignment tab and in Conference Area topic (“Proposal Outline”) of WebTycho virtual classroom enhancement for First Weekend.
2. Under tab labeled “Review of Literature” submit draft to support your proposal.
3. Under tab labeled “Methodology” submit your research design. See instructions under assignment tab and in Conference Area of WebTycho.
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THIRD WEEKEND: Saturday, Sunday – 2/3 Dec 06
Reading Assignments:
Leedy - Chapters 9, 10. Pp. 179-243.
Babbie – Part 2: Chapters 5, 6, 7. pp.120-217.
Self Assessment quizzes for assigned chapters at http://www.prenhall.com/leedy
1. Descriptive Measures; Measurement Concepts; Role of researcher as measuring instrument in qualitative research.
2. Purpose of Design – how it provides a basis for making causal links between key variables and allows you to defend the “findings” of your research.
3. Further exploration of Quantitative and Qualitative Research: Concepts and Vocabulary
4. Overview of the meaning and logic of Inferential and Descriptive Statistics
5. Controlled Experiments; Sampling procedures; Role of Randomization in statistical tests for significance.
6. Directional Hypotheses and the Role of the Null Hypothesis in Test Procedure
7. Purpose of Control Groups: Controlling for (attempting to rule-out) "alternative hypotheses" and "confounding variables"
8. Causation vs. Correlation revisited
9. Special Qualitative Research Issues: Method and Ethical Issues in Field Work;
10. Midterm Quiz (Part 2 of 2)
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FOURTH WEEKEND: Saturday, Sunday – 16/17 Dec
Reading Assignments:
Leedy, Chapter 8 pp. 161-177; Chapter 11. pp. 245-280.
Babbie – Part 3: Chapters 8, 9. pp. 219-283. Chapter 11. pp. 318-346.
1. Continuing issues from Weekend Three as needed.
2. Historical research methodology
3. Common study designs
2. Written and oral presentation of student proposals (PowerPoint presentations welcome but not mandatory)
3. Discussion and critique of Student Presentations
4. FINAL EXAM | |
Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center. | |
Faculty Bio:
Dr. Hamilton provides organization development and management consulting services to civilian, military and academic organizations. He has conducted training research and development in the aerospace industry as well as basic learning research in education. He has delivered OD training for organizations in the United States, Europe and the Middle East.
His eleven year university teaching experience includes the University of California at Los Angeles, the University of Maryland University College, Boston University and the Army Management Staff College. At the graduate level he taught organizational psychology, research methods for the behavioral sciences and program evaluation methods as well as core courses in Business Management including leadership, organizational communication, and organizational change processes. His research at UCLA centered on the cognitive development in children and he has applied this work to the design of computer-assisted-learning strategies as well as to the development of educational toys.
His work history includes design and development projects with organizations such as Thiokol Chemical, Ampex Computer, McDonnell-Douglas Space Systems Center, Los Angeles County Superintendent of Schools, Kettering Foundation, Mattel Toys, Quark Express, Army Management Staff College, International Training Consultants (Teheran, Iran), the U.S. Army Europe, and the American Postal Corporation.
Now living in Germany, Dr. Hamilton provides management consulting services in change management, personal productivity, and instructional system design. His recent consulting activities have focused on creative decision processes and the role of managers in conducting these processes while building and maintaining working environments supportive of innovation. He completed both undergraduate work in Psychology and graduate work in Education at UCLA. | |