https://wiki.communitydata.science/api.php?action=feedcontributions&user=Jdfoote&feedformat=atomCommunityData - User contributions [en]2024-03-29T12:34:52ZUser contributionsMediaWiki 1.38.4https://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Spring_2024)/Visualization_challenge&diff=269937Communication and Social Networks (Spring 2024)/Visualization challenge2024-03-21T15:41:48Z<p>Jdfoote: </p>
<hr />
<div>== The goal ==<br />
<br />
So far, the exercises have done a lot of hand-holding in helping you to import and visualize networks. For this project, you will identify a network-based question that you think a visualization could help to answer, and create a visualization.<br />
<br />
<br />
There are three parts of the assignment:<br />
<br />
1) First, I want you to think about a question and draw on a piece of paper what you want the outcome to look like. For example, if you want to visualize whether people who have a certain attribute are more popular, you may decide to color nodes by in-degree and change their size or shape based on that attribute.<br />
<br />
2) Second, you will do your best to recreate your idea using tidygraph and ggraph. I would like you to turn in both your drawing and your visualization.<br />
<br />
3) Write a paragraph or two explaining what the visualization tells us about the question that you asked.<br />
<br />
You are welcome to work with a partner if you would like. Just make it clear who you worked with and I would encourage you to be a bit more ambitious in what you try to do.<br />
<br />
== Dutch School Data ==<br />
<br />
In 2003 and 2004, researchers repeatedly surveyed a number of Dutch school students about their friendships and their behavior. They were particularly interested in the relationship between friendships and drinking behavior. They recorded information about alcohol use, gender, age, ethnicity (whether Dutch or not), and religion.<br />
<br />
You may want to ask questions like:<br />
* Are people who drink more more popular?<br />
* Are males or females more likely to have the same drinking behavior as their friends?<br />
* Are people of the dominant religion more likely to be popular? More likely to be friends with each other?<br />
<br />
<br />
=== Resources ===<br />
<br />
The [https://jeremydfoote.com/Communication-and-Social-Networks/week_6/ggraph_walkthrough.html Introduction to ggraph and tidygraph reading] actually uses this dataset. You can look to that for examples to build on (Here is the [https://jeremydfoote.com/Communication-and-Social-Networks/week_6/ggraph_walkthrough.Rmd R Markdown file] that I used to create the web page).<br />
<br />
Data:<br />
* [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/fall-2022/resources/school_graph_nodes.csv Node data]<br />
* [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/fall-2022/resources/school_graph_edges.csv Edge data]<br />
<br />
Descriptions of what each measure means are at [http://www.stats.ox.ac.uk/~snijders/siena/tutorial2010_data.htm this site], maintained by the people who collected the data.<br />
<br />
To import the data you can right-click on and save the edge and node data files above to your computer and then import them into R.<br />
<br />
Alternatively, the following code will download the files and create a graph object. You are welcome to reuse it.<br />
<syntaxhighlight lang="R"><br />
library(tidyverse)<br />
library(igraph)<br />
library(tidygraph)<br />
library(ggraph)<br />
<br />
nodes = read_csv('https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/fall-2022/resources/school_graph_nodes.csv')<br />
edges = read_csv('https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/fall-2022/resources/school_graph_edges.csv')<br />
<br />
G = graph_from_data_frame(d=edges, v=nodes) %>% as_tbl_graph()<br />
</syntaxhighlight><br />
<br />
== Harry Potter Data ==<br />
<br />
The authors of [http://dx.doi.org/10.4236/ojapps.2013.32024 this paper] coded all of the peer support relationships in Harry Potter books. For each student, they also recorded their school year, gender and house.<br />
<br />
You may want to ask questions like:<br />
* Are students of the same gender more likely to provide support?<br />
* Are Slytherins less likely to provide support?<br />
* Are older students more likely to provide support to younger students?<br />
<br />
As with the Dutch school data, I've prepared some files and some code to get you started. These data files are for the fifth book. You may want to remove nodes who don't have any edges (since they might not even appear in the book).<br />
<br />
<syntaxhighlight lang="R"><br />
library(tidyverse)<br />
library(igraph)<br />
library(tidygraph)<br />
library(ggraph)<br />
<br />
nodes = read_csv('https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/resources/harry_potter_files/hp_node_atts.csv')<br />
edges = read_csv('https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/resources/harry_potter_files/hp_edgelist.csv')<br />
<br />
G = graph_from_data_frame(d=edges, v=nodes) %>% as_tbl_graph()<br />
</syntaxhighlight><br />
<br />
<br />
== Troubleshooting ==<br />
<br />
You will probably want to do this assignment by creating a new Quarto document.<br />
<br />
There are a few ways to do this, but the easiest is to open VSCode, go to the directory where you want to save the file, and then:<br />
<br />
1. Click File > New File<br />
2. A popup menu should appear, which lets you select "Quarto Document"<br />
3. You should now have a new document, where you can paste in either the School data or the Harry Potter code above to load the network.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269868Interdisciplinary Graduate Methods (Spring 2024)2024-02-27T21:45:39Z<p>Jdfoote: /* Literature Review */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due dates: In class feedback: January 25; Final idea: January 29<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace.<br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a Background / Theory section. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
The paper should make an argument for what the problem is that you are studying, definitions of key terms, concepts, and constructs, and an argument for your hypotheses / research questions. Typically, these will appear near the end of the literature review.<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Julius<br />
<br />
Jake<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Julius<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* D'Ignazio, C., & Klein, L. (2020). Introduction: Why Data Science Needs Feminism. In Data Feminism. https://data-feminism.mitpress.mit.edu/pub/frfa9szd<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jin Baldick<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://www.nejm.org/doi/full/10.1056/NEJMp0800136 Miller and Emmanual (2008). Quality-Improvement Research and Informed Consent. New England Journal of Medecine.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Amy Janis<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Amy Janis<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.] You can skip Section 6.<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jorge<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15801965/View C J Mann. Observational research methods. Research design II: cohort, cross-sectional, and case-control studies]<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15801966/View Munaro et al. 2021. Triangulating Evidence through the Inclusion of Genetically Informed Designs]<br />
<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
Cassidy Munoz,<br />
Josh<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jin Baldick<br />
<br />
Josh<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jake<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Cassidy Munoz, Claire Rosenberger <br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* [Optional] Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Wei-Lin<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
Wei-Lin, Claire Rosenberger<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
* Nelson, L. K. (2020). Computational Grounded Theory: A Methodological Framework. Sociological Methods & Research, 49(1), 3-42. https://doi.org/10.1177/0049124117729703<br />
* Foote, J. Shaw, A., Hill, B.M. Communication networks do not predict success in attempts at peer production, Journal of Computer-Mediated Communication, Volume 28, Issue 3, May 2023, zmad002, https://doi.org/10.1093/jcmc/zmad002<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jens Ludwig, Sendhil Mullainathan, Machine Learning as a Tool for Hypothesis Generation, The Quarterly Journal of Economics, 2024;, qjad055, https://doi.org/10.1093/qje/qjad055<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jorge<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Spring_2024)&diff=269863Communication and Social Networks (Spring 2024)2024-02-27T14:49:11Z<p>Jdfoote: /* Week 8: Small worlds (February 26) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
* Initial Reflection Assignment (on Brightspace)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles. [https://www.youtube.com/watch?v=IX8eGg_7gF4 This video] goes over how you can use Claude.ai to understand papers better.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* Visit from Nate TeBlunthuis<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [[/R Lab 1|R Lab 1]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* Troubled Lands Reflection<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269675Interdisciplinary Graduate Methods (Spring 2024)2024-02-01T18:18:02Z<p>Jdfoote: /* Week 5: Ethics in Research (February 5) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due dates: In class feedback: January 25; Final idea: January 29<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace.<br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Julius<br />
<br />
Jake<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Julius<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* D'Ignazio, C., & Klein, L. (2020). Introduction: Why Data Science Needs Feminism. In Data Feminism. https://data-feminism.mitpress.mit.edu/pub/frfa9szd<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jin Baldick<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://www.nejm.org/doi/full/10.1056/NEJMp0800136 Miller and Emmanual (2008). Quality-Improvement Research and Informed Consent. New England Journal of Medecine.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Amy Janis<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Amy Janis<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.] You can skip Section 6.<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jorge<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15801965/View C J Mann. Observational research methods. Research design II: cohort, cross-sectional, and case-control studies]<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15801966/View Munaro et al. 2021. Triangulating Evidence through the Inclusion of Genetically Informed Designs]<br />
<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
Cassidy Munoz,<br />
Josh<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jin Baldick<br />
<br />
Josh<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jake<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Cassidy Munoz, Claire Rosenberger <br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* [Optional] Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Wei-Lin<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
Wei-Lin, Claire Rosenberger<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
* Nelson, L. K. (2020). Computational Grounded Theory: A Methodological Framework. Sociological Methods & Research, 49(1), 3-42. https://doi.org/10.1177/0049124117729703<br />
* Foote, J. Shaw, A., Hill, B.M. Communication networks do not predict success in attempts at peer production, Journal of Computer-Mediated Communication, Volume 28, Issue 3, May 2023, zmad002, https://doi.org/10.1093/jcmc/zmad002<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jens Ludwig, Sendhil Mullainathan, Machine Learning as a Tool for Hypothesis Generation, The Quarterly Journal of Economics, 2024;, qjad055, https://doi.org/10.1093/qje/qjad055<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
Jorge<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269584Interdisciplinary Graduate Methods (Spring 2024)2024-01-22T18:09:07Z<p>Jdfoote: /* Hypotheses */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due dates: In class feedback: January 25; Final idea: January 29<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace.<br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* D'Ignazio, C., & Klein, L. (2020). Introduction: Why Data Science Needs Feminism. In Data Feminism. https://data-feminism.mitpress.mit.edu/pub/frfa9szd<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* [Optional] Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
* Nelson, L. K. (2020). Computational Grounded Theory: A Methodological Framework. Sociological Methods & Research, 49(1), 3-42. https://doi.org/10.1177/0049124117729703<br />
* Foote, J. Shaw, A., Hill, B.M. Communication networks do not predict success in attempts at peer production, Journal of Computer-Mediated Communication, Volume 28, Issue 3, May 2023, zmad002, https://doi.org/10.1093/jcmc/zmad002<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jens Ludwig, Sendhil Mullainathan, Machine Learning as a Tool for Hypothesis Generation, The Quarterly Journal of Economics, 2024;, qjad055, https://doi.org/10.1093/qje/qjad055<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269571Interdisciplinary Graduate Methods (Spring 2024)2024-01-19T15:54:32Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* D'Ignazio, C., & Klein, L. (2020). Introduction: Why Data Science Needs Feminism. In Data Feminism. https://data-feminism.mitpress.mit.edu/pub/frfa9szd<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* [Optional] Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
* Nelson, L. K. (2020). Computational Grounded Theory: A Methodological Framework. Sociological Methods & Research, 49(1), 3-42. https://doi.org/10.1177/0049124117729703<br />
* Foote, J. Shaw, A., Hill, B.M. Communication networks do not predict success in attempts at peer production, Journal of Computer-Mediated Communication, Volume 28, Issue 3, May 2023, zmad002, https://doi.org/10.1093/jcmc/zmad002<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jens Ludwig, Sendhil Mullainathan, Machine Learning as a Tool for Hypothesis Generation, The Quarterly Journal of Economics, 2024;, qjad055, https://doi.org/10.1093/qje/qjad055<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269570Interdisciplinary Graduate Methods (Spring 2024)2024-01-19T15:42:14Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* D'Ignazio, C., & Klein, L. (2020). Introduction: Why Data Science Needs Feminism. In Data Feminism. https://data-feminism.mitpress.mit.edu/pub/frfa9szd<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
* Nelson, L. K. (2020). Computational Grounded Theory: A Methodological Framework. Sociological Methods & Research, 49(1), 3-42. https://doi.org/10.1177/0049124117729703<br />
* Foote, J. Shaw, A., Hill, B.M. Communication networks do not predict success in attempts at peer production, Journal of Computer-Mediated Communication, Volume 28, Issue 3, May 2023, zmad002, https://doi.org/10.1093/jcmc/zmad002<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jens Ludwig, Sendhil Mullainathan, Machine Learning as a Tool for Hypothesis Generation, The Quarterly Journal of Economics, 2024;, qjad055, https://doi.org/10.1093/qje/qjad055<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269569Interdisciplinary Graduate Methods (Spring 2024)2024-01-19T15:41:17Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* D'Ignazio, C., & Klein, L. (2020). Introduction: Why Data Science Needs Feminism. In Data Feminism. https://data-feminism.mitpress.mit.edu/pub/frfa9szd<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
* Nelson, L. K. (2020). Computational Grounded Theory: A Methodological Framework. Sociological Methods & Research, 49(1), 3-42. https://doi.org/10.1177/0049124117729703<br />
* Foote, J. Shaw, A., Hill, B.M. Communication networks do not predict success in attempts at peer production, Journal of Computer-Mediated Communication, Volume 28, Issue 3, May 2023, zmad002, https://doi.org/10.1093/jcmc/zmad002<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269568Interdisciplinary Graduate Methods (Spring 2024)2024-01-19T15:33:54Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Ignazio, C., & Klein, L. (2020). Introduction: Why Data Science Needs Feminism. In Data Feminism. https://data-feminism.mitpress.mit.edu/pub/frfa9szd<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
* Nelson, L. K. (2020). Computational Grounded Theory: A Methodological Framework. Sociological Methods & Research, 49(1), 3-42. https://doi.org/10.1177/0049124117729703<br />
* Foote, J. Shaw, A., Hill, B.M. Communication networks do not predict success in attempts at peer production, Journal of Computer-Mediated Communication, Volume 28, Issue 3, May 2023, zmad002, https://doi.org/10.1093/jcmc/zmad002<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Spring_2024)&diff=269563Communication and Social Networks (Spring 2024)2024-01-18T19:33:59Z<p>Jdfoote: /* Week 3: How are communication networks formed? (January 22) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
* Initial Reflection Assignment (on Brightspace)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles. [https://www.youtube.com/watch?v=IX8eGg_7gF4 This video] goes over how you can use Claude.ai to understand papers better.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* Visit from Nate TeBlunthuis<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [[/R Lab 1|R Lab 1]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* Troubled Lands Reflection<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Spring_2024)&diff=269562Communication and Social Networks (Spring 2024)2024-01-18T19:31:22Z<p>Jdfoote: /* Week 3: How are communication networks formed? (January 22) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
* Initial Reflection Assignment (on Brightspace)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles. [https://www.youtube.com/watch?v=IX8eGg_7gF4 This video] goes over how you can use Claude.ai to understand papers better.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [[/R Lab 1|R Lab 1]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* Troubled Lands Reflection<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269555Interdisciplinary Graduate Methods (Spring 2024)2024-01-17T19:11:44Z<p>Jdfoote: /* Week 15: Computational Methods and Prediction (April 15) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
* Nelson, L. K. (2020). Computational Grounded Theory: A Methodological Framework. Sociological Methods & Research, 49(1), 3-42. https://doi.org/10.1177/0049124117729703<br />
* Foote, J. Shaw, A., Hill, B.M. Communication networks do not predict success in attempts at peer production, Journal of Computer-Mediated Communication, Volume 28, Issue 3, May 2023, zmad002, https://doi.org/10.1093/jcmc/zmad002<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269554Interdisciplinary Graduate Methods (Spring 2024)2024-01-17T19:10:13Z<p>Jdfoote: /* Tuesday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
* Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
* SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269553Interdisciplinary Graduate Methods (Spring 2024)2024-01-17T18:39:08Z<p>Jdfoote: /* Tuesday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269552Interdisciplinary Graduate Methods (Spring 2024)2024-01-17T18:38:48Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Identify three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269547Interdisciplinary Graduate Methods (Spring 2024)2024-01-16T20:45:38Z<p>Jdfoote: /* Week 9: Surveys (March 4) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269546Interdisciplinary Graduate Methods (Spring 2024)2024-01-16T20:44:56Z<p>Jdfoote: /* Week 9: Surveys (March 4) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652537/View Robin Stryker. 2006. Chair’s Corner: Challenges to Theory Growth and Growth of the Theory Section. Newsletter for the ASA Theory Section 28(4) 2006.]<br />
<br />
<br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652536/View Robin Stryker. 1996: “Beyond History vs. Theory: Strategic Narrative and Sociological Explanation, Sociological Methods and Research 24: 204-252.] (Reading the first part of the article through p. 332 will be especially helpful.)<br />
<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
* McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
* Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Spring_2024)/R_Lab_1&diff=269543Communication and Social Networks (Spring 2024)/R Lab 12024-01-16T15:03:00Z<p>Jdfoote: /* Try to run the lab */</p>
<hr />
<div>This lab has three goals:<br />
<br />
# Get your R environment is set up correctly<br />
# Introduce you to the idea of Quarto files<br />
# Create your first network graph<br />
<br />
You can either do your homework on your own computer, or you can use the lab computers. In general, you should be able to get most of the labs done on Thursdays, but you will need to do work outside of class for some labs, and for the final project.<br />
<br />
This semester, we are going to try using VSCode. This is a popular, open source Interactive Development Environment. One of the cool features is that it has an AI plugin which will automatically suggest code for you. I'm hopeful that this will let you do more, faster.<br />
<br />
<br />
=== Install Quarto ===<br />
<br />
* [https://quarto.org/docs/get-started/ Install Quarto]<br />
<br />
=== Install VSCode ===<br />
<br />
* [https://code.visualstudio.com/Download Install VSCode]<br />
<br />
=== Install R ===<br />
<br />
* If you are using a personal computer, [https://cran.r-project.org/ Install R]. This is a really old, janky-looking site, but I promise it's real.<br />
<br />
=== Try to run the lab ===<br />
<br />
# Create a folder on your computer called COM_411_Labs<br />
# Right-click on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_1_r_markdown.qmd this link to Lab 1] and save it into the COM_411_Labs folder<br />
# Open VSCode<br />
# Click on the Extensions icon on the left (it's 3 attached squares and one floating square)<br />
# Search for "quarto" and install the quarto extension<br />
# Search for "R" and install the R extension<br />
# In VSCode, Click File > Open Folder - Navigate to the COM_411_Labs folder that you created earlier<br />
# Click on the lab_1_quarto.qmd file, and it should open in the main window of VSCode<br />
# Click Terminal > New Terminal. This will open a window at the bottom of VSCode. In that window type <code>R</code> and push enter. This will start an "R Interactive shell"<br />
# In the R shell, paste the following:<br />
#* <code>install.packages(c("rmarkdown","tidyverse","ggraph","tidygraph","igraphdata"))</code><br />
#* It will ask you what CRAN mirror you'd like to use. You can choose something in the US.<br />
#* If it asks if you want to install from source, you can type "no"<br />
#* This will show a bunch of crazy messages for a while. You can probably ignore them.<br />
# Click "Preview" at the top right, and hopefully it works!<br />
# Read the document, make the changes that you are asked to, and then try clicking the down arrow by Render, and "Render as PDF". I would like you to turn in all of your assignments as PDFs.<br />
# If that doesn't work, then you probably have to install tinytex. Click the Quarto Preview terminal (in the bottom right) and type:<br />
#* <code>quarto install tinytex</code><br />
# Try rendering a PDF again<br />
# Upload the PDF to Brightspace! You did it!! <br />
<br />
If things aren't working then ask a neighbor for help.<br />
<br />
=== Video Walkthrough ===<br />
<br />
I made a video walkthrough at https://youtu.be/7QKuOHoMoZA that may be helpful if you get stuck.<br />
<br />
=== Set up Github Copilot ===<br />
<br />
If you want to use Github Copilot<br />
# Sign up for an account at [https://education.github.com/students Github education]<br />
# Install the GitHub Copilot extension in VSCode<br />
# Authenticate using the popup that shows up in the bottom right<br />
<br />
We will talk more about how to use Copilot in class.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269533Interdisciplinary Graduate Methods (Spring 2024)2024-01-13T21:16:44Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* (Recommended) The rest of Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
<br />
<br />
Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
<br />
Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269524Interdisciplinary Graduate Methods (Spring 2024)2024-01-09T16:54:06Z<p>Jdfoote: /* Tuesday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* [https://docs.google.com/spreadsheets/d/16GUXWQYpSBX87JVPPIUhG2S4G0uknYHKcT-lbRLUZzc/edit#gid=0 Sign up as discussant] (2 weeks)<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
McCann, J. A., & Jones-Correa, M. (2016). Key Design Features of the 2012 Latino Immigrant National Election Study. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(3), 230-235. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652550/View (Brightspace)]<br />
<br />
<br />
Moy, P., & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16-37. <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15652551/View (Brightspace)]<br />
<br />
Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]<br />
<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Spring_2024)&diff=269517Communication and Social Networks (Spring 2024)2024-01-08T20:18:51Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
* Initial Reflection Assignment (on Brightspace)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [[/R Lab 1|R Lab 1]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* Troubled Lands Reflection<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269513Interdisciplinary Graduate Methods (Spring 2024)2024-01-08T17:17:51Z<p>Jdfoote: /* Instructor */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instruction Team ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
:'''Teaching Assistant:''' Dyuti Jha<br />
:'''Email:''' bjha@purdue.edu<br />
:'''Office Hours:''' By appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269481Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:55:45Z<p>Jdfoote: /* Week 17: Final Paper Due (December 14) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (April 30) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269480Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:51:08Z<p>Jdfoote: /* Week 2: Research Questions and Hypotheses (January 15) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class (on Brightspace)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472088/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472167/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472370/View (Brightspace)]<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472371/View (Brightspace)]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472590/View (Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472601/View (Brightspace)]<br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472602/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472614/View (Brightspace)]<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15274146/View (On Brightspace)]<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15472905/View (Brightspace)]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269469Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:35:20Z<p>Jdfoote: /* Week 7: Experimental Studies (February 19) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [[#Literature review|Literature Review]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269468Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:35:06Z<p>Jdfoote: /* Week 11: Sampling (March 18) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [#Literature review|Literature Review]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
* [[#Methods and Dummy Results|Methods and Dummy Results]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269467Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:34:23Z<p>Jdfoote: /* Week 7: Experimental Studies (February 19) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
* [#Literature review|Literature Review]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269466Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:33:31Z<p>Jdfoote: /* Schedule */ Testing link</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* [[#Hypotheses|Hypotheses Assignment]]<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471674/View (Brightspace)]<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269464Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:28:45Z<p>Jdfoote: /* Research Project Design */ Moving dates to Mondays</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 22<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 19<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 18<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Hypotheses Assignment<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471201/View Brightspace]<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15412506/View Goertz. Chapter 2. ''Social Science Concepts and Measurement'']<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269461Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:21:53Z<p>Jdfoote: /* Tuesday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 21<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 21<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 21<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15471040/View BrightSpace]<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Hypotheses Assignment<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory.<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Goertz. Chapter 2. ''Social Science Concepts and Measurement''<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Sometime in the next ~week<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269459Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T19:15:46Z<p>Jdfoote: /* Week 17: Final Paper Due (December 14) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 21<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 21<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 21<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Murgueitio Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''.<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Hypotheses Assignment<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. [https://purdue.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_walterdegruyter_books_10_7312_roja18164_prf&context=PC&vid=01PURDUE_PUWL:PURDUE&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,theory%20for%20the%20working%20sociologists ''Theory for the Working Sociologist (Purdue University Library Link)'']<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory.<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Goertz. Chapter 2. ''Social Science Concepts and Measurement''<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [https://www.webpages.uidaho.edu/~rfrey/PDF/410/Geertz72.pdf Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269454Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T17:44:03Z<p>Jdfoote: /* Research project Design */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research Project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 21<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 21<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 21<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''.<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Hypotheses Assignment<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. ''Theory for the Working Sociologist'' (on Brightspace)<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory.<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Goertz. Chapter 2. ''Social Science Concepts and Measurement''<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [http://www.jstor.org/stable/20028014 Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[/Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269453Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T17:36:09Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 21<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 21<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 21<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''.<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Hypotheses Assignment<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. ''Theory for the Working Sociologist'' (on Brightspace)<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory.<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Goertz. Chapter 2. ''Social Science Concepts and Measurement''<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [http://www.jstor.org/stable/20028014 Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[/Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269452Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T17:33:43Z<p>Jdfoote: /* Leading Discussions */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 21<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 21<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 21<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for two weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''.<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Hypotheses Assignment<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. ''Theory for the Working Sociologist'' (on Brightspace)<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory.<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Goertz. Chapter 2. ''Social Science Concepts and Measurement''<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research<br />
* Salkanik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [http://www.jstor.org/stable/20028014 Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[/Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269451Interdisciplinary Graduate Methods (Spring 2024)2024-01-04T17:32:16Z<p>Jdfoote: /* Grades */</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 21<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 21<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 21<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for one or more weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Do the readings. Be prepared for both Tuesday lectures and Thursday discussion sections, and be actively engaged.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''.<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Hypotheses Assignment<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. ''Theory for the Working Sociologist'' (on Brightspace)<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory.<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Goertz. Chapter 2. ''Social Science Concepts and Measurement''<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research<br />
* Salkanik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [http://www.jstor.org/stable/20028014 Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[/Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=CommunityData:Blog_post_schedule&diff=269450CommunityData:Blog post schedule2024-01-04T17:11:47Z<p>Jdfoote: /* Schedule */</p>
<hr />
<div>We have a [https://blog.communitydata.science/ blog]! Our goal is to post on our blog every week. <br />
<br />
== Contributing to the blog ==<br />
Anyone in the group can contribute to our blog. We generally blog for three reasons: (1) as a way to engage in public scholarship and to build our profile, (2) to put our (initial) ideas into the world, and (3) to celebrate our successes. Examples of blog posts include easy-to-read summaries of research papers, cool announcements; regular updates about lab activities, and reviews of papers or events.<br />
<br />
Generally, contributing to the blog takes the following steps:<br />
<br />
1. Write blog post in the word processor of your preference.<br />
<br />
2. Put on your blog as a draft on the back-end of the blog (i.e., on the WordPress). Make sure your blog contains an image or photo (with alt-text), has a scheduled publication date of at least one week, and is automatically getting tweeted out directly.<br />
<br />
3. Make an announcement in IRC that you have drafted a blog, asking others to proofread it.<br />
<br />
If you do not know how to get to the back-end of the WordPress or you do not have a login to the WordPress, please ask a senior PhD student or a faculty advisor.<br />
<br />
== Schedule ==<br />
<br />
In order to make sure that everyone has a chance to have their voice heard on the blog, I ([[User:Jdfoote|Jeremy]]) have randomly assigned everyone to one week where they are assigned to write a post.<br />
<br />
Blog posts should be related to the group somehow, but that relationship can be somewhat tenuous. You can write about projects — something you've recently published or are working on — but you can also write about something you've read, something you've learned, reflections on academic life, etc.<br />
<br />
Of course, if you'd like to write more blog posts then go for it!<br />
<br />
* January – Week 2<br />
** Matt Gaughan<br />
* January – Week 3<br />
** Charles Kiene<br />
* January – Week 4<br />
** Dyuti Jha<br />
* February – Week 1<br />
** Benjamin Mako Hill<br />
* February – Week 2<br />
** Kevin Ackermann<br />
* February – Week 3<br />
** Aaron Shaw<br />
* February – Week 4<br />
** Zarine Kharazian<br />
* March – Week 1<br />
** Emilia Gan<br />
* March – Week 2<br />
** Ryan Funkhouser<br />
* March – Week 3<br />
** Sohyeon Hwang<br />
* March – Week 4<br />
** Yibin Fan<br />
* April – Week 1<br />
** Nathan TeBlunthuis<br />
* April – Week 2<br />
** Carl Colglazier<br />
* April – Week 3<br />
** Jeremy Foote<br />
* April – Week 4<br />
** Ellie Ross<br />
* May – Week 1<br />
** Haomin Lin<br />
* May – Week 2<br />
** Hsuen-Chi (Hazel) Chiu<br />
* May – Week 3<br />
** Floor Fiers<br />
* May – Week 4<br />
** Molly de Blanc<br />
* June – Week 1<br />
** Kaylea Champion<br />
<br />
<!--<br />
== Ready to be published NEXT ==<br />
<br />
== Ready to be published whenever ==<br />
