Editing Interdisciplinary Graduate Methods (Spring 2024)
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:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM | :'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM | ||
== | == Instructor == | ||
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] | :'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] | ||
:'''Email:''' jdfoote@purdue.edu | :'''Email:''' jdfoote@purdue.edu | ||
:'''Office Hours:''' Tuesdays, 2–4 pm in BRNG 2156 or by appointment | :'''Office Hours:''' Tuesdays, 2–4 pm in BRNG 2156 or by appointment | ||
<div style="float:right;" class='toclimit-3'>__TOC__</div> | <div style="float:right;" class='toclimit-3'>__TOC__</div> | ||
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# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week | # '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week | ||
== Research | == Research project Design == | ||
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. | 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. | ||
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=== Hypotheses === | === Hypotheses === | ||
;Due | ;Due date: January 21 | ||
;Maximum length: 1.5 pages | ;Maximum length: 1.5 pages | ||
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. | 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. | ||
=== Literature Review === | === Literature Review === | ||
;Due date: February | ;Due date: February 21 | ||
;Maximum length: ~4-5 pages | ;Maximum length: ~4-5 pages | ||
Based on the principles discussed in class, you will complete a full draft of a | 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). | ||
=== Methods and Dummy Results === | === Methods and Dummy Results === | ||
;Report due date: March | ;Report due date: March 21 | ||
;Maximum length: ~3 pages | ;Maximum length: ~3 pages | ||
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== Leading Discussions == | == Leading Discussions == | ||
On the first day, I will ask you to sign up to lead the discussion for | 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. | ||
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them. | When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them. | ||
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* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers. | * Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers. | ||
* Sharing work early allowing extra time for engagement with others. | * Sharing work early allowing extra time for engagement with others. | ||
* Write reflections that grapple meaningfully with lessons learned as well as challenges. | * Write reflections that grapple meaningfully with lessons learned as well as challenges. | ||
* Complete all or nearly all assignments at a high level. | * Complete all or nearly all assignments at a high level. | ||
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'''Agenda:''' | '''Agenda:''' | ||
* Class overview and expectations — We'll walk through this syllabus. | * Class overview and expectations — We'll walk through this syllabus. | ||
=== Thursday === | === Thursday === | ||
'''Guest Speaker:''' Dr. Sebastian | '''Guest Speaker:''' Dr. Sebastian Ramirez (Philosophy) | ||
'''Readings:''' | '''Readings:''' | ||
[https://plato.stanford.edu/entries/scientific-method/ Scientific Method] | |||
== Week 2: Research Questions and Hypotheses (January 15) == | == Week 2: Research Questions and Hypotheses (January 15) == | ||
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'''Assignments Due:''' | '''Assignments Due:''' | ||
* Turn in brief reflection about what you hope to get from this class | * Turn in brief reflection about what you hope to get from this class | ||
=== Thursday === | === Thursday === | ||
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'''Readings:''' | '''Readings:''' | ||
* Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. | * Huntington-Klein. "[https://theeffectbook.net/ch-ResearchQuestions.html Research Questions]". ''The Effect''. | ||
* 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''. | * 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''. | ||
* | * Davis. "[https://journals.sagepub.com/doi/abs/10.1177/004839317100100211 That's Interesting!]". ''Philosophy of the Social Sciences''. | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 3: Theories and Theoretical Frameworks (January 22) == | == Week 3: Theories and Theoretical Frameworks (January 22) == | ||
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'''Readings:''' | '''Readings:''' | ||
TBD | |||
'''Assignments Due:''' | '''Assignments Due:''' | ||
* | * Hypotheses Assignment | ||
=== Thursday === | === Thursday === | ||
'''Readings:''' | '''Readings:''' | ||
* Rojas. Preface. | * Rojas. Preface. ''Theory for the Working Sociologist'' (on Brightspace) | ||
* Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. | * Healy. [https://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance]. Sociological Theory. | ||
* | * 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. | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 4: Concepts and Measurements (January 29) == | == Week 4: Concepts and Measurements (January 29) == | ||
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'''Readings:''' | '''Readings:''' | ||
* | * Goertz. Chapter 2. ''Social Science Concepts and Measurement'' | ||
* 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. | * 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. | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 5: Ethics in Research (February 5) == | == Week 5: Ethics in Research (February 5) == | ||
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'''Readings:''' | '''Readings:''' | ||
TBD | |||
'''Assignments Due:''' | '''Assignments Due:''' | ||
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'''Readings:''' | '''Readings:''' | ||
