Communication and Social Networks (Spring 2021): Difference between revisions

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* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications.  
* Scott, J. (2000). Social network analysis: A handbook (2nd edition). London: Sage Publications.  
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.
* Watts, D. J. (2004). Six degrees: The science of a connected age. WW Norton & Company.
 
* 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]


= Course logistics =
= Course logistics =
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'''Class Schedule:'''
'''Class Schedule:'''
* Class overview and expectations — We'll walk through this syllabus.
* Class overview and expectations — We'll walk through this syllabus.
* What are networks?
* Why study networks?




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'''Assignment Due:'''  
'''Assignment Due:'''  
* Read the entire syllabus (this document)
* Read the entire syllabus (this document)
* Sign up for [https://discord.gg/WvzkwY4fDK Discord] and introduce yourself
* [[/Discord Signup|Sign up for Discord]] and introduce yourself
* Take [https://forms.gle/ANqbnAXxivexukgB7 this very brief survey]
* Take [https://forms.gle/ANqbnAXxivexukgB7 this very brief survey]


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* Start work on [[Communication and Social Networks (Spring 2021)/Homework 1|Homework 1]]
* Start work on [[Communication and Social Networks (Spring 2021)/Homework 1|Homework 1]]


== Week 2: Small worlds and scale-free networks ==
== Week 2: Network representations ==




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'''Assignment Due:'''  
'''Assignment Due:'''  
* Install R and RStudio on your computer. [https://techvidvan.com/tutorials/install-r/ This tutorial] should help you to succeed.
* [[Communication and Social Networks (Spring 2021)/Homework 1|Homework 1]]
* [[Communication and Social Networks (Spring 2021)/Homework 1|Homework 1]]


'''Readings (before class):'''  
'''Readings (before class):'''  
* Travers, J. and Milgram, S. (1969). [https://www.jstor.org/stable/2786545  An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443
* James M. Cook, [http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://doi.org/10.1126/science.1081058 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.
* Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.
* Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case


'''Class Schedule:'''
'''Class Schedule:'''
* Complex systems and networks
* Complex systems and networks
* Individual and collective behavior
* Individual and collective behavior
** Go through [https://ncase.me/polygons/ Parable of the Polygons] by Nicky Case
* Small worlds
* In class activity: [[Communication and Social Networks (Spring 2021)/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia]]
* Begin [[Communication and Social Networks (Spring 2021)/Social Search Assignment|Homework 2]]


== Week 3: Social network data and analysis ==
== Week 3: How are communication networks formed? ==


[https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/network_types_week3/ Slides]


February 2
February 2


'''Assignment Due:'''
'''Assignment Due:'''
* [[Communication and Social Networks (Spring 2021)/Social Search Assignment|Homework 2]]
* [[/Social Search Assignment|Homework 2]]
* Finish [[Communication and Social Networks (Spring 2021)/Extended Family Assignment|Homework 3]]
* [[/R Lab 1|R Lab 1]]
* Install R and RStudio on your computer if you want to use your computer instead of lab computers. [https://techvidvan.com/tutorials/install-r/ This tutorial] should help you to succeed.
 


'''Readings:'''  
'''Readings:'''  
* James M. Cook, [http://www.umasocialmedia.com/socialnetworks/wp-content/uploads/2016/08/WhatIsASocialNetwork.pdf What is a Social Network?]
* Monge, P. R., & Contractor, N. S. (2003). [https://purdue.brightspace.com/d2l/le/content/7389/Home Theories of communication networks]. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.
* 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.


'''Class Schedule:'''
'''Class Schedule:'''
* Using R for network analysis and visualization
* Exposure, formation, maintenance, decay
* Start work on [[Communication and Social Networks (Spring 2021)/Extended Family Assignment|Homework 3]]
* Homophily
* Work on [https://www.datacamp.com/courses/free-introduction-to-r Introduction to R], chapters 1-3
* Reciprocity
* Triadic closure




== Week 4: Continuing introduction to R ==
== Week 4: Small group networks ==


[https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/learning_r_week_4/ Slides]


February 9
February 9
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'''Readings:'''  
'''Readings:'''  
* 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.
* Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [http://journals.sagepub.com/doi/10.1177/1046496404264941 Network theory and small groups]. Small Group Research, 35(3), 307–332.




'''Class Schedule:'''


'''Class Schedule:'''
* Show family networks
* Introduction to RStudio
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1
* Use R to create an accurate network image of the family network you created for Homework #3.  Include node labels for each family member.
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!