<br />
== Plans for blogs to be written ==<br />
<br />
{{notice|Feel free to move these into the [[#Bike rack]] if there's a post here that you don't actually want to write.}}<br />
<br />
* Wikimania something something<br />
* Online communities class — [[User:Aaronshaw]] and/or [[User:Benjamin Mako Hill]]<br />
* Message Walls — [[User:Sneha]]<br />
* Time-to-light analysis — [[User:Benjamin Mako Hill]]<br />
* Reflections on the class taught — [[User:Sneha]]<br />
* Blog post on the remember utility // technical blog post — [[User:Groceryheist]]<br />
* Gig economy inequality — [[User:Aaronshaw]]<br />
* Concentration without cumulative advantage — [[User:Aaronshaw]]<br />
* Replication data release for examining how rules and rule-making across Wikipedias evolve over time - [[User:sohw]] just need to double-check the dataverse + publish the dataset. this will then be ready to be moved up into publish whenever!<br />
* Wiki structure paper (when published) — [[User:Jdfoote]]<br />
<br />
== Posted! ==<br />
<br />
<strike><br />
* <strike> 2022-12-21: Barbie/Viking (kaylea) </strike><br />
* <strike> 2022-11-30: CDSC DIalogues - Third Dialogue (molly) </strike><br />
* <strike> 2022-03-15: CDSC Dialogues [[User:Mollydb]] - https://etherpad.communitydata.science/p/blog-dialogues01 </strike><br />
* <strike>2022-03-22: Regina's CHI paper: Scratch community learning data structures</strike><br />
* 2022-03-29: Aaron (on something)<br />
* <strike>2022-04-05: Sejal (on CHI paper)</strike><br />
* 2022-04-12: Stef (CHI paper)<br />
* <strike>2022-04-19: CHI "come to our talks" [[User:Mollydb]] (talks by Regina, Sejal, Stef) - https://etherpad.communitydata.science/p/chi-announce-2022 </strike><br />
* <strike>2022-04-26: ICA "come to our talks" (Floor can do it) </strike><br />
* 2022-05-03: Jeremy - A systems approach to studying online communities (Media and Communication article)<br />
* 2022-05-10:<br />
* 2022-05-17: <br />
* 2022-05-24: ICWSM "come to our talks" (Sohyeon can do it)<br />
* 2022-06-09: Dialogue writeup (mollydb)<br />
* October 21, 2021 - CSCW post - Nate and Sohyeon<br />
* October 28, 2021 - Hidden Costs - Mako + Aaron<br />
* August 14, 2020 SMS Paper - [[User:Kaylea]]<br />
* May 22, 2020 - IEEE S&P — [[User:Mako]] and [[User:Kaylea]]<br />
* May 22, 2020 - Tor Stories — [[User:Kaylea]]<br />
* May 21, 2020 - Protocol Labs COVID-19 Grant<br />
* April 20, 2020 - Sohyeon GRFP<br />
* April 2, 2020 - COVID-19 Digital Observatory<br />
* February 14, 2020 - Jacobs Fellowship - [[User:St3f]]<br />
* May 13, 2019 - Gender and Sharing Paper [Emilia]<br />
* May 20, 2019 - CDSC@ICA Post - [[User:Groceryheist]]<br />
* June 3, 2019 - Digital Infrastructure Grant Announcement - [[User:Kaylea]]<br />
* September 4, 2019 - Technological Frames Paper - [[User:Healspersecond]]<br />
* October 2, 2019 - Aaron's stat class<br />
* November 10, 2019 - CSCW<br />
* November 21, 2019 - Student Recruiting<br />
* December 3, 2019 - Ecology Grant<br />
* December 23, 2019 - Reflections on Janet and Peter - [[User:Mako]]<br />
</strike><br />
<br />
== Bike Rack ==<br />
<br />
{{notice|Feel free to move these onto the [[#Schedule]] or into the [[#On deck]] section if there's a post here that you want to write.}}<br />
<br />
The bike rack is where we place posts when we don't plan them to do them but when we think we might want to pull them out for a ride in the future.<br />
<br />
* Short description/video link to Kaylea's talk at LFNW - [[User:Kaylea]]<br />
* Recap of session at LFNW on founder - [[User:Salt]]<br />
* Short blog post expressing our excitement about Ben Marwick's presentation about doing community data science (maybe ask Marwick?) - [[User:Aaronshaw]] / [[User:Benjamin Mako Hill]]<br />
* Civil Servant Meeting - [[User:Aaronshaw]]<br />
* Wikimania 2019 - [[User:Benjamin Mako Hill]]<br />
* "online community" in JCMC - [[User:Healspersecond]]<br />
* Scratch community learning data structures - [[User:Reginac6]]<br />
* AI Literacy and families - St3f<br />
* Salt's podcast about his MA thesis work<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=CommunityData:Blog_post_schedule&diff=269449CommunityData:Blog post schedule2024-01-04T17:07:10Z<p>Jdfoote: /* Schedule */</p>
<hr />
<div>We have a [https://blog.communitydata.science/ blog]! Our goal is to post on our blog every week. <br />
<br />
== Contributing to the blog ==<br />
Anyone in the group can contribute to our blog. We generally blog for three reasons: (1) as a way to engage in public scholarship and to build our profile, (2) to put our (initial) ideas into the world, and (3) to celebrate our successes. Examples of blog posts include easy-to-read summaries of research papers, cool announcements; regular updates about lab activities, and reviews of papers or events.<br />
<br />
Generally, contributing to the blog takes the following steps:<br />
<br />
1. Write blog post in the word processor of your preference.<br />
<br />
2. Put on your blog as a draft on the back-end of the blog (i.e., on the WordPress). Make sure your blog contains an image or photo (with alt-text), has a scheduled publication date of at least one week, and is automatically getting tweeted out directly.<br />
<br />
3. Make an announcement in IRC that you have drafted a blog, asking others to proofread it.<br />
<br />
If you do not know how to get to the back-end of the WordPress or you do not have a login to the WordPress, please ask a senior PhD student or a faculty advisor.<br />
<br />
== Schedule ==<br />
<br />
In order to make sure that everyone has a chance to have their voice heard on the blog, I ([[User:Jdfoote|Jeremy]]) have randomly assigned everyone to one week where they are assigned to write a post.<br />
<br />
Blog posts should be related to the group somehow, but that relationship can be somewhat tenuous. You can write about projects — something you've recently published or are working on — but you can also write about something you've read, something you've learned, reflections on academic life, etc.<br />
<br />
Of course, if you'd like to write more blog posts then go for it!<br />
<br />
* January – Week 2<br />
* Matt Gaughan<br />
* January – Week 3<br />
* Charles Kiene<br />
* January – Week 4<br />
* Dyuti Jha<br />
* February – Week 1<br />
* Benjamin Mako Hill<br />
* February – Week 2<br />
* Kevin Ackermann<br />
* February – Week 3<br />
* Aaron Shaw<br />
* February – Week 4<br />
* Zarine Kharazian<br />
* March – Week 1<br />
* Emilia Gan<br />
* March – Week 2<br />
* Ryan Funkhouser<br />
* March – Week 3<br />
* Sohyeon Hwang<br />
* March – Week 4<br />
* Yibin Fan<br />
* April – Week 1<br />
* Nathan TeBlunthuis<br />
* April – Week 2<br />
* Carl Colglazier<br />
* April – Week 3<br />
* Jeremy Foote<br />
* April – Week 4<br />
* Ellie Ross<br />
* May – Week 1<br />
* Haomin Lin<br />
* May – Week 2<br />
* Hsuen-Chi (Hazel) Chiu<br />
* May – Week 3<br />
* Floor Fiers<br />
* May – Week 4<br />
* Molly de Blanc<br />
* June – Week 1<br />
* Kaylea Champion<br />
<!--<br />
== Ready to be published NEXT ==<br />
<br />
== Ready to be published whenever ==<br />
<br />
== Plans for blogs to be written ==<br />
<br />
{{notice|Feel free to move these into the [[#Bike rack]] if there's a post here that you don't actually want to write.}}<br />
<br />
* Wikimania something something<br />
* Online communities class — [[User:Aaronshaw]] and/or [[User:Benjamin Mako Hill]]<br />
* Message Walls — [[User:Sneha]]<br />
* Time-to-light analysis — [[User:Benjamin Mako Hill]]<br />
* Reflections on the class taught — [[User:Sneha]]<br />
* Blog post on the remember utility // technical blog post — [[User:Groceryheist]]<br />
* Gig economy inequality — [[User:Aaronshaw]]<br />
* Concentration without cumulative advantage — [[User:Aaronshaw]]<br />
* Replication data release for examining how rules and rule-making across Wikipedias evolve over time - [[User:sohw]] just need to double-check the dataverse + publish the dataset. this will then be ready to be moved up into publish whenever!<br />
* Wiki structure paper (when published) — [[User:Jdfoote]]<br />
<br />
== Posted! ==<br />
<br />
<strike><br />
* <strike> 2022-12-21: Barbie/Viking (kaylea) </strike><br />
* <strike> 2022-11-30: CDSC DIalogues - Third Dialogue (molly) </strike><br />
* <strike> 2022-03-15: CDSC Dialogues [[User:Mollydb]] - https://etherpad.communitydata.science/p/blog-dialogues01 </strike><br />
* <strike>2022-03-22: Regina's CHI paper: Scratch community learning data structures</strike><br />
* 2022-03-29: Aaron (on something)<br />
* <strike>2022-04-05: Sejal (on CHI paper)</strike><br />
* 2022-04-12: Stef (CHI paper)<br />
* <strike>2022-04-19: CHI "come to our talks" [[User:Mollydb]] (talks by Regina, Sejal, Stef) - https://etherpad.communitydata.science/p/chi-announce-2022 </strike><br />
* <strike>2022-04-26: ICA "come to our talks" (Floor can do it) </strike><br />
* 2022-05-03: Jeremy - A systems approach to studying online communities (Media and Communication article)<br />
* 2022-05-10:<br />
* 2022-05-17: <br />
* 2022-05-24: ICWSM "come to our talks" (Sohyeon can do it)<br />
* 2022-06-09: Dialogue writeup (mollydb)<br />
* October 21, 2021 - CSCW post - Nate and Sohyeon<br />
* October 28, 2021 - Hidden Costs - Mako + Aaron<br />
* August 14, 2020 SMS Paper - [[User:Kaylea]]<br />
* May 22, 2020 - IEEE S&P — [[User:Mako]] and [[User:Kaylea]]<br />
* May 22, 2020 - Tor Stories — [[User:Kaylea]]<br />
* May 21, 2020 - Protocol Labs COVID-19 Grant<br />
* April 20, 2020 - Sohyeon GRFP<br />
* April 2, 2020 - COVID-19 Digital Observatory<br />
* February 14, 2020 - Jacobs Fellowship - [[User:St3f]]<br />
* May 13, 2019 - Gender and Sharing Paper [Emilia]<br />
* May 20, 2019 - CDSC@ICA Post - [[User:Groceryheist]]<br />
* June 3, 2019 - Digital Infrastructure Grant Announcement - [[User:Kaylea]]<br />
* September 4, 2019 - Technological Frames Paper - [[User:Healspersecond]]<br />
* October 2, 2019 - Aaron's stat class<br />
* November 10, 2019 - CSCW<br />
* November 21, 2019 - Student Recruiting<br />
* December 3, 2019 - Ecology Grant<br />
* December 23, 2019 - Reflections on Janet and Peter - [[User:Mako]]<br />
</strike><br />
<br />
== Bike Rack ==<br />
<br />
{{notice|Feel free to move these onto the [[#Schedule]] or into the [[#On deck]] section if there's a post here that you want to write.}}<br />
<br />
The bike rack is where we place posts when we don't plan them to do them but when we think we might want to pull them out for a ride in the future.<br />
<br />
* Short description/video link to Kaylea's talk at LFNW - [[User:Kaylea]]<br />
* Recap of session at LFNW on founder - [[User:Salt]]<br />
* Short blog post expressing our excitement about Ben Marwick's presentation about doing community data science (maybe ask Marwick?) - [[User:Aaronshaw]] / [[User:Benjamin Mako Hill]]<br />
* Civil Servant Meeting - [[User:Aaronshaw]]<br />
* Wikimania 2019 - [[User:Benjamin Mako Hill]]<br />
* "online community" in JCMC - [[User:Healspersecond]]<br />
* Scratch community learning data structures - [[User:Reginac6]]<br />
* AI Literacy and families - St3f<br />
* Salt's podcast about his MA thesis work<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Workshops_and_Classes&diff=269448Workshops and Classes2024-01-03T22:33:39Z<p>Jdfoote: /* Purdue University Courses */</p>
<hr />
<div>== Public Workshops ==<br />
<br />
'''[[Community Data Science Workshops]]''' — The Community Data Science Workshops (CDSW) are a series of workshops designed to introduce some of the basic tools of programming and analysis of data from online communities to absolute beginners. The CDSW have been held four times in Seattle in 2014 and 2015. So far, more than 80 people have volunteered their weekends to teach more than 350 people to program in Python, to build datasets from Web APIs, and to ask and answer questions using these data.<br />
<br />
<gallery mode="packed-overlay" heights="100px"><br />
Community_Data_Science_Workshops_(Spring_2015)_at_University_of_Washington_34.jpg<br />
Community_Data_Science_Workshops_(Spring_2015)_at_University_of_Washington_14.jpg<br />
Community_Data_Science_Workshops_(Spring_2015)_at_University_of_Washington_19.jpg<br />
Community_Data_Science_Workshops_(Spring_2015)_at_University_of_Washington_36.jpg<br />
</gallery><br />
<br />
== University of Washington Courses ==<br />
<br />
* '''[Spring 2023]''' '''[[Community Data Science Course (Spring 2023) |COM597A/COMMLD570B: Community Data Science: Programming, Data Collection, and Data Science for Social Media]]''' — A quarter long course taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]] and [[User:Kaylea|Kaylea Champion]] that adapts and builds upon the [[CDSW]] curriculum to teach introductory programming, data collection, and basic data science tools to absolute beginners. The course is being offered jointly between the University of Washington Department of Communication's [https://com.uw.edu/graduate/ma-phd/ma-phd-overview/ MA/PhD program] and the [http://commlead.uw.edu/ Communication Leadership program].<br />
<br />
* '''[Winter 2023]''' '''[[Online Communities (UW COM481 Winter 2023)|COM 481: Online Communities]]''' — A course on online communities taught by [[User:Kaylea|Kaylea Champion]].<br />
<br />
* '''[Spring 2022]''' '''[[Designing Internet Research (Spring 2022)|COM528: Designing Internet Research]]''' — A MA/PhD class offering a survey of several Internet research methods taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]].<br />
<br />
* '''[Spring 2022]''' '''[[Professional Development Proseminar: Writing for Publication (Spring 2022)|COM594: Professional Development Proseminar: Writing for Publication (Spring 2022)]]''' — A one-credit course on writing for publication that is part of the UW MA/PhD program's professional development proseminar series. Taught by [[User:Mako|Benjamin Mako Hill]].<br />
<br />
* '''[Spring 2022]''' '''[[DUB Seminar (Spring 2022)|HCID590: Design, Use, Build (DUB) Seminar]]''' — A one-credit course in the [https://mhcid.washington.edu/ MHCI+D program at UW] built around the [https://dub.washington.edu/seminar.html DUB Seminar] speakers series. Taught by [[User:Mako|Benjamin Mako Hill]].<br />
<br />
* '''[Winter 2022]''' '''[[Online Communities (UW COM481 Winter 2022)|COM481: Online Communities]]''' — A course on online communities taught by [[Benjamin Mako Hill]].<br />
<br />
* '''[Winter 2022]''' '''[[Professional Development Proseminar: Career Choices (Winter 2022)|COM594: Professional Development Proseminar: Career Choices (Winter 2022)]]''' — A one-credit course on career options that is part of the UW MA/PhD program's professional development proseminar series. Taught by [[User:Mako|Benjamin Mako Hill]].<br />
<br />
* '''[Winter 2022]''' '''[[DUB Seminar (Winter 2022)|HCID590: Design, Use, Build (DUB) Seminar]]''' — A one-credit course in the [https://mhcid.washington.edu/ MHCI+D program at UW] built around the [https://dub.washington.edu/seminar.html DUB Seminar] speakers series. Taught by [[User:Mako|Benjamin Mako Hill]].<br />
<br />
* '''[Fall 2021]''' '''[[Professional Development Proseminar: Funding (Fall 2021)|COM594: Professional Development Proseminar: Funding (Fall 2021)]]''' — A one-credit course on grants and funding that is part of the UW MA/PhD program's professional development proseminar series. Taught by [[User:Mako|Benjamin Mako Hill]].<br />
<br />
* '''[Fall 2021]''' '''[[DUB Seminar (Fall 2021)|HCID590: Design, Use, Build (DUB) Seminar]]''' — A one-credit course in the [https://mhcid.washington.edu/ MHCI+D program at UW] built around the [https://dub.washington.edu/seminar.html DUB Seminar] speakers series. Taught by [[User:Mako|Benjamin Mako Hill]].<br />
<br />
* '''[Spring 2021]''' '''[[Building Successful Online Communities (Spring 2021)|COMMLD570: Building Successful Online Communities]]''' — A quarter-long course taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]] on online communities and computer mediated communication with an emphasis on learning from research in social psychology, sociology, and behavioral economics. The course is taught in the [http://commlead.uw.edu/ University of Washington's Communication Leadership program].<br />
<br />
* '''[Spring 2021]''' '''[[Human_Data_Interaction|HCDE 410: Human Data Interaction]]''' — A quarter-long survey course that builds data science literacy among undergraduate students across a spectrum of educational backgrounds and professional goals, anchored in the principles and methods of human centered design. Students will gain critical understanding of data-driven algorithmic systems and their implications through readings and written reflections, collaborative in-class activities and group discussions, and hands-on research and programming activities. Under development by [[User:Jtmorgan|Jonathan T. Morgan]] and [https://www.hcde.washington.edu/craft Brock Craft].<br />
<br />
* '''[Winter 2021]''' '''[[Statistics and Statistical Programming (Winter 2021)|COM520: Statistical Methods in Communication]]''' — A quarter-long quantitative methods course that builds a first-quarter introduction to quantitative methodology and that focuses on both the more mathematical elements of statistics as well as the nuts-and-bolts of statistical programming in the GNU R programming language. Taught by [[User:Mako|Benjamin Mako Hill]].<br />
<br />
* '''[Winter 2021]''' '''[[Interpersonal Media (Winter 2021)|COM482: Interpersonal Media: Online Communities]]''' — A course on online communities and computer mediated communication with an emphasis on learning from research in social psychology, sociology, and behavioral economics taught by [[User:Groceryheist|Nathan TeBlunthuis]].<br />
<br />
* '''[Winter 2021]''' '''[[Directed Research Group: The COVID-19 Information Landscape (Winter 2021)]]''' — A directed research group studying our response to the Coronavirus/Covid-19 pandemic.<br />
<br />
* '''[Fall 2020]''' '''[[Interpersonal Media (Fall 2020)|COM482: Interpersonal Media: Online Communities]]''' — A course on online communities and computer mediated communication with an emphasis on learning from research in social psychology, sociology, and behavioral economics taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]].<br />
<br />
* '''[Fall 2020]''' '''[[Directed Research Group: The COVID-19 Information Landscape (Fall 2020)]]''' -- A directed research group considering responses to the Covid-19 pandemic. Students will learn to conduct thematic analysis and content analysis on search engine results. (Appears as COM 499)<br />
<br />
* '''[Winter 2020]''' '''[[Interpersonal Media (Winter 2020)|COM482: Interpersonal Media: Online Communities]]''' — A course on online communities and computer mediated communication with an emphasis on learning from research in social psychology, sociology, and behavioral economics taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]].<br />
<br />
* '''[Winter 2020]''' '''[[Internet Research Methods (Winter 2020)|COM528: Internet Research Methods]]''' — A MA/PhD class offering a survey of several Internet research methods taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]].<br />
<br />