* [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://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 | ||
* | * Salkanik. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics]. In ''Bit By Bit'' | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 6: Causal Inference (February 12) == | == Week 6: Causal Inference (February 12) == | ||
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'''Readings:''' | '''Readings:''' | ||
* Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape'' | * Cunningham. [https://mixtape.scunning.com/01-introduction Introduction]. ''Causal Inference: The Mixtape'' | ||
* Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' | * Angrist and Pischke. Chapters 1--2. ''Mostly Harmless Econometrics'' (On Brightspace) | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 7: Experimental Studies (February 19) == | == Week 7: Experimental Studies (February 19) == | ||
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'''Readings:''' | '''Readings:''' | ||
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.] | 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.] | ||
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.] | 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.] | ||
'''Assignments Due:''' | '''Assignments Due:''' | ||
=== Thursday === | === Thursday === | ||
'''Readings:''' | '''Readings:''' | ||
* 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'' | * 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'' | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 8: Observational Studies (February 26) == | == Week 8: Observational Studies (February 26) == | ||
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'''Readings:''' | '''Readings:''' | ||
'''Assignments Due:''' | '''Assignments Due:''' | ||
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'''Assignment Due:''' | '''Assignment Due:''' | ||
== Week 9: Surveys (March 4) == | == Week 9: Surveys (March 4) == | ||
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'''Readings:''' | '''Readings:''' | ||
'''Assignments Due:''' | '''Assignments Due:''' | ||
=== Thursday === | === Thursday === | ||
'''Readings:''' | '''Readings:''' | ||
* Pew. [https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/ Writing Survey Questions]. | |||
* 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] | * 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] | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 10: SPRING BREAK — NO CLASS (March 11) == | == Week 10: SPRING BREAK — NO CLASS (March 11) == | ||
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'''Readings:''' | '''Readings:''' | ||
'''Assignments Due:''' | '''Assignments Due:''' | ||
=== Thursday === | === Thursday === | ||
'''Readings:''' | '''Readings:''' | ||
* 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''. | * 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''. | ||
* Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. | * Henrich, J., Heine, S., & Norenzayan, A. (2010). [https://doi.org/10.1017/S0140525X0999152X The weirdest people in the world?] ''Behavioral and Brain Sciences''. | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 12: Interviews and Focus Groups (March 25) == | == Week 12: Interviews and Focus Groups (March 25) == | ||
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'''Readings:''' | '''Readings:''' | ||
'''Assignments Due:''' | '''Assignments Due:''' | ||
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'''Readings:''' | '''Readings:''' | ||
* 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'' | * 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'' | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
'''Assignment Due:''' | '''Assignment Due:''' | ||
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'''Readings:''' | '''Readings:''' | ||
'''Assignments Due:''' | '''Assignments Due:''' | ||
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'''Readings:''' | '''Readings:''' | ||
* | * Geertz, C. (2005). [http://www.jstor.org/stable/20028014 Deep Play: Notes on the Balinese Cockfight]. ''Daedalus''. | ||
* | * Geertz, C. (1973). "Thick Description: Toward an Interpretive Theory of Culture". ''The Interpretation of Cultures''. (On Brightspace) | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 14: Mixed Methods Design (April 8) == | == Week 14: Mixed Methods Design (April 8) == | ||
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'''Readings:''' | '''Readings:''' | ||
* 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''. | * 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''. | ||
* Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. | * Creamer, E. G. (2018). Chapter 1. ''An Introduction to Fully Integrated Mixed Methods Research''. (On Brightspace) | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 15: Computational Methods and Prediction (April 15) == | == Week 15: Computational Methods and Prediction (April 15) == | ||
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'''Readings:''' | '''Readings:''' | ||
* Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' | * Lazer et al. [https://www.science.org/doi/full/10.1126/science.1167742 Computational Social Science]. ''Science'' | ||
'''Assignments Due:''' | '''Assignments Due:''' | ||
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'''Readings:''' | '''Readings:''' | ||
'''Discussion Leader(s):''' | '''Discussion Leader(s):''' | ||
== Week 16: Final Project Presentations == | == Week 16: Final Project Presentations == | ||
== Week 17: Final Paper Due (December 14) == | |||
== Week 17: Final Paper Due ( | |||
'''Assignment Due:''' | '''Assignment Due:''' | ||
* Final paper due | * Final paper due | ||
* [[Final_self_reflection|Final self reflection]] due | * [[/Final_self_reflection|Final self reflection]] due | ||
= Administrative Notes = | = Administrative Notes = |