== Week 5: Density, centrality, and power ==
== Week 5: Ego networks and network perception ==


[https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/centrality_week_5/ Slides]
[https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/centrality_week_5/ Slides]
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'''Readings:'''
'''Readings:'''
* 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]
* 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])
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].
* Marsden, P. V. (1987). Core Discussion Networks of Americans. American Sociological Review, 52(1), 122–131. https://doi.org/10.2307/2095397
* Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]
* Research: You Have Fewer Friends than You Think. (2016, May 12). Harvard Business Review. https://hbr.org/2016/05/research-you-have-fewer-friends-than-you-think
* Smith, E. B., Menon, T., & Thompson, L. (2012). Status Differences in the Cognitive Activation of Social Networks. Organization Science, 23(1), 67–82. https://doi.org/10.1287/orsc.1100.0643
 




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== Week 6: Ego networks ==
== Week 6: Power, centrality, and hierarchy ==




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'''Readings:'''  
'''Readings:'''  
* 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])
* 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]
* Marsden, P. V. (1987). Core Discussion Networks of Americans. American Sociological Review, 52(1), 122–131. https://doi.org/10.2307/2095397
* Healy, K. (2013). [https://kieranhealy.org/blog/archives/2013/06/09/using-metadata-to-find-paul-revere/ Using Metadata to find Paul Revere].
* Holliday, Audrey, Campbell, & Moore, (2016). [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898141/ Identifying well-connected opinion leaders for informal health promotion]


'''Class Schedule:'''
'''Class Schedule:'''
* Introduce ego networks
* Review for mid-term




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'''Readings:'''  
'''Readings:'''  
* Granovetter, M. S. (1973). The Strength of Weak Ties. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469
* Granovetter, M. S. (1973). The Strength of Weak Ties. American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469
* 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.
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.
* (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.
* (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.
* 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.
* (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.
* Putnam, R.D. (1995). [https://muse.jhu.edu/article/16643 Bowling Alone: America's Declining Social Capital]. Journal of Democracy 6(1), 65-78.
* (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.
* (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.


'''Class Schedule:'''
'''Class Schedule:'''
* Troubled Lands Activity




== Week 8: More advanced network visualizations ==
 
== Week 8: Small worlds ==


[https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/network_visualization_week8/ Slides]
[https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/network_visualization_week8/ Slides]
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'''Assignment Due:'''
'''Assignment Due:'''
* Turn in your [[Self Assessment Reflection]] on Brightspace
* Turn in your [[Self Assessment Reflection]] on Brightspace
* Troubled Lands reflection on Brightspace
* [[Communication and Social Networks (Spring 2021)/Six Degrees of Wikipedia Activity|Six Degrees of Wikipedia]]
* Finish Chapters 2 and 3 of [https://campus.datacamp.com/courses/network-analysis-in-r Network Analysis in R]


'''Readings:'''  
'''Readings:'''  
* Freeman, L. C. (2000). [https://www.cmu.edu/joss/content/articles/volume1/Freeman.html Visualizing social networks]. Journal of social structure, 1(1), 4.
* Travers, J. and Milgram, S. (1969). [https://www.jstor.org/stable/2786545  An experimental study of the small world problem]. ''Sociometry'', 32(4):425-443
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova
* (Optional but short) Dodds, P. S., Muhamad, R., & Watts, D. J. (2003). [https://doi.org/10.1126/science.1081058 An Experimental Study of Search in Global Social Networks]. ''Science'', 301(5634), 827.
 
 


'''Class Schedule:'''
'''Class Schedule:'''
* Small worlds
* Finish discussion about social capital
* Finish discussion about social capital
* Introduce more advanced visualization methods in R
* Introduce more advanced visualization methods in R
* Begin working through Chapters 2 and 3 [https://campus.datacamp.com/courses/network-analysis-in-r Network Analysis in R]
* Begin working through Chapters 2 and 3 [https://campus.datacamp.com/courses/network-analysis-in-r Network Analysis in R]
* Answer questions about DataCamp
* Review principles of good network visualizations
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])
* Begin visualization challenge
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.