* '''[Fall 2019]''' '''[[Human_Centered_Data_Science_(Fall_2019)|DATA512: Human Centered Data Science]]''' — A core course in the [https://www.datasciencemasters.uw.edu/ UW professional Master of Science in Data Science] program covering a range of ethical and practical considerations in the practice of data science research and the design of algorithmically-driven applications taught by [[User:Jtmorgan|Jonathan T. Morgan]]. <br />
<br />
* '''[Summer 2019]''' '''[[Introduction to Public Speaking (Summer 2019) |COM220: Introduction to Public Speaking]]''' — A quarter long course taught by [[Salt|Wm Salt Hale]] that trains students in the art of public speaking. The course was designed for both majors and non-majors of the University of Washington's [https://com.washington.edu/ Department of Communication].<br />
<br />
* '''[Winter 2019]''' '''[[Interpersonal Media (Winter 2019)|COM482: Interpersonal Media: Online Communities]]''' — A course on online communities and computer mediated communication with an emphasis on learning from research in social psychology, sociology, and behavioral economics. taught by [[User:Groceryheist|Nate TeBlunthuis]].<br />
<br />
* '''[Fall 2018]''' '''[[Human_Centered_Data_Science|DATA512: Human Centered Data Science]]''' — A core course in the [https://www.datasciencemasters.uw.edu/ UW professional Master of Science in Data Science] program covering a range of ethical and practical considerations in the practice of data science research and the design of algorithmically-driven applications taught by [[User:Jtmorgan|Jonathan T. Morgan]]. <br />
<br />
* '''[Fall 2017]''' '''[[Innovation Communities (Spring 2017)|COM597: Innovation Communities]]''' — A [http://http://commlead.washington.edu/ UW Communication Leadership’s] elective in the “Masters in Communication in Communities and Networks” program covering using online communities to harness user innovation taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]].<br />
<br />
* '''[Fall 2017]''' '''[[HCDS (Fall 2017)|DATA512: Human Centered Data Science]]''' — Fundamental principles of data science and its human implications. Data ethics; data privacy; differential privacy; algorithmic bias; legal frameworks and intellectual property; provenance and reproducibility; data curation and preservation; user experience design and usability testing for big data; ethics of crowdwork; data communication; and societal impacts of data science.<br />
<br />
* '''[Spring 2017]''' '''[[Community Data Science Course (Spring 2017) |COM597I: Community Data Science: Programming and Data Science for Social Media]]''' — A quarter long course taught by [[User:Guyrt|Tommy Guy]] that adapts and builds upon the [[CDSW]] curriculum to teach introductory programming and data science to absolute beginners in the context of the [http://commlead.uw.edu/ University of Washington's Communication Leadership program].<br />
<br />
* '''[Winter 2017]''' '''[[Statistics and Statistical Programming (Winter 2017) |COM521: Statistics and Statistical Programming]]''' — A quarter-long quantitative methods course that builds a first-quarter introduction to quantitative methodology and that focuses on both the more mathematical elements of statistics as well as the nuts-and-bolts of statistical programming in the GNU R programming language. Taught by [[User:Mako|Benjamin Mako Hill]].<br />
<br />
* '''[Fall 2016]''' '''[[Building Successful Online Communities (Fall 2016)|COM597A: Building Successful Online Communities]]''' — A quarter-long course taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]] on online communities and computer mediated communication with an emphasis on learning from research in social psychology, sociology, and behavioral economics. The course is taught in the [http://commlead.uw.edu/ University of Washington's Communication Leadership program].<br />
<br />
* '''[Spring 2016]''' '''[[Community Data Science Course (Spring 2016)|COM597: Programming and Data Science for Social Media]]''' — A quarter-long course taught by [[User:Guyrt|Tommy Guy]] that adapts and builds upon the [[CDSW]] curriculum to teach introductory programming and data science to absolute beginners in the context of the [http://commlead.uw.edu/ University of Washington's Communication Leadership program].<br />
<br />
* '''[Spring 2016]''' '''[[DS4UX (Spring 2016)|HCDE598: Data Science for User Experience Researchers]]:''' A special topics course in the "Masters in Human Centered Design & Engineering" program covering the use of data science tools and concepts to conduct research with open online data taught by [[User:Jtmorgan|Jonathan Morgan]].<br />
<br />
* '''[Spring 2016]''' '''[[Innovation Communities (Spring 2016)|COM597F: Innovation Communities]]''' — A [http://http://commlead.washington.edu/ UW Communication Leadership’s] elective in the “Masters in Communication in Communities and Networks” program covering using online communities to harness user innovation taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]].<br />
<br />
* '''[Spring 2016]''' '''[[Internet Research Methods (Spring 2016)|COM528: Internet Research Methods]]''' — A MA/PhD class offering a survey of several Internet research methods taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]].<br />
<br />
* '''[Fall 2015]''' '''[[Interpersonal Media (Fall 2015)|COM482: Interpersonal Media: Online Communities]]''' — A course on online communities and computer mediated communication taught by [[User:Benjamin Mako Hill|Benjamin Mako Hill]].<br />
<br />
* '''[Spring 2015]''' '''[[Community Data Science Course (Spring 2015)|COM597: Programming and Data Science for Social Media]]''' — A quarter-long course taughted by [[User:Benjamin Mako Hill|Benjamin Mako Hill]] that adapts and builds upon the [[CDSW]] curriculum to teach introductory programming and data science to absolute beginners in the context of the [http://commlead.uw.edu/ University of Washington's Communication Leadership program].<br />
<br />
== Northwestern Courses & Workshops ==<br />
<br />
* '''[Winter 2024]''' '''History and Theory of Information''' (COMM_ST 395 | MTS 525, syllabus link forthcoming) — We live in an information age, with computers of unprecedented power in our pockets. This course seeks to understand how information shapes our lives today, and how it has in the past. It does so via an interdisciplinary inquiry into four technological infrastructures of information and communication—print, wires, airwaves, and bits. Co-taught by [[User:Aaronshaw|Aaron Shaw]] and [https://en.wikipedia.org/wiki/Daniel_Immerwahr Daniel Immerwahr].<br />
<br />
* '''[Fall 2023]''' '''[[Introduction_to_Graduate_Research_(Fall_2023)|Introduction to Graduate Research (MTS 501, Fall, 2023)]]''' &ndash; The goal of this seminar is to introduce first-year students in the Northwestern University TSB and MTS Ph.D. programs to (1) current research in these fields, and (2) key challenges involved in pursuing an impactful, responsible, and fulfilling research career. Taught by [[User:Aaronshaw|Aaron Shaw]]<br />
<br />
* '''[Winter 2022]''' '''[[Online_Communities_and_Crowds_(Winter_2022)|Online Communities & Crowds (COMM_ST 378 | MTS 525)]]'''&ndash; Online communities & crowds are fundamental to how people communicate, work, play, learn, socialize, and more. However, they also threaten our well-being and undermine critical social institutions as well as the integrity of public discourse. This (advanced undergraduate and graduate level) course seeks to understand online communities & crowds. It does so through an interdisciplinary inquiry into a set of practical challenges that confront online communities & crowds today. When and why do some efforts to overcome these challenges succeed? What insights and expectations can we draw from these experiences? Taught by [[User:Aaronshaw|Aaron Shaw]]<br />
<br />
* '''[Fall 2021]''' '''[[Introduction_to_Graduate_Research_(Fall_2021)|Introduction to Graduate Research (MTS 501, Fall, 2021)]]''' &ndash; The goal of this seminar is to introduce first-year students in the Northwestern University TSB and MTS Ph.D. programs to (1) current research in these fields, and (2) key challenges involved in pursuing an impactful, responsible, and fulfilling research career. Taught by [[User:Aaronshaw|Aaron Shaw]]<br />
<br />
* '''[Fall 2020]''' '''[[Statistics_and_Statistical_Programming_(Fall_2020)| MTS 525 / COMM_ST 395: Statistics and Statistical Computing]]''' — This course provides a get-your-hands-dirty introduction to inferential statistics and statistical programming mostly for applications in the social sciences and social computing. My main objectives are for all participants to acquire the conceptual, technical, and practical skills to conduct your own statistical analyses and become more sophisticated consumers of quantitative research in communication, human computer interaction (HCI), and adjacent disciplines.<br />
<br />
* '''[Winter 2020]''' '''[https://docs.google.com/document/d/11NBkZS3w8Fp5YSHo71TQuykJ1Z6lfqbo1AW5GV2hRGk/edit?usp=sharing History and Theory of Information]''' — We live in an information age, with computers of unprecedented power in our pockets. This course seeks to understand how information shapes our lives today, and how it has in the past. It does so via an interdisciplinary inquiry into four technological infrastructures of information and communication—print, wires, airwaves, and bits. Co-taught by [[User:Aaronshaw|Aaron Shaw]] and [https://en.wikipedia.org/wiki/Daniel_Immerwahr Daniel Immerwahr].<br />
<br />
* '''[Spring 2019]''' '''[[Statistics and Statistical Programming (Spring 2019)| MTS525: Statistics and Statistical Programming]]''' — A quarter-long graduate-level quantitative methods course that focuses on both the foundations for inferential statistics as well as the nuts-and-bolts of statistical programming in the GNU R programming language. Taught by [[User:Aaronshaw|Aaron Shaw]].<br />
<br />
* '''[Spring 2019]''' '''[[Practice_of_scholarship_(Spring_2019)|The Practice of Scholarship (MTS 503, Spring 2019)]]''' — The second of two required seminars in the Media, Technology & Society (MTS) and Technology and Social Behavior (TSB) programs, the goal for this course is simple: submit a piece of academic research for publication by the end of the quarter. The course and assignments are structured to help students cultivate (more of) the skills, wisdom, and experience necessary to publish independent, original, and high-quality scholarship in relevant venues for their work. The experience will probably feel like a combination of a writing bootcamp and an extended group therapy session.<br />
<br />
* '''[Fall 2016]''' '''[http://aaronshaw.org/teaching/2016/occ Online Communities & Crowds (COMMST 378)]''' — This advanced undergraduate course presents an interdisciplinary introduction to the study of online communities and crowds, with a particular emphasis on how and why some of these systems are so wildly effective at mobilizing and organizing people in ways that seem to have been impossible a few decades ago.<br />
<br />
* '''[Fall 2016]''' '''[http://aaronshaw.org/teaching/2016/mts501 Introduction to Graduate Research (MTS 501)]''' — The first of two required seminars in the Media, Technology & Society (MTS) and Technology and Social Behavior (TSB) programs, this course introduces first year Ph.D. students to research skills and gives guidance on how to be a productive and responsible scholar.<br />
<br />
* '''[[BYOR|Bring Your Own Research Workshop (BYOR)]]''' — A research workshop for CDSC affiliates and fellow travelers at Northwestern convened by [[User:Aaronshaw|Aaron Shaw]]. Participants present work and provide peer feedback/accountability in weekly meetings. Most members of the group are affiliates of the [http://mts.northwestern.edu Media, Technology & Society] and [http://tsb.northwestern.edu Technology & Social Behavior] programs at Northwestern and study online communities, collective action, organizations, collaboration, and related topics.<br />
<br />
* '''[Spring 2016]''' '''[[Practice_of_scholarship_(Spring_2016)|The Practice of Scholarship (MTS 503)]]''' — The second of two required seminars in the Media, Technology & Society (MTS) and Technology and Social Behavior (TSB) programs, the goal for this course is simple: submit a piece of academic research for publication by the end of the quarter. The course and assignments are structured to help students cultivate (more of) the skills, wisdom, and experience necessary to publish independent, original, and high-quality scholarship in relevant venues for their work. The experience will probably feel like a combination of a writing bootcamp and an extended group therapy session.<br />
<br />
== Purdue University Courses ==<br />
<br />
<br />
* '''[Spring 2024]''' '''[[Communication and Social Networks (Spring 2024)|Communication and Social Networks (COM 411, Spring 2024)]]''' Taught by [[User:Jdfoote|Jeremy Foote]]<br />
<br />
* '''[Spring 2024]''' '''[[Interdisciplinary_Graduate_Methods_(Spring_2024)|Interdisciplinary Graduate Methods (COM 682, Spring 2024)]]''' Taught by [[User:Jdfoote|Jeremy Foote]]<br />
<br />
* '''[Fall 2023]''' '''[[Intro to Programming and Data Science (Fall 2023)|Intro to Programming and Data Science (COM 674, Fall 2023)]]''' &ndash; This course is intended to give students an introduction to programming principles, the Python programming language, and data science tools and approaches. Taught by [[User:Jdfoote|Jeremy Foote]].<br />
<br />
* '''[Fall 2023]''' '''[[Communication and Social Networks (Fall 2023)|Communication and Social Networks (COM 411, Fall 2023)]]''' Taught by [[User:Jdfoote|Jeremy Foote]]<br />
<br />
* '''[Summer 2023]''' '''[[Advanced Computational Communication Methods (Summer 2023)|Advanced Computational Communication Methods (COM 682, Summer 2023)]]''' In this course, we explored advanced computational communication methods and strategies, with a focus on reproducible research and computational text analysis.<br />
<br />
* '''[Spring 2023]''' '''[[Quantitative Methods for Communication (Spring 2023)|Quantitative Methods for Communication Research (COM 304, Spring 2023)]]''' Taught by [[User:Jdfoote|Jeremy Foote]].<br />
<br />
* '''[Fall 2022]''' '''[[Intro to Programming and Data Science (Fall 2022)|Intro to Programming and Data Science (COM 674, Fall 2022)]]''' &ndash; This course is intended to give students an introduction to programming principles, the Python programming language, and data science tools and approaches. Taught by [[User:Jdfoote|Jeremy Foote]].<br />
<br />
* '''[Fall 2022]''' '''[[Communication and Social Networks (Fall 2022)|Communication and Social Networks (COM 411, Fall 2022)]]''' Taught by [[User:Jdfoote|Jeremy Foote]]<br />
<br />
* '''[Spring 2022]''' '''[[Quantitative Methods for Communication (Spring 2022)|Quantitative Methods for Communication Research (COM 304 Spring 2022)]]''' Taught by [[User:Jdfoote|Jeremy Foote]].<br />
<br />
* '''[Spring 2022]''' '''[[Communication and Social Networks (Spring 2022)|Communication and Social Networks (COM 411, Spring 2021)]]''' &ndash; This class focuses on understanding how the structure of relationships between people influence communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena. Taught by [[User:Jdfoote|Jeremy Foote]].<br />
<br />
* '''[Fall 2021]''' '''[[Communication and Social Networks (Fall 2021)|Communication and Social Networks (COM 411, Fall 2021)]]''' &ndash; This class focuses on understanding how the structure of relationships between people influence communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena. Taught by [[User:Jdfoote|Jeremy Foote]].<br />
<br />
* '''[Fall 2021]''' '''[[Intro to Programming and Data Science (Fall 2021)|Intro to Programming and Data Science (COM 674, Fall 2021)]]''' &ndash; This course is intended to give students an introduction to programming principles, the Python programming language, and data science tools and approaches. Taught by [[User:Jdfoote|Jeremy Foote]].<br />
<br />
* '''[Spring 2021]''' '''[[Data Into Insights (Spring 2021)|Turning Data into Insight and Stories (COM 495/6/7, Spring 2021)]]'''<br />
<br />
* '''[Spring 2021]''' '''[[Communication and Social Networks (Spring 2021)|Communication and Social Networks (COM 411, Spring 2021)]]'''<br />
<br />
* '''[Summer 2020]''' '''[[Intro_to_Programming_and_Data_Science_(Summer_2020)|Intro to Programming and Data Science (COM 67400, Summer 2020)]]''' — An intense, four-week version of the graduate level course intended to provide an introduction to programming and computational analysis of text in Python. The course is designed for social scientists, especially those seeking to gather data from the Web. These courses borrow heavily from the Community Data Science Workshops and courses.<br />
<br />
* '''[Spring 2020]''' '''[[Intro_to_Programming_and_Data_Science_(Spring_2020)|Intro to Programming and Data Science (COM 67400, Spring 2020)]]''' — A graduate level course intended to provide an introduction to programming and computational analysis of text in Python. The course is designed for social scientists, especially those seeking to gather data from the Web.<br />
<br />
* '''[Spring 2020]''' '''[[Communication_and_Social_Networks_(Spring_2020)|Communication and Social Networks (COM 411, Spring 2020)]]''' — This course is designed as an introduction to the theory and practice of social network analysis. My version of the course introduced the programming language <code>R</code> and visualizing and analyzing networks using the [https://igraph.org/r/ igraph library].</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269447Communication and Social Networks (Fall 2023)2024-01-03T22:31:10Z<p>Jdfoote: </p>
<hr />
<div>{{Old Class}}<br />
<br />
<br />
= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 2273<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<br />
<div style="float:right;">__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. We will be meeting in a computer lab, and I believe that we will be able to install everything you need on Purdue computers. If you would like, you may also want to install R and VSCode on your personal computer so that you can use it in the future when you no longer have access to Purdue resources. [[/R Lab 1|Our first R Lab]] walks you through how to do that.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective ==<br />
<br />
August 22<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
August 24<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations ==<br />
<br />
August 29<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
August 31<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? ==<br />
<br />
<br />
September 5<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[/R Lab 1|R Lab 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
<br />
September 7<br />
<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks ==<br />
<br />
September 12<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
September 14<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception ==<br />
<br />
September 19<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
September 21<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy ==<br />
<br />
September 26<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
'''Class Schedule:'''<br />
<br />
<br />
September 28<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties ==<br />
<br />
<br />
October 3<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
October 5<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds ==<br />
<br />
October 10<br />
<br />
'''OCTOBER BREAK'''<br />
<br />
October 12<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
== Week 9: Scale-free networks and the friendship paradox ==<br />
<br />
October 17<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
October 19<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
== Week 10: Social influence and diffusion ==<br />
<br />
October 24<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
October 26<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery ==<br />
<br />
October 31<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
November 2<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
== Week 12: Resilient networks ==<br />
<br />
November 7<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
November 9<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks ==<br />
<br />
November 14<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
<!-- GETTING RID OF THIS TO FIT IN SEUNGYOON, DECIDE WHETHER TO BRING BACK<br />
== Collective behavior ==<br />
<br />
November 16<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Keep working on the [[Communication_and_Social_Networks_(Spring_2020)/Final_project | final project]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
--><br />
<br />
November 16<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration ==<br />
<br />
November 21<br />
<br />
'''Assignment Due:''' <br />
* Discussion Questions<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
November 23<br />
<br />
'''THANKSGIVING BREAK'''<br />
<br />
<!--<br />
'''Class Schedule:'''<br />
* R Lab 8 - Calculating network statistics<br />
--><br />
<br />
== Week 15: Networked racism ==<br />
<br />
November 28<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
November 30<br />
<br />
'''Assignment Due:''' <br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
== Finals week ==<br />
<br />
<br />
'''Assignment Due (Wednesday, December 13):'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269446Communication and Social Networks (Fall 2023)2024-01-03T22:30:36Z<p>Jdfoote: Accidentally overwrote this instead of Spring 2024</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 2273<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<br />
<div style="float:right;">__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. We will be meeting in a computer lab, and I believe that we will be able to install everything you need on Purdue computers. If you would like, you may also want to install R and VSCode on your personal computer so that you can use it in the future when you no longer have access to Purdue resources. [[/R Lab 1|Our first R Lab]] walks you through how to do that.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective ==<br />
<br />
August 22<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
August 24<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations ==<br />
<br />
August 29<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
August 31<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? ==<br />
<br />
<br />
September 5<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[/R Lab 1|R Lab 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
<br />
September 7<br />
<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks ==<br />
<br />
September 12<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
September 14<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception ==<br />
<br />
September 19<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
September 21<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy ==<br />
<br />
September 26<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
'''Class Schedule:'''<br />
<br />
<br />
September 28<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties ==<br />
<br />
<br />
October 3<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
October 5<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds ==<br />
<br />
October 10<br />
<br />
'''OCTOBER BREAK'''<br />
<br />
October 12<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
== Week 9: Scale-free networks and the friendship paradox ==<br />
<br />
October 17<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
October 19<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
== Week 10: Social influence and diffusion ==<br />
<br />
October 24<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
October 26<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery ==<br />
<br />
October 31<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
November 2<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
== Week 12: Resilient networks ==<br />
<br />
November 7<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
November 9<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks ==<br />
<br />
November 14<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
<!-- GETTING RID OF THIS TO FIT IN SEUNGYOON, DECIDE WHETHER TO BRING BACK<br />
== Collective behavior ==<br />
<br />
November 16<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Keep working on the [[Communication_and_Social_Networks_(Spring_2020)/Final_project | final project]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
--><br />
<br />
November 16<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration ==<br />
<br />
November 21<br />
<br />
'''Assignment Due:''' <br />
* Discussion Questions<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
November 23<br />
<br />
'''THANKSGIVING BREAK'''<br />
<br />
<!--<br />
'''Class Schedule:'''<br />
* R Lab 8 - Calculating network statistics<br />
--><br />
<br />
== Week 15: Networked racism ==<br />
<br />
November 28<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
November 30<br />
<br />
'''Assignment Due:''' <br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
== Finals week ==<br />
<br />
<br />
'''Assignment Due (Wednesday, December 13):'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Spring_2024)&diff=269445Communication and Social Networks (Spring 2024)2024-01-03T22:29:17Z<p>Jdfoote: </p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [[/R Lab 1|R Lab 1]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* Troubled Lands Reflection<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269444Communication and Social Networks (Fall 2023)2024-01-03T22:24:10Z<p>Jdfoote: /* Week 9: Scale-free networks and the friendship paradox (March 4) */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [[/R Lab 1|R Lab 1]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* Troubled Lands Reflection<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
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<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
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--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269443Communication and Social Networks (Fall 2023)2024-01-03T22:20:41Z<p>Jdfoote: /* Tuesday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [[/R Lab 1|R Lab 1]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269442Communication and Social Networks (Fall 2023)2024-01-03T22:20:20Z<p>Jdfoote: /* Tuesday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269441Communication and Social Networks (Fall 2023)2024-01-03T22:08:53Z<p>Jdfoote: /* Tuesday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[/R Lab 1|R Lab 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269440Communication and Social Networks (Fall 2023)2024-01-03T22:08:15Z<p>Jdfoote: /* Tuesday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[/R Lab 1|R Lab 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269439Communication and Social Networks (Fall 2023)2024-01-03T22:06:20Z<p>Jdfoote: /* Thursday */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[/R Lab 1|R Lab 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Troubled Lands<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* Discussion Questions<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)/Final_project&diff=269438Communication and Social Networks (Fall 2023)/Final project2024-01-03T21:58:49Z<p>Jdfoote: </p>
<hr />
<div>You can choose a final project from one of the following options:<br />
<br />
# Network Intervention<br />
# Network Analysis<br />
# Company Pitch<br />
<br />
More information about each option is below. For each project, you will produce a research report of some kind. You should write this in a Quarto file, and then export it to a Word document.<br />
<br />
Please turn in two files:<br />
* Your .qmd file that includes your code<br />
* The Word document or PDF version of the report. Figure out to set echo=FALSE, so that it doesn't include all of your code, and just looks like a nice report.<br />
<br />
<br />
== Network Intervention ==<br />
<br />
In teams of 3 or 4, you will design, carry out, and measure a network intervention, using principles from this class, like diffusion, contagion, social capital, etc. You will identify a message/product/idea/etc and try to spread it, either within or beyond Purdue.<br />
<br />
I would encourage you to identify a goal that is meaningful to your group; projects should be creative, courageous, and challenging. We will evaluate your work not based on whether your are ultimately successful, but how innovate your approach is, and how grounded it is in the network theories we have learned about.<br />
<br />
=== Examples ===<br />
<br />
[http://brooke-welles.squarespace.com/ Brooke Foucault-Welles] has run a similar project in her class. Examples of well-designed projects in her class include:<br />
* A comparison of the diffusion on Twitter of a plain-text and image-and-text message about feminism.<br />
* An alteration intervention that aimed to boost morale in a student organization by creating cross-cohort (year in school) friendship ties.<br />
* A marketing campaign that leveraged the friendship paradox to spread the word about a new student group.<br />
* An intervention that targeted student leaders to lobby University Health and Counseling Services to bring therapy animals to campus during finals week.<br />
<br />
=== Presentation ===<br />
<br />
Because this is a group project, I'll expect a lot more than the individual projects. Part of this is in being ambitious in the project that you select, but also in how you present your results.<br />
<br />
In particular, those choosing this option will do a short (5 minute) presentation to the class at the end of the semester, to tell us about your project and your findings. It would be fun for those in the class to learn about what you've been doing.<br />
<br />
=== Executive Report ===<br />
<br />
The major part of the assignment, though, is a 5-6 page executive report. This report should have the following sections:<br />
* Introduction<br />
** In the introduction you will describe the motivation for your intervention. You will explain what you did, and why you chose that approach.<br />
* Network Theory<br />
** In your introduction, you will likely mention some network theories that helped to motivate your intervention. In this section, you will provide more detail about the theories that guide your work. You should include at least three references to support your approach and analyses.<br />
* Approach<br />
** In the introduction you will give a high-level explanation of your intervention. Here you will provide a more detailed description, together with a more extended argument about why this is a good approach to meet your goals.<br />
* Analysis<br />
** You will analyze the effect of your intervention. The data to do this can take different forms - e.g., you may survey people to learn about awareness or beliefs, or you might gather data from the web or gather network data. At some point in your report you should include 1) a network analysis and 2) at least 1-2 network visualizations. It's possible that these may come earlier. For example, you might use existing data or simulated data to explain a network theory or to motivate your approach. If you are able to gather network data, then the network analysis and visualizations would probably be part of this Analysis section.<br />
* Conclusion<br />
** Finally, write a few paragraphs reflecting on what was learned from your work.<br />
<br />
== Network Analysis ==<br />
<br />
Either alone or in groups of up to 4, you will design and carry out a research project based on existing network data. Group projects are expected to be more ambitious than individual projects.<br />
<br />
Basically, you will identify a network and a set of hypotheses/research questions that you would like to answer using data from that network. You will use network analysis and network visualization tools to answer those questions, and then you will report on and discuss your findings.<br />
<br />
=== Finding Networks ===<br />
<br />
There are a number of repositories of network datasets. Probably the simplest to use are those found in the [https://github.com/schochastics/networkdata networkdata] package, which we have already been using. If you look at the [https://github.com/schochastics/networkdata homepage of the package], you can see descriptions of the datasets that are included.<br />
<br />
Another repository I really like is the [https://icon.colorado.edu/#!/networks Index of Complex Networks]. You can filter by type of network, size, etc. One thing to note about these networks is that you will need to load them into R (unlike <code>networkdata</code>). They are in different formats, and you will likely need to do some work to get them to be <code>igraph/tidygraph</code> networks.<br />
<br />
Fortunately, there are a number of tools in <code>igraph</code> designed to help you to import different file types. [https://igraph.org/c/doc/igraph-Foreign.html This page] gives a great overview.<br />
<br />
'''Early in the semester you should identify the network you want to work with and make sure that 1) it has the attributes you need to answer the questions you want to answer and 2) you are able to load it into tidygraph format.'''<br />
<br />
=== Presentation ===<br />
<br />
As with the intervention assignment, I would like you to present a short (5 minute) presentation about your project toward the end of class.<br />
<br />
=== Executive Report ===<br />
<br />
You will prepare a ~5 page report, with the following sections:<br />
<br />
* Introduction<br />
** Give a compelling introduction to the project: why is this something worth studying? You may also want to preview some of the results of your research.<br />
* Network Theory<br />
** In your introduction, you will likely mention some network theories that helped to motivate your research. In this section, you will provide more detail about the theories, leading up to the development of 2-5 hypotheses or research questions. You should include at least three references to support your arguments.<br />
* Method and Data<br />
** You will explain how you are going to answer your research questions / hypotheses. Explain what data you will be using, and describe what analyses you will do, and why those are appropriate for answering your questions.<br />
* Analysis<br />
** For each hypothesis / research question, you will perform some sort of analysis. For some questions, this will be an analysis of network measures. For others, this might be a network visualization. Your analysis can include other types of analyses (e.g., statistical analyses) but it should include at least one network analysis and at least one visualization.<br />
* Discussion and Conclusion<br />
** Finally, write a few paragraphs 1) summarizing the findings from your analyses and 2) reflecting on how your findings fit in (or don't) with network theories you learned about in the class.<br />
<br />
<br />
<br />
<br />
== Company Pitch ==<br />
<br />
Based on your work in this class, you will craft a pitch to help an organization make sense of their own<br />
social networks and craft a portfolio of your work with data drawing on the previous labs and readings to support<br />
your pitch.<br />
<br />
# Select a potential employer, and research them to identify the pressing organizational issues facing them as a company.<br />
# Write a document for a potential employer that<br />
## Introduces you and states your professional objectives. (1 paragraph)<br />
## Makes the case for the most important problems facing this organization or industry based on your research. Be sure to cite any literature that you use. (1 paragraph)<br />
## Explains how a network approach and your expertise in particular can help address the sorts of problems facing their organization and industry<br />
##* Include at least three distinctive insights (e.g., my expertise in network analysis can help you identify opinion leaders in this organization).<br />
##* Include example visualizations of each insight from your own work (or create new visualizations).<br />
##* Include ideas from and references to the class readings to make your case.<br />
## Closes with a request for a meeting to learn more about their organization.<br />
# Compile and submit your document on Brightspace<br />
<br />
While I want everyone to write and turn in their own document, I encourage you to help each other with the visualization portions and to ask questions on the group Discord channel. I expect that the final document will be ~5 pages long (maybe longer if you want to showcase a lot of visualizations).<br />
<br />
=== Sample Business Data ===<br />
<br />
If you would like, you can use data from a real organization. There are some great options of network data files already in igraph format at https://github.com/schochastics/networkdata. <br />
<br />
I created an example of how to load this data, and how to run some simple network metrics and visualizations. There's an [https://github.com/jdfoote/Communication-and-Social-Networks/raw/spring-2021/resources/final_project_example_code.Rmd RMarkdown file here] and the [https://jeremydfoote.com/Communication-and-Social-Networks/resources/final_project_example_code.html HTML output here].<br />
<br />
=== Examples ===<br />
<br />
This project is similar to a final project that Josh Barbour assigns to his class. You can find examples of their projects on Brightspace.</div>Jdfootehttps://wiki.communitydata.science/index.php?title=Communication_and_Social_Networks_(Fall_2023)&diff=269437Communication and Social Networks (Fall 2023)2024-01-03T20:47:28Z<p>Jdfoote: /* Computing Resources */</p>
<hr />
<div>= Course Information =<br />
:'''COM 411: Communication and Social Networks'''<br />
:'''Location:''' BRNG 1260<br />
:'''Class Hours:''' Tuesdays and Thursdays; 10:30&ndash;11:45 AM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''[[User:Jdfoote/OH|Office Hours]]:''' BRNG 2156; Tuesdays; 2:00&ndash;4:00pm and by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
Communication is inherently a social process. This class focuses on understanding how the structure of relationships between people influences communication patterns and behavior. This perspective can help us to understand a broad set of phenomena, from online communities to friendships to businesses. The course will also introduce students to using network visualizations to gain and share insights about network phenomena.<br />