== Week 9: Tie formation and decay ==
== Week 9: Scale-free networks and the friendship paradox ==


[https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/tie_formation_week_9/ Slides]
[https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/tie_formation_week_9/ Slides]
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'''Readings:'''  
'''Readings:'''  
 
* [https://www.youtube.com/watch?v=c867FlzxZ9Y Networks are everywhere with Albert-László Barabási]
* Feld, S. L. (1981). [https://www.jstor.org/stable/2778746 The focused organization of social ties]. American Journal of Sociology, 86(5), 1015–1035.
* 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
* Feld, S., Knighton, D., and McGail, A. (forthcoming). [https://purdue.brightspace.com/d2l/le/content/7389/viewContent/519954/View Reflections On 'The Focused Organization of Social Ties' And Its Implications For Bonding and Bridging]. In Personal Networks: Frontiers of Ego-Network Analysis. Edited by Mario Small, Ned Smith, Brea Perry, and Bernice Pescosolido. Oxford University Press.
* Feld, Scott L. (1991), "Why your friends have more friends than you do", American Journal of Sociology, 96 (6): 1464–1477. https://doi.org/10.1086%2F229693
* Monge, P. R., & Contractor, N. S. (2003). [https://purdue.brightspace.com/d2l/le/content/7389/Home Theories of communication networks]. Oxford, UK: Oxford University Press. (pp. 298--314) - On Brightspace under Content > Readings
 


'''Class Schedule:'''
'''Class Schedule:'''
* Guest lecture by Scott Feld
* Guest lecture by Scott Feld
* Review tie formation and decay
* Revisit R and network visualizations


== Week 10: Social influence and diffusion ==
== Week 10: Social influence and diffusion ==
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'''Weekly lecture:'''
'''Weekly lecture:'''
* [https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/diffusion_week_10/ Slides]
 
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).


'''Assignment Due:'''  
'''Assignment Due:'''  
* [[Communication and Social Networks (Spring 2021)/Dutch School Data Visualization challenge|Dutch School Data Visualization  
* [[Communication and Social Networks (Spring 2021)/Dutch School Data Visualization challenge|Dutch School Data Visualization  
Challenge]]
Challenge]]
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation] and discuss on Flipgrid.


'''Readings:'''  
'''Readings:'''  
* Chapter 4, "[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.
* Chapter 4, "[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.
* 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.
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]
* [Optional] Centola, D., & Macy, M. (2007). [https://doi.org/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734.  
* [Optional] Centola, D., & Macy, M. (2007). [https://doi.org/10.1086/521848 Complex Contagions and the Weakness of Long Ties]. American Journal of Sociology, 113(3), 702–734.  
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). Social contagion theory: Examining dynamic social networks and human behavior. Statistics in Medicine, 32, 556–577.
* [Optional] Christakis, N. A., & Fowler, J. H. (2012). Social contagion theory: Examining dynamic social networks and human behavior. Statistics in Medicine, 32, 556–577.


'''Other Resources:'''
'''Other Resources:'''
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]
 
* [https://youtu.be/D9XF0QOzWM0 Duncan Watts on Common Sense]
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/school_data_example.Rmd Example with code for the Dutch School assignment]
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]


== Week 11: Communities and Core-periphery ==
== Week 11: Communities and Core-periphery ==
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== Week 12: Networks in organizations ==
== Week 12: Technology and networks ==


April 6
April 6


'''Weekly Lecture:'''
'''Weekly Lecture:'''
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]
 
* [https://youtu.be/MzA12DkQGBw Answering questions about R]


'''Assignment Due:'''
'''Assignment Due:'''
* Turn in your [[Self Assessment Reflection]] on Brightspace
* Turn in your [[Self Assessment Reflection]] on Brightspace
* One paragraph summary of Krackhardt reading + 1 question about the reading
 
* Keep working on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/groups_in_networks.Rmd Groups in networks]; enhance your visualization of the Dutch school data by including community detection of some kind.


'''Readings:'''
'''Readings:'''
* 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.
* Kleinberg, J. (2007). The wireless epidemic. Nature, 449(7160), 287–288. https://doi.org/10.1038/449287a
* (SKIM) Katz, N., Lazer, D., Arrow, H., & Contractor, N. (2004). [http://journals.sagepub.com/doi/10.1177/1046496404264941 Network theory and small groups]. Small Group Research, 35(3), 307–332.
* Kleinberg, J. (2012). [https://doi.org/10.1007/978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.