<br />
Students who complete this course will be able to: <br />
# Understand the foundations of social network theory and analysis. <br />
# Critically read and comprehend concepts, results, and implications presented in studies of social networks. <br />
# Learn how networks are related to social phenomena in their personal and professional worlds. <br />
# Gain a basic understanding of gathering network data and analyzing them using the programming language R.<br />
<br />
= Required resources and texts =<br />
<br />
== Computing Resources ==<br />
<br />
One of the goals of this class is a basic skills in analyzing and visualizing network data in R. '''You will need access to a computer for this course.''' You shouldn't need anything especially new or powerful, but it needs to have room to install a few programs and enough memory to run them.<br />
<br />
This semester, we are going to try using VSCode, an IDE which can write R code, and which includes a plugin to do AI-assisted coding. [[/R Lab 1|Our first R Lab]] will walk you through installing everything you need.<br />
<br />
== Readings ==<br />
<br />
* Required texts: <br />
* Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. [[https://www.cs.cornell.edu/home/kleinber/networks-book/ web edition (free)]] [[https://www.cs.cornell.edu/home/kleinber/networks-book/networks-book.pdf pre-print pdf (free)]] [[https://smile.amazon.com/Networks-Crowds-Markets-Reasoning-Connected/dp/0521195330/ (print edition (Amazon))]]<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside [http://faculty.ucr.edu/~hanneman/nettext/ [web edition(free)]]<br />
<br />
* Other readings: Other readings will be made available on Brightspace.<br />
<br />
=== Reading Academic Articles ===<br />
<br />
Many of the readings will be academic articles. I do not expect you to read every word of these articles. Rather, you should practice intentional directed skimming. [https://writingcenter.gmu.edu/guides/strategies-for-reading-academic-articles This article] gives a nice overview. The TL;DR is that you should carefully read the abstract, introduction, and conclusion. For the rest of the article, focus on section headings and topic sentences to extract the main ideas.<br />
<br />
== Other suggested books ==<br />
<br />
* Barabasi, A-L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus. <br />
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications. <br />
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.<br />
* Christakis, N. and Fowler, J. (2009). [https://archive.org/details/connectedsurpris00chri/ Connected : the surprising power of our social networks and how they shape our lives]<br />
<br />
= Course logistics =<br />
<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments may shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than one week before they are due. If I don't fill in a "''To Be Determined''" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.<br />
# Closely monitor the class [[/Discord Signup|Discord]]. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in an announcement on Discord that should be emailed to everybody in the class if you have notifications turned on.<br />
# I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.<br />
<br />
== Class Sessions ==<br />
<br />
This course will follow "flipped" classroom model. I expect you to learn most of the content of the course asynchronously. The goal of our time together is not to tell you new things, but to consolidate knowledge and to clear up misconceptions.<br />
<br />
The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about two-thirds of each session will be devoted to a discussion of the readings and videos from that week. The remaining third will be used to review the assignments.<br />
<br />
This means that '''I expect you to come to Tuesday lectures having read the readings and watched the lecture videos'''. There are links to the readings and videos each week. You can also find lecture videos on Brightspace or [https://www.youtube.com/watch?v=dYnzZUP40CQ&list=PLP6zcrJrVWgdQtxeToSPapfFOxC6qtGi0 on this YouTube playlist].<br />
<br />
The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities; often they will be a time for me to introduce and help with R assignments. Sometimes they will be more of a co-working time, where you can work on assignments and I can be available to answer questions.<br />
<br />
== Getting Help ==<br />
<br />
Your first place to look for help should be each other. By asking and answering questions on Discord, you will not only help to build a repository of shared information, but to reinforce our learning community.<br />
<br />
I will also hold office hours on Tuesdays, from 2-4. If you come with a programming question, I will expect that you have already tried to solve it yourself in multiple ways and that you have discussed it with a classmate. This policy lets me have time to help more students, but it's also a useful strategy. Often [https://en.wikipedia.org/wiki/Rubber_duck_debugging just trying to explain your code] can help you to recognize where you've gone wrong.<br />
<br />
I will also check Discord at least once a day. I encourage you to post questions there, and to use it as a space where we can help and instruct each other. In general, you should contact me there. I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.<br />
<br />
=== Online Resources ===<br />
<br />
Programming can be difficult and frustrating and confusing, but you will get it! I have put together a few resources to help you with the programming portion of the course. Come back to these when you get stuck.<br />
<br />
* Finding and fixing bugs in your code [[https://youtu.be/92Gicjnc_tk Video]] [[https://jeremydfoote.com/TDIS/week_8/debugging.Rmd R Markdown file]] [[https://jeremydfoote.com/TDIS/week_8/debugging.html HTML file]]<br />
* Intro to ggraph and tidygraph [[https://youtu.be/geYZ83Aidq4 Video]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.Rmd R Markdown file]] [[https://jeremydfoote.com/Communication-and-Social-Networks/resources/ggraph_walkthrough.html HTML file]]<br />
<br />
= Assignments =<br />
<br />
<br />
There will be multiple types of assignments, designed to encourage learning in different ways.<br />
<br />
== Participation ==<br />
<br />
I expect you to be an active member of our class. This includes paying attention in class, participating in activities, and being actively engaged in learning, thinking about, and trying to understand the material.<br />
<br />
To make sure that everyone has an opportunity to participate and to encourage you to do the assignments, I will randomly select students to discuss readings or to explain portions of homework assignments and labs.<br />
<br />
== Reading Review Assignments ==<br />
<br />
In a flipped class like this, it's really important that folks come prepared to discuss, work through misunderstandings, etc. In order to provide some accountability and space for reflection, each week you will have a review/reflection assignment about the readings and video.<br />
<br />
I'm calling this a "3-2-1 Assignment". I'd like you to:<br />
<br />
* Write down three concepts that you learned or connections that you made from this week's reading and lecture.<br />
* Write down two questions you have or things that you don't quite understand.<br />
* Share one question that you think would make for a good discussion question.<br />
<br />
You should submit your assignment on Brightspace. <br />
<br />
Take the discussion question (which can be based on the concepts you learned, or the things you don't understand), and submit it (and up to one other question) that you think would be interesting to discuss on Monday by noon. <b>Post your questions on the shared Google Doc at https://docs.google.com/document/d/1AK4MhWLVwDuxqvTwLomN7hu4aLpo59n5qXgEap8SBNc/edit?usp=sharing</b>; try to group similar questions together.<br />
<br />
Questions should engage with the readings and either connect to other concepts or to the "real world". Here are some good example questions:<br />
<br />
* The readings this week talked a lot about how network ties get created. I made a list of my closest friends and I realized that most of them only became friends after we happened to be in the same groups over and over again. What role does repetition have in forming ties?<br />
* I was confused by the reading on social capital. What's the difference between social capital and power? And if they are the same, then why not just call it "network power"?<br />
* Imagine you were asked to analyze the network of a big company to help them to identify people who deserve a raise. What measures would you use to identify them? What would you not use?<br />
<br />
== Homework/Labs ==<br />
<br />
There will be a number of homework assignments. At the beginning of the class, these will be designed to help you to grasp foundational network concepts. As the class progresses, more and more of them will be analyzing and visualizing networks in R.<br />
<br />
== Exams ==<br />
<br />
There will be one exam. It will assess your understanding of core communication and social networks concepts.<br />
<br />
== Final Project ==<br />
<br />
A Students will work on a [[/Final project|Final Project]] that uses the theories, principles, and skills learned in this class.<br />
<br />
A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.<br />
<br />
= Grades =<br />
<br />
This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. In general, I think that my time is much better spent in providing better feedback and in being available to work through problems together.<br />
<br />
The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in three stages, at the end of weeks 5, 10, and 16. In each stage, you will use [[Self Assessment Reflection|this form]] to reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
We will use the following rubric in our assessment:<br />
<br />
* 20%: Class participation, including attendance and participation in discussions and group work<br />
* 20%: Labs and homework assignments<br />
* 25%: Exam<br />
* 35%: Final Project<br />
<br />
The exam will be graded like a normal exam and the score will make up 25% of your grade. For the rest of the assignments (and the other 75% of your grade), I will provide feedback which will inform an ongoing conversation about your work.<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.<br />
* Read all of the assigned readings and work to understand how they fit with other concepts from the class and other classes.<br />
* Come to class every day, having done the background work. Be an active, engaged participant in our discussions.<br />
* Engage thoughtfully with an ambitious final project.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Share work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all homework assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways.<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete the homework assignments, almost always at a high level.<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete the final project on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete homework assignments or complete them in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
== Extra Credit for Participating in Research Studies ==<br />
<br />
If you feel like you need to earn extra credit in order to earn the grade that you would like, the course is signed up for extra credit through the Brian Lamb School of Communication Research Participation System.<br />
<br />
* Please review the instructions before you sign up for studies; to view the instructions go to https://www.cla.purdue.edu/communication/research/participation/students.html<br />
* You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.<br />
<br />
= Schedule =<br />
<br />
'''NOTE''' This section may be modified throughout the course to meet the class's needs. Check back in weekly.<br />
<br />
== Week 1: Introductions and the network perspective (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[/Discord Signup|Sign up for Discord]] and introduce yourself<br />
* Take [https://docs.google.com/forms/d/e/1FAIpQLSd1EahCFyyZS8ZZTwct1YMwQvfGqTBVK9P6xYjHWOfx8GWboA/viewform this very brief survey]<br />
<br />
'''Required Readings:''' <br />
* None<br />
<br />
'''Concepts:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
* What are social networks?<br />
* Why study networks?<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:''' <br />
* Read the entire syllabus (this document)<br />
<br />
'''Readings:''' <br />
<br />
<br />
'''Class Schedule:'''<br />
* Network simulation activity (bring a computer)<br />
* Start work on [[/Homework 1|Homework 1]]<br />
<br />
== Week 2: Network representations (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):''' <br />
* [[/Homework 1|Homework 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]] (Due Monday at noon!)<br />
<br />
'''Lecture Video (before class):'''<br />
* [https://www.youtube.com/watch?v=dYnzZUP40CQ Network Data and Network Types Lecture] [19:18] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_2/lecture/network_types.html Slides]]<br />
<br />
'''Readings (before class):''' <br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]<br />
* James M. Cook, [https://web.archive.org/web/20210617083354/http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/09/IndividualsVersusNetworks.pdf Individuals versus Networks]<br />
* (Optional/skim) Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.<br />
<br />
<br />
'''Concepts:'''<br />
* Complex systems and networks<br />
* Individual and collective behavior<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case<br />
* Start work on [[/R Lab 1|R Lab 1]]<br />
** [https://youtu.be/7QKuOHoMoZA R Lab 1 Walkthrough]<br />
<br />
== Week 3: How are communication networks formed? (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due (on Monday):'''<br />
* [[/R Lab 1|R Lab 1]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/bwgd7gIAvb4 Tie Formation] [14:55] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/tie_formation.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.<br />
* McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2678628 Birds of a Feather: Homophily in Social Networks]. Annual Review of Sociology, 27, 415–444.<br />
* [Optional] Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings<br />
<br />
''Note:'' This week involves reading two academic articles. [[#Reading_Academic_Articles|Read this]] to understand my expectations and some tips for reading and understanding these articles.<br />
<br />
'''Concepts:'''<br />
* Exposure, formation, maintenance, decay<br />
* Homophily<br />
* Reciprocity<br />
* Triadic closure<br />
<br />
* [https://jeremydfoote.com/Communication-and-Social-Networks/week_3/lecture/week_3.html Class Slides]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Supplementary R lectures (watch before class):'''<br />
* [https://youtu.be/6ThBHfg3Dh0 Why R + Programming principles lecture] [12:53]<br />
<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
<br />
== Week 4: Small group networks (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_2_creating_networks.qmd R Lab 2 - Creating Networks]<br />
** [https://youtu.be/-JjuL1UwRR0 Homework explanation video]<br />
<br />
'''Lecture video:'''<br />
* [https://www.youtube.com/watch?v=uraDLo3caXc Networks in small groups] [14:43] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_4/lecture/small_groups.html Slides]]<br />
<br />
<br />
'''Readings:''' <br />
* Krackhardt, D., & Hanson, J. R. (1993). [https://hbr.org/1993/07/informal-networks-the-company-behind-the-chart Informal networks: The company behind the chart]. Harvard business review, 71(4), 104-111.<br />
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [https://libkey.io/libraries/228/articles/5387888/full-text-file?utm_source=api_559 Network theory and small groups]. Small Group Research, 35(3), 307–332.<br />
<br />
<br />
'''Concepts:'''<br />
* Informal networks<br />
* Networks and group outcomes<br />
<br />
=== Thursday ===<br />
<br />
* Work on R Labs 1/2 and intro to [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd 3 - Mutating and filtering]<br />
** [https://youtu.be/rfViaH3gSz8 Lab 3 Explanation video]<br />
<br />
== Week 5: Ego networks and network perception (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
<br />
<br />
'''Lecture:'''<br />
* [https://www.youtube.com/watch?v=c80su-DECKA Ego networks and network perceptions lecture] [17:14] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_5/lecture/ego_nets.html Slides]]<br />
<br />
'''Readings:'''<br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. University of California. ([https://faculty.ucr.edu/~hanneman/nettext/C9_Ego_networks.html Chapter 9]) - Just read the first 2 sections - Introduction and Ego Network Data<br />
* Marsden, P. V. (1987). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2095397 Core Discussion Networks of Americans]. American Sociological Review, 52(1), 122–131. <br />
** [[/marsden_core_summary|Claude.ai summary]]<br />
* Pentland, A.S. (2016). [https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think Research: You Have Fewer Friends than You Think]. (2016, May 12). Harvard Business Review. <br />
* Smith, E. B., Menon, T., & Thompson, L. (2012). [https://pubsonline-informs-org.ezproxy.lib.purdue.edu/doi/full/10.1287/orsc.1100.0643 Status Differences in the Cognitive Activation of Social Networks]. Organization Science, 23(1), 67–82. <br />
** [[/smith_status_summary|Claude.ai summary]]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/ego_networks/ego_analysis.qmd Ego Network Activity]<br />
* Finish [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering] and start on [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
<br />
== Week 6: Power, centrality, and hierarchy (February 12) ==<br />
<br />
=== Tuesday === <br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_3_mutating_and_filtering.qmd R Lab 3 - Mutating and filtering]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Video lecture:'''<br />
* [https://www.youtube.com/watch?v=gaMusAjk0_s Power, centrality, and hierarchy] [18:44] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_6/lecture/centrality.html Slides]]<br />
<br />
'''Readings:''' <br />
* Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. [https://faculty.ucr.edu/~hanneman/nettext/C10_Centrality.html Chapter 10: Centrality and Power]<br />
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].<br />
* [https://www.youtube.com/watch?v=0unzqsPaPk8 Centrality measures]. Matthew Jackson. From [https://www.youtube.com/channel/UCCnG8fKY45aH73ahmGK2xcg Social and Economic Networks course]<br />
* [https://www.youtube.com/watch?v=q8oBWwS2wAQ Centrality Eigenvector Measures]. Matthew Jackson<br />
* (Optional) Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
** [https://youtu.be/GnTSThGhCw0 Lab 4 Explanation Video]<br />
<br />
== Week 7: Social Capital, structural holes, and weak ties (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_4_intro_to_ggraph.qmd R Lab 4 - Intro to ggraph]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/22C-3QdzUbA Capital and Social Capital] [16:02] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_7/lecture/social_capital.html Slides]]<br />
<br />
'''Readings:''' <br />
* Granovetter, M. S. (1973). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2776392?sid=primo&seq=1#metadata_info_tab_contents The Strength of Weak Ties]. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469<br />
** [[/granovetter_summary | Claude.ai summary]]<br />
* Kadushin, C. (2012). [https://ebookcentral.proquest.com/lib/purdue/reader.action?docID=829477&ppg=175 Networks as Social Capital], in Kadushin, C. (2012). Understanding Social Networks. Theories, Concepts and Findings. Oxford: Oxford University Press.<br />
** [[/kadushin_summary|Claude.ai summary]]<br />
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.<br />
** [[/Putnam_summary| Claude.ai summary]]<br />
<br />
* (Optional) Bourdieu, P. (1986). [https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm The forms of capital]. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, Greenwood), 241-258.<br />
** [[/Bourdieu_summary| Claude.ai summary]]<br />
* (Optional) Rainie, L. and Perrin, A. (2019). [https://www.pewresearch.org/fact-tank/2019/07/22/key-findings-about-americans-declining-trust-in-government-and-each-other/ Key findings about Americans’ declining trust in government and each other]. Pew Research Center.<br />
* (Optional) Burt, R. S. (2000). [https://www.sciencedirect.com/science/article/pii/S0191308500220091 The network structure of social capital]. Research in Organizational Behavior, 22, 345–423.<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* Who Dunnit Game<br />
<br />
== Week 8: Small worlds (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_5_aesthetics_in_ggraph.qmd R Lab 5 - Aesthetics in ggraph]<br />
** [https://www.youtube.com/watch?v=hsncjCu2yeo Lab Explanation Video]<br />
* [[#Reading_Review_Assignments|Reading Review]] - Just one question this week<br />
<br />
'''Lecture Video:'''<br />
* [https://www.youtube.com/watch?v=g92nfiyI4rU Small worlds video] [18:45] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_8/lecture/small_worlds.html Slides]]<br />
<br />
'''Readings:''' <br />
* [https://www.youtube.com/watch?v=TcxZSmzPw8k The Science of Six Degrees of Separation][video][9:22]<br />
* Travers, J. and Milgram, S. (1969). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2786545 An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443<br />
** [[/Travers summary|Claude.ai summary]]<br />
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://science-sciencemag-org.ezproxy.lib.purdue.edu/content/301/5634/827 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
<br />
== Week 9: Scale-free networks and the friendship paradox (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* Proposal for [[/Final Project | Final Project]]; this is a few paragraphs about which final project you'd like to do, and what you are planning to do for it.<br />
* [[/Social Search Assignment|Social Search Assignment]]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/3VfZGUt_tCM Scale-free networks and the Friendship Paradox][18:21] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_9/lecture/scale_free_and_friend_paradox.html Slides]]<br />
<br />
'''Readings:''' <br />
* Feld, Scott L. (1991), [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2781907 Why your friends have more friends than you do]. American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693<br />
* [https://www.youtube.com/watch?v=tP2MLp7GL7Q Early Detection of an Outbreak using the Friendship Paradox]<br />
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]<br />
<br />
(Optional)<br />
* Christakis, N. A., & Fowler, J. H. (2010). Social Network Sensors for Early Detection of Contagious Outbreaks. PLOS ONE, 5(9), e12948. https://doi.org/10.1371/journal.pone.0012948<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [[/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia Activity]]<br />
<br />
<br />
== SPRING BREAK - March 11-15 ==<br />
<br />
<br />
== Week 10: Social influence and diffusion (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Weekly lecture:'''<br />
* [https://youtu.be/_6Wrc_T49GQ Social Influence and Contagion][22:12] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_10/lecture/influence_and_diffusion.html Slides]]<br />
<br />
'''Assignment Due:''' <br />
* Turn in your [[Self Assessment Reflection]] on Brightspace<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_6_visualizing_power.qmd R Lab 6 - Visualizing Power]<br />
** [https://www.youtube.com/watch?v=l18Jd9XCAec Lab walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:''' <br />
* Chapter 4, "[https://web.archive.org/web/20191019100528/http://everythingisobvious.com/wp-content/themes/eio/assets/EIO_chapter4.pdf Special People]", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.<br />
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]<br />
* [Optional] Centola, D., & Macy, M. (2007). [https://www-journals-uchicago-edu.ezproxy.lib.purdue.edu/doi/full/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734. <br />
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). [https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1002/sim.5408 Social contagion theory: Examining dynamic social networks and human behavior]. Statistics in Medicine, 32, 556–577.<br />
<br />
<br />
=== Thursday ===<br />
<br />
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation]<br />
<br />
== Week 11: Communities and Core-periphery (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
* Submit two exam questions on Brightspace<br />
* [[/Visualization challenge|Visualization <br />
Challenge]]<br />
* Sign up for a Self Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before April 4<br />
** Please prioritize office hours (Tuesdays from 2-4)<br />
<br />
<br />
<br />
'''Video Lecture:'''<br />
* [https://youtu.be/7pQMUisgv1U Communities and Core-periphery] [23:15] [[https://jeremydfoote.com/Communication-and-Social-Networks/week_11/lecture/communities_in_networks.html Slides]]<br />
<br />
'''Readings:'''<br />
* Girvan, M., & Newman, M. E. (2002). [https://www.pnas.org/content/pnas/99/12/7821.full.pdf Community structure in social and biological networks]. Proceedings of the National Academy of Sciences.<br />
* Barberá, P., Wang, N., Bonneau, R., Jost, J. T., Nagler, J., Tucker, J., & González-Bailón, S. (2015). [https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0143611 The critical periphery in the growth of social protests]. PLoS ONE.<br />
** [[/Barbera summary|Claude.ai Summary]]<br />
* (Optional) Hanneman, R. A., & Riddle, M. (2005). [http://faculty.ucr.edu/~hanneman/nettext/C11_Cliques.html Cliques and sub-groups]. In Introduction to social network methods. University of California. <br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Class Schedule:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
<br />
<br />
== Week 12: Collective behavior (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:'''<br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_7_groups_in_networks.qmd R Lab 7 - Finding and visualizing groups in networks]<br />
** [https://youtu.be/Ob1rxN7_eO4 Lab 7 Walkthrough]<br />
* [[#Reading_Review_Assignments|Reading Review]]<br />
<br />
'''Readings:'''<br />
* Becker, J., Brackbill, D., & Centola, D. (2017). [https://doi.org/10.1073/pnas.1615978114 Network dynamics of social influence in the wisdom of crowds]. Proceedings of the National Academy of Sciences, 201615978.<br />
* [https://youtu.be/sdI-b5mfjH4 Video discussion with Dr. Becker] (watch after reading paper)<br />
<br />
=== Thursday ===<br />
<br />
* Exam review<br />
<br />
== Week 13: Technology and Networks (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Lecture Video:'''<br />
* [https://youtu.be/iTiduq9GplU Technology and networks] [19:38]<br />
<br />
'''Readings:'''<br />
* Pariser, E. [https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Beware Online Filter Bubbles TED talk]<br />
* Fletcher, R. [https://reutersinstitute.politics.ox.ac.uk/risj-review/truth-behind-filter-bubbles-bursting-some-myths The truth behind filter bubbles: Bursting some myths].<br />
* Bail, C. [https://www.youtube.com/watch?v=nwRm_ssTarE Should we break our echo chambers?]<br />
* Cohen, M. [https://www.psychologytoday.com/intl/blog/finding-love-the-scientific-take/202012/context-collapse Context Collapse]<br />
<br />
(Optional)<br />
* Kleinberg, J. (2012). [https://link-springer-com.ezproxy.lib.purdue.edu/chapter/10.1007%2F978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.<br />
* Chris Bail, et al. (2018). [https://www.pnas.org/content/115/37/9216 Exposure to opposing views on social media can increase political polarization]. PNAS.<br />
<br />
=== Thursday ===<br />
<br />
* In class exam!<br />
<br />
== Week 14: Networks and collaboration (April 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
* [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/lab_8_network_stats.qmd R Lab 8 - Calculating network statistics]<br />
* Discussion Questions<br />
<br />
<br />
'''Lecture video:'''<br />
* [https://youtu.be/_8gFd0XZJKc Networks and Collaboration][17:19]<br />
<br />
'''Readings:''' <br />
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]<br />
* Skim section two of Benkler, Y. (2002). [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.<br />
<br />
=== Thursday ===<br />
<br />
'''Assignments Due:'''<br />
<br />
* Rough draft of [[/Final project|Final Project]] on Brightspace and sent to your "peers"<br />
<br />
'''Class Schedule:'''<br />
<br />
'''No class - work on Final Project'''<br />
<br />
<br />
== Week 15: Networked racism (April 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Assignment Due:''' <br />
<br />
* Feedback on final project to peers<br />
<br />
<br />
'''Readings:'''<br />
* Fernandez, R. M., & Fernandez-Mateo, I. (2006). [https://journals-sagepub-com.ezproxy.lib.purdue.edu/doi/pdf/10.1177/000312240607100103 Networks, Race, and Hiring]. American Sociological Review, 71(1), 42–71. '''Read the introduction (pp. 42–47) and the Summary and Conclusion (pp. 65–67)'''<br />
* Sunstein, C. R. (1991). Why markets don’t stop discrimination. Social Philosophy and Policy, 8(02), 22–37. https://doi.org/10.1017/S0265052500001114<br />
<br />
<br />
=== Thursday ===<br />
<br />
'''Assignment Due:'''<br />
* [[/Final project|Final Project]]<br />
* Turn in your [[Final self reflection]] on Brightspace<br />
<br />
<br />
'''No class - work on Final Project'''<br />
<br />
* (Optional) [https://github.com/jdfoote/com_and_social_networks_labs/raw/main/advanced_visualizations.qmd Advanced network visualizations in R]<br />
<br />
<br />
== Finals week (April 29) ==<br />
<br />
* Sign up for a Final Reflection Discussion on my calendar at https://jeremydfoote.com/calendar/ (15 minutes)<br />
** Must happen before May 4<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
== Week 16: Network Visualization Principles ==<br />
<br />
December 5<br />
<br />
'''No class - work on Final Project'''<br />
<br />
'''Assignment Due:'''<br />
* Peer feedback on final project<br />
<br />
<br />
December 7<br />
<br />
'''Class Schedule:'''<br />
* Voluntary presentations of final projects<br />
* Review principles of good network visualizations<br />
** Put examples at https://padlet.com/jdfoote1/networks (I will explain in class)<br />
* Work on final projects<br />
<br />
<br />
<br />
== Week 12: Resilient networks (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
<br />
'''Class Schedule:'''<br />
<br />
Guest Lecture: Dr. Seungyoon Lee<br />
<br />
'''Readings:'''<br />
* [http://sggpcp.com/wp-content/uploads/2015/11/Social-Networks-and-Disaster-Resilience.-An-introduction..pdf Social networks and disaster resilience: an introduction] pp. 9-13<br />
<br />
<br />
<br />
<br />
<br />
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova<br />
* Show family networks<br />
* Introduction to RStudio<br />
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].<br />
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].<br />
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1<br />
* Use R to create an accurate network image of the family network you created for Homework #3. Include node labels for each family member.<br />
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.<br />
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!<br />
* Troubled Lands Activity<br />
* Answer questions about DataCamp<br />
* Review principles of good network visualizations<br />
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])<br />
* Begin visualization challenge<br />
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/week_10/lecture/ Slides]<br />
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion<br />
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).<br />
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]<br />
* [https://youtu.be/MzA12DkQGBw Answering questions about R]<br />
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/fall-2022/activities/school_data_example.Rmd Example with code for the Dutch School assignment]<br />
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]<br />
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]<br />
--><br />
<br />
= Policies =<br />
<br />
== Attendance ==<br />
<br />
I try very hard to make our meeting times valuable to you and I expect that you attend. That being said, I know that people get sick, things come up, etc. If you need to miss class, then it is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
Only I can excuse a student from a course requirement or responsibility. When conflicts can be anticipated, such as for many University-sponsored activities and religious observations, please inform me of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification is not possible, contact me as soon as possible on Discord or by email. In cases of bereavement, quarantine, or isolation, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747. Our course on Brightspace includes a link to the Dean of Students under 'Campus Resources.'<br />
<br />
== Classroom Discussions and Peer Feedback ==<br />
<br />
Throughout the course, you may receive, read, collaborate, and/or comment on classmates’ work. These assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.<br />
<br />
It is essential to the success of this class that all participants feel comfortable discussing questions, thoughts, ideas, fears, reservations, apprehensions and confusion. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class linked to people’s identities unless you get clear and explicit permission. If you want to share general impressions or specifics of in-class discussions with those not in class, please do so without disclosing personal identities or details.<br />
<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
<br />
== Accessibility ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
<br />
== Incompletes ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
<br />
== Additional Policies ==<br />
<br />
Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.<br />
<br />
<br />
<!-- Bikerack<br />
<br />
<br />
<br />
<br />
== TikTok Extra Credit Assignment ==<br />
<br />
After our discussion on March 22, some folks expressed interest in a TikTok challenge to see who could get the most followers on TikTok. If you are interested in participating, then see the explanation below:<br />
<br />
* [[/TikTok Assignment|Explanation of TikTok Assignment]]<br />
<br />
--></div>Jdfootehttps://wiki.communitydata.science/index.php?title=Interdisciplinary_Graduate_Methods_(Spring_2024)&diff=269436Interdisciplinary Graduate Methods (Spring 2024)2024-01-03T20:29:50Z<p>Jdfoote: /* Week 11: Sampling (March 18) */ Cleaning up Lohr reacing</p>
<hr />
<div>= Course Information =<br />
:'''COM 682: Interdisciplinary Graduate Methods'''<br />
:'''Location:''' BRNG 1245<br />
:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM<br />
<br />
== Instructor ==<br />
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] <br />
:'''Email:''' jdfoote@purdue.edu<br />
:'''Office Hours:''' Tuesdays, 2&ndash;4 pm in BRNG 2156 or by appointment<br />
<br />
<div style="float:right;" class='toclimit-3'>__TOC__</div><br />
<br />
= Course Overview and Learning Objectives =<br />
<br />
This course is an introduction to research methods in the social, behavioral, and health sciences. Doing academic research is about much more than just knowing the correct commands to run in your favorite statistical software. In this course, we will focus on principles rather than techniques; we will consider concepts like how to identify a good question, how to measure the constructs we care about, and how to design research that can address our questions convincingly. <br />
<br />
As will be discussed in more detail below, the course will be focused around guest lectures from experts in different aspects of research design from around Purdue. These lectures will typically be on Tuesdays, with a more discussion-based class centered on the same topics held on Thursdays. <br />
<br />
I will consider this class a complete success if, at the end, every student can:<br />
<br />
* Develop an understanding of the fundamentals of interdisciplinary science and research design across the social behavioral and health sciences.<br />
* Develop practical skills for establishing interdisciplinary collaboration, conducting research in collaborative teams.<br />
* Learn best practices for ethical, rigorous, and reproducible research.<br />
* Gain exposure to a variety of research approaches, including quantitative, qualitative, exploratory, and confirmatory approaches.<br />
* Be able to apply a research method to a topic relevant to your own research.<br />
* Improve critical thinking ability in research design and methods.<br />
* Improve written and verbal communication of research methods.<br />
<br />
= Required resources and texts =<br />
<br />
== Readings ==<br />
<br />
There are no required textbooks for the class. Readings will come from two places:<br />
<br />
* Expert readings: Each of our experts will provide a set of readings to accompany their lecture. It is expected that you will read these before the lecture and come prepared to discuss them.<br />
<br />
* Social science readings: For our Thursday classes, I will identify supplemental readings that apply the concept from the Tuesday lecture to the social sciences.<br />
<br />
I will put all of the readings on our Brightspace page, and will link to as many as possible from this page.<br />
<br />
= Course logistics =<br />
<br />
== Note About This Syllabus ==<br />
<br />
Although the core expectations for this class are fixed, the details of readings and assignments will shift based on how the class goes. As a result, there are three important things to keep in mind:<br />
<br />
# Although details on this syllabus will change, I will not change readings or assignments less than five days before they are due. If you plan to read more than five days ahead, contact me first.<br />
# Check your email. Because this a wiki, you will be able to track every change by clicking the ''history'' button on this page. I will also summarize these changes in a announcements that will be sent via Brightspace email.<br />
<br />