== Week 13: The dark side of networks ==
== Week 13: Collective behavior ==


April 13
April 13
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'''Assignment Due:'''
'''Assignment Due:'''
 
* Do [http://ncase.me/crowds/ The Wisdom or Madness of Crowds Simulation] and discuss on Flipgrid.
* One paragraph summary of each reading + 1 question about each reading
* Talk about readings/concepts on FlipGrid
* Watch [https://youtu.be/sNR39Z9Tm3M this week's lecture]
* Keep working on the [[Communication_and_Social_Networks_(Spring_2020)/Final_project | final project]]
* Keep working on the [[Communication_and_Social_Networks_(Spring_2020)/Final_project | final project]]


'''Readings:'''
'''Readings:'''
* Krebs, V. E. (2002). Mapping networks of terrorist cells. Connections, 24(3), 43–52.
* 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.
* Kleinberg, J. (2007). The wireless epidemic. Nature, 449(7160), 287–288. https://doi.org/10.1038/449287a
 


== Week 14: Networks and technology ==
== Week 14: Networks and collaboration ==


April 20
April 20


[https://jeremydfoote.com/teaching/2020/comm_and_soc_networks/tech_and_networks_week_14 Slides]


'''Assignment Due:'''  
'''Assignment Due:'''  
* Watch [https://youtu.be/_cqjrGErPjA this week's lecture]
 
* Turn in reading summary on Brightspace


'''Readings:'''  
'''Readings:'''  
* Kleinberg, J. (2012). [https://doi.org/10.1007/978-3-642-29952-0_8 The Convergence of Social and Technological Networks]. In M. Agrawal, S. B. Cooper, & A. Li (Eds.), Theory and Applications of Models of Computation.
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]
* Skim section two of Benkler, Y. (2002). [https://doi.org/10.2307/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.
 


== Week 15: Networks and collaboration ==
== Week 15: Networked racism ==


April 27
April 27


'''Assignment Due:'''  
'''Assignment Due:'''  
* Watch [https://youtu.be/xKzOrIHpnmI this week's lecture] ([https://jeremydfoote.com/teaching/2020/comm_and_soc_networks/networks_and_collaboration_week_15/ Slides])
 
* Turn in reading summary on Brightspace


'''Readings:'''  
'''Readings:'''  
* Read the [https://en.wikipedia.org/wiki/The_Wealth_of_Networks Wikipedia Article about The Wealth of Networks]
 
* Skim section two of Benkler, Y. (2002). [https://doi.org/10.2307/1562247 Coase’s Penguin, or, Linux and "The Nature of the Firm."] The Yale Law Journal, 112(3), 369.


== Week 16: Finals week  ==
== Week 16: Finals week  ==
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* [[Communication and Social Networks (Spring 2021)/Final project|Final Project]] - Due Thursday, May 6
* [[Communication and Social Networks (Spring 2021)/Final project|Final Project]] - Due Thursday, May 6
* Turn in your [[Final self reflection]] on Brightspace
* Turn in your [[Final self reflection]] on Brightspace
<!-- Bikerack
* Skim [https://kateto.net/network-visualization Static and dynamic network visualization with R] by Katya Ognyanova
* Show family networks
* Introduction to RStudio
** R files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_example.R example file here].
** R Notebook files - Download [https://raw.githubusercontent.com/jdfoote/Communication-and-Social-Networks/master/activities/r_markdown_example.Rmd example file here].
* Start [https://campus.datacamp.com/courses/network-analysis-in-r/ Network Analysis in R], chapter 1
* Use R to create an accurate network image of the family network you created for Homework #3.  Include node labels for each family member.
** If you get stuck, [https://youtu.be/isBm5RTslow this video] may help.
** Use [https://kateto.net/network-visualization Static and dynamic network visualization with R] to figure out how to make it look nice!
* Troubled Lands Activity
* Answer questions about DataCamp
* Review principles of good network visualizations
* Find and assess networks visualizations ([https://padlet.com/jdfoote1/networks padlet is here])
* Begin visualization challenge
** Right click on [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/network_visualization_examples_and_assignment.Rmd THIS LINK], save it, and open it in RStudio.
* [https://jeremydfoote.com/teaching/2020-spring/comm_and_soc_networks/diffusion_week_10/ Slides]
* [https://youtu.be/5EOHaU_R94o Weekly lecture] on social influence and network diffusion
* [https://youtu.be/sdI-b5mfjH4 Interview with Josh Becker] (skim his article below first).
* [https://youtu.be/d3C2r7gPfBU Great video about homophily in networks]
* [https://youtu.be/MzA12DkQGBw Answering questions about R]
* [https://github.com/jdfoote/Communication-and-Social-Networks/raw/master/activities/school_data_example.Rmd Example with code for the Dutch School assignment]
* [https://www.youtube.com/watch?v=prCmVEUTxQE Video explaining my example]
* [https://youtu.be/mOtVC0N-ItA Networks in Organizations lecture]
-->


= Policies =
= Policies =

Revision as of 23:35, 13 January 2021

Course Information

COM 411: Communication and Social Networks
Location: ONLINE
Class Hours: Tuesdays and Thursdays; 1:30-2:45pm

Instructor

Instructor: Jeremy Foote
Email: jdfoote@purdue.edu
Office Hours: Thursdays; 3:00-5:00pm and by appointment


Course Overview and Learning Objectives

Communication is inherently a social process. 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.