== Class Sessions ==<br />
<br />
On Tuesdays, we will typically hear a lecture from a Purdue professor who is an expert in the topic of that week. Our guest speakers will provide readings and will lead a lecture + discussion about the topic.<br />
<br />
On Thursdays, we will review an additional set of readings on the same topic, focused on how the topic relates to doing social scientific research. Readings will be a mix of conceptual and empirical papers and articles, and each week one or two students from the class will prepare and circulate discussion questions, and then lead the in-class discussion.<br />
<br />
== Office hours and email ==<br />
<br />
* I will hold office hours from 2–4 on Tuesdays and by appointment.<br />
* I am also available by email. You can reach me at [mailto:jdfoote@purdue.edu jdfoote@purdue.edu]. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours (~9-5) but during the week I will generally respond within 24 hours.<br />
<br />
= Assignments =<br />
<br />
There will be two main assignments. Each is discussed in detail below but here is a brief summary:<br />
<br />
# '''Research Project Design:''' The main outcome of this course will be to design a research project exploring a social science question<br />
# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week<br />
<br />
== Research project Design ==<br />
<br />
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. <br />
<br />
<br />
The final deliverable will be: <br />
* A proposal of no more than 8 double-spaced pages (page count does not include references, figures, tables, or appendices). <br />
** Use 12-pt font <br />
** Papers over the page limit will be penalized <br />
* The proposal should be organized as: a) introduction, b) background/theory, c) methods (specifying data, sampling strategy, measures, etc.), and d) dummy results (sample tables and or/figures).<br />
* A typical methods section for a quantitative study includes subsections on: Data and sampling, study design, dependent variables, independent variables, control variables, and an analytic strategy. <br />
* Measurement instruments and other supplementary material can be included as an appendix to the proposal, and will not count towards the 8 page limit. <br />
<br />
There are several intermediate milestones (outlined below), and deadlines to help you accomplish a successful research project. Unless otherwise noted, all deliverables should be submitted via Brightspace.<br />
<br />
=== Hypotheses ===<br />
<br />
;Due date: January 21<br />
;Maximum length: 1.5 pages<br />
<br />
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. <br />
<br />
=== Literature Review ===<br />
<br />
;Due date: February 21<br />
;Maximum length: ~4-5 pages<br />
<br />
Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references).<br />
<br />
=== Methods and Dummy Results ===<br />
<br />
;Report due date: March 21<br />
;Maximum length: ~3 pages<br />
<br />
You will identify an analytical strategy that is appropriate for answering your research questions or testing your hypothesis. You will explain how you will obtain the data for your study, how you will measure the variables of interest, and (assuming you are taking a quantitative approach), what statistical tests you will run. <br />
<br />
You will also create dummy results. You will consider how you would like to explain and visualize your results and create dummy versions of these plots. This can include regression tables, scatterplots, boxplots, correlation tables, etc. You can create these either with synthetic data or create them by hand (e.g., by drawing them). <br />
<br />
=== Final Presentation ===<br />
<br />
;Presentation due date: April 22 and April 24<br />
;Maximum length: 8 minutes<br />
<br />
The presentation will provide an opportunity to share a brief summary of your project with the other members of the class. All presentations will need to be a maximum of 8 minutes long. Concisely communicating an idea in the time allotted is an important skill in its own right. Presentations should be uploaded to Brightspace.<br />
<br />
== Leading Discussions ==<br />
<br />
On the first day, I will ask you to sign up to lead the discussion for one or more weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday.<br />
<br />
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them.<br />
<br />
== Reflection papers ==<br />
<br />
As discussed in more detail [[#Grades|below]], two times during the course I will ask you to respond to a set of reflection questions. These questions are intended to help you to think about what you have learned and accomplished and to craft goals for the remainder of the course. They are also an important way for me to gather feedback about how the course is going so that I can adjust.<br />
<br />
= Grades =<br />
<br />
This course will follow a "[https://www.jessestommel.com/ungrading-an-introduction/ self-assessment]" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades.<br />
<br />
I suggest that we use the following rubric in our assessment:<br />
<br />
* 20%: class participation, including attendance, participation in discussions, lectures, and group work<br />
* 5%: Hypotheses<br />
* 10%: Literature Review<br />
* 10%: Methods and Dummy Results<br />
* 25%: Final Project paper<br />
* 15%: Final Presentation including your slides and presentation.<br />
* 15%: Discussion Leadership<br />
<br />
My interpretation of grade levels (A, B, C, D/F) is the following:<br />
<br />
A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:<br />
* Do what it takes to learn the principles, including looking to outside sources if necessary.<br />
* Design an ambitious, well-developed research project that is ready to implement.<br />
* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.<br />
* Sharing work early allowing extra time for engagement with others.<br />
* Write reflections that grapple meaningfully with lessons learned as well as challenges.<br />
* Complete all or nearly all assignments at a high level.<br />
<br />
B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:<br />
* Be more safe or consistent than the work described above.<br />
* Ask meaningful questions of peers and engage them in fruitful discussion.<br />
* Exceed requirements, but in fairly straightforward ways<br />
* Compose complete and sufficiently detailed reflections.<br />
* Complete nearly all of the assignments at a high level<br />
<br />
C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement<br />
will:<br />
* Turn in and complete required assignments on time.<br />
* Be collegial and continue discussion, through asking simple or limited questions.<br />
* Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.<br />
* Not complete assignments or turn some in in a hasty or incomplete manner.<br />
<br />
D/F: These are reserved for cases in which students do not complete work or participate. Students may also be<br />
impeding the ability of others to learn.<br />
<br />
= Schedule =<br />
'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class.<br />
<br />
== Week 1: Philosophy of Science (January 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Agenda:'''<br />
* Class overview and expectations — We'll walk through this syllabus.<br />
<br />
=== Thursday ===<br />
<br />
'''Guest Speaker:''' Dr. Sebastian Ramirez (Philosophy)<br />
<br />
'''Readings:'''<br />
* [https://plato.stanford.edu/entries/scientific-method/ Scientific Method]<br />
<br />
== Week 2: Research Questions and Hypotheses (January 15) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Torsten Reimer (Communication)<br />
<br />
'''Readings:'''<br />
<br />
1. Section 2.5 of Chapter 2 in <br />
[https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395306/View Gravetter and Forzano]<br />
<br />
2. Page 1-7 from [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395305/View Gigerenzer et al.]<br />
<br />
3. The first two pages of [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15395304/View Davis (1971)].<br />
<br />
'''Assignments Due:'''<br />
* Turn in brief reflection about what you hope to get from this class<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. <br />
* Schwartz. "[https://journals.biologists.com/jcs/article/121/11/1771/30038/The-importance-of-stupidity-in-scientific-research The importance of stupidity in scientific research]". ''Journal of Cell Science''.<br />
* Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 3: Theories and Theoretical Frameworks (January 22) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Robin Stryker (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* Hypotheses Assignment<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Rojas. Preface. ''Theory for the Working Sociologist'' (on Brightspace)<br />
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory.<br />
* Read three papers from your field and take note of how they talk about theory and theoretical frameworks. Come prepared to discuss both individual-level approaches and higher-level patterns that you see.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 4: Concepts and Measurements (January 29) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Louis Tay (Psychology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396256/View Hoyle, R. H., Borsboom, D., & Tay, L. (2024). Measuring constructs. In D. Gilbert, S. Fiske, E. Finkel, & W. Mendes (Eds.), The Handbook of Social Psychology.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396255/View Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, 637547.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Goertz. Chapter 2. ''Social Science Concepts and Measurement''<br />
* After reading Goertz, take three papers in your field and see if you can fit them into Goertz's framework: identify the top-level concept, the secondary-level dimensions, and data-indicator levels. Come prepared to discuss and share.<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 5: Ethics in Research (February 5) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeff Haddad (Health and Kinesiology)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* [https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html The Belmont Report]: Ethical Principles and Guidelines for the Protection of Human Subjects of Research<br />
* Salkanik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 6: Causal Inference (February 12) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Shawn Bauldry (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396715/View Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A History of Causal Analysis in the Social Sciences. In Handbooks of Sociology and Social Research (pp. 9-26). (Handbooks of Sociology and Social Research). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-94-007-6094-3_2]<br />
<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15396716/View Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.]<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape''<br />
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 7: Experimental Studies (February 19) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Trenton Mize (Sociology)<br />
<br />
'''Readings:'''<br />
<br />
1. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399178/View Mize TD, Manago B. The past, present, and future of experimental methods in the social sciences. Soc Sci Res. 2022 Nov;108:102799. doi: 10.1016/j.ssresearch.2022.102799. Epub 2022 Oct 3. PMID: 36334924.]<br />
<br />
2. [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15399177/View Hainmueller, J., Hangartner, D., & Yamamoto, T. (2015). Validating vignette and conjoint survey experiments against real-world behavior. Proceedings of the National Academy of Sciences, 112(8), 2395-2400.]<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* King et al. [https://doi.org/10.1002/pam.20279 A “politically robust” experimental design for public policy evaluation, with application to the Mexican Universal Health Insurance program]. ''Journal of Policy Analysis and Management''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 8: Observational Studies (February 26) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Kristine Marceau (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace).<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Salganik. [https://www.bitbybitbook.com/en/1st-ed/observing-behavior/ Chapter 2]. ''Bit By Bit: Social Research in the Digital Age''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 9: Surveys (March 4) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. James McCann (Political Science)<br />
<br />
'''Readings:'''<br />
<br />
TBD<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions].<br />
* Pew. [https://www.pewresearch.org/methods/2023/04/19/how-public-polling-has-changed-in-the-21st-century/ How Public Polling Has Changed in the 21st Century]<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 10: SPRING BREAK — NO CLASS (March 11) ==<br />
<br />
== Week 11: Sampling (March 18) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Sharon Christ (Human Development and Family Science)<br />
<br />
'''Readings:'''<br />
<br />
* Sampling: Design and Analysis 3rd Edition, by Sharon Lohr<br />
** I. Introduction (pp. 1-10, 17)<br />
*** Sections 1.1 - 1.3.6 and 1.6<br />
** II. Simple Probability Samples (pp.31-39, 44-46)<br />
*** Sections 1, 2, and 4<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geddes (1990). [https://doi.org/10.1093/pan/2.1.131 How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.] ''Political Analysis''.<br />
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''.<br />
<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 12: Interviews and Focus Groups (March 25) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Haocen Wang (Nursing)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Jiménez, T.R., Orozco, M. (2021). [https://doi.org/10.1007/s11133-021-09483-2 Prompts, Not Questions: Four Techniques for Crafting Better Interview Protocols]. ''Qualitative Sociology''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
'''Assignment Due:'''<br />
<br />
== Week 13: Ethnography and Participant Observation (April 1) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Laura Zanotti (Anthropology)<br />
<br />
'''Readings:'''<br />
<br />
1. Madison, D. S. (2020). Critical ethnography : method, ethics, and performance (3rd edition.). SAGE Publications, Inc. <br />
Chapters [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403495/View 1], [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403496/View 2], and [https://purdue.brightspace.com/d2l/le/content/948244/viewContent/15403497/View 4]. <br />
<br />
<br />
2. SUISEEYA, K. R. M., & ZANOTTI, L. (2023). From Method to Methodology at Plural Sites of Agreement-Making. Conducting Research on Global Environmental Agreement-Making, 186.<br />
<br />
<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Geertz, C. (2005). [http://www.jstor.org/stable/20028014 Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. <br />
* Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 14: Mixed Methods Design (April 8) ==<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Zhao Ma (Natural Resource Social Science)<br />
<br />
'''Readings:'''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
* Johnson, R. B., & Onwuegbuzie, A. J. (2004). [https://doi.org/10.3102/0013189X033007014 Mixed Methods Research: A Research Paradigm Whose Time Has Come]. ''Educational Researcher''.<br />
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace)<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 15: Computational Methods and Prediction (April 15) ==<br />
<br />
<br />
=== Tuesday ===<br />
<br />
'''Guest Speaker:''' Dr. Jeremy Foote (Communication)<br />
<br />
'''Readings:'''<br />
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science''<br />
<br />
'''Assignments Due:'''<br />
<br />
=== Thursday ===<br />
<br />
'''Readings:'''<br />
<br />
'''Discussion Leader(s):'''<br />
<br />
== Week 16: Final Project Presentations ==<br />
<br />
== Week 17: Final Paper Due (December 14) ==<br />
<br />
'''Assignment Due:'''<br />
* Final paper due<br />
* [[/Final_self_reflection|Final self reflection]] due<br />
<br />
= Administrative Notes =<br />
<br />
== Attendance Policy ==<br />
<br />
It is expected that students will be present, on time, for every class session. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification is not possible, contact me as soon as possible by email. It is your responsibility to seek out support from classmates for notes, handouts, and other information.<br />
<br />
== Incomplete ==<br />
<br />
A grade of incomplete (I) will be given only in unusual circumstances. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.<br />
<br />
== Academic Integrity ==<br />
<br />
While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.<br />
<br />
=== AI Use Policy ===<br />
<br />
While we are in the early days of generative AI, I believe it's clear that 1) it is an incredible tool that is here to stay and 2) we don't yet have norms about what kinds of uses are ethical and acceptable.<br />
<br />
In this class, you are welcome to use AI in ways that move you closer toward our class goals. In other words, I want you to identify uses that help you to understand and critique research approaches, develop interesting and impactful ideas, and present your ideas with clarity.<br />
<br />
For example, for many of the topics of the course, generative AI would likely be a very good tutor. You can ask an LLM like ChatGPT to quiz you about a topic from the course. You can also use [https://claude.ai Claude AI] to upload a reading, and then ask questions about it to make sure that you understand it.<br />
<br />
[https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai This article] and [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995 the accompanying paper] give a number of great use cases for AI which promote learning and understanding.<br />
<br />
On the other hand, there are obvious misuses of generative AI, such as completely creating a project or assignment that you turn in verbatim. However, there is no bright line that demarcates when AI moves from a helpful editor to the one really doing the work. I trust you to be wise in how you make decisions and to truthfully explain and explore your choices in your self reflections.<br />
<br />
== Nondiscrimination ==<br />
<br />
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom—including me—is not living up to these principles, then please come and talk to me about it.<br />
<br />
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.<br />
<br />
== Students with Disabilities ==<br />
<br />
Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.<br />
<br />
== Emergency Preparation ==<br />
<br />
In the event of a major campus emergency, I will update the requirements and deadlines as needed.<br />
<br />
== Mental Health ==<br />
<br />
If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.<br />
<br />
= Acknowledgements =<br />
<br />
Many of the readings from this course are from syllabi by Christine Sennott and Logan Strother. Thanks as well to the AMAP team for helping to structure and promote the course.</div>Jdfoote