Students who complete this course will be able to:

  1. Understand the foundations of social network theory and analysis.
  2. Critically read and comprehend concepts, results, and implications presented in studies of social networks.
  3. Learn how networks are related to social phenomena in their personal and professional worlds.
  4. Gain a basic understanding of gathering network data and analyzing them using the programming language R.

Required resources and texts

Laptop

This is an online class and you will need access to a decent computer. You will need a machine with at least 2GB of memory. Windows, Mac OS, and Linux are all fine but an iPad or Android tablet won't work.

Readings

  • Required texts:
  • Easley, D., & Kleinberg, J. (2010). Networks, crowds, and markets. Cambridge University Press. web editionfree pre-print pdfAmazon
  • Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside free web edition
  • Other readings: Other readings will be made available on Brightspace.

Other suggested books

Course logistics

Note About This Syllabus

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:

  1. 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.
  2. Closely monitor the class 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.
  3. I will ask the class for voluntary anonymous feedback frequently. Please let me know what is working and what can be improved.

Class Sessions

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.

The Tuesday meeting will be a collaborative, discussion-centric session. Typically, about half of each session will be devoted to going over assignments and the other half will be a discussion of the readings and videos from that week.

The Thursday meetings will be more like a lab. Some of these sessions will include synchronous activities but they will often be more of a co-working time, where you can work synchronously on assignments and I can be available to answer questions.

Getting Help

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.

I will also hold office hours Thursday afternoons on Discord. 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 (e.g., on Discord). This policy lets me have time to help more students, but it's also a useful strategy. Often just trying to explain your code can help you to recognize where you've gone wrong.

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 jdfoote@purdue.edu. I try hard to maintain a boundary between work and home and I typically respond only on weekdays during business hours.

Assignments

Note: Edited after the move to online classes to remove second exam and explain final project.

There will be multiple types of assignments, designed to encourage learning in different ways.

Participation

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.

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.

You will also be required to submit 1-2 discussion questions on Discord before our Tuesday sessions.


Homework/Labs

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.

Exams

There will be one in-class exam, approximately halfway through the semester. It will assess your understanding of core communication and social networks concepts.

Final Project

Students will work on a Final Project that explains how network analysis and a network approach can benefit an organization.

A number of intermediate assignments through the semester will help you to gain the skills and data necessary to be successful.


Grades

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.

The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in four stages, at the end of weeks 4, 8, 12, and 16. In each stage, you will use 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.

We will use the following rubric in our assessment:

  • 20%: class participation, including attendance and participation in discussions and group work
  • 20%: Labs and homework assignments
  • 25%: Exam
  • 35%: Final Project

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.

My interpretation of grade levels (A, B, C, D/F) is the following:


A: Reflects work the exceeds expectations on multiple fronts and to a great degree. Students reaching this level of achievement will:

  • Do what it takes to learn the principles and techniques of social networks, including looking to outside sources if necessary.
  • Engage thoughtfully with an ambitious final project.
  • Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers.
  • Share work early allowing extra time for engagement with others.
  • Write reflections that grapple meaningfully with lessons learned as well as challenges.
  • Complete most, if not all homework assignments at a high level.

B: Reflects strong work. Work at this level will be of consistently high quality. Students reaching this level of achievement will:

  • Be more safe or consistent than the work described above.
  • Ask meaningful questions of peers and engage them in fruitful discussion.
  • Exceed requirements, but in fairly straightforward ways - e.g., an additional post in discussion every week.
  • Compose complete and sufficiently detailed reflections.
  • Complete many of the homework assignments.

C: This reflects meeting the minimum expectations of the course. Students reaching this level of achievement will:

  • Turn in and complete the final project on time.
  • Be collegial and continue discussion, through asking simple or limited questions.
  • Compose reflections with straightforward and easily manageable goals and/or avoid discussions of challenges.
  • Not complete homework assignments or turn some in in a hasty or incomplete manner.

D/F: These are reserved for cases in which students do not complete work or participate. Students may also be impeding the ability of others to learn.

Extra Credit for Participating in Research Studies

The Brian Lamb School of Communication uses an online program that expedites the process of recruiting, signing up, and granting extra credit to students for participating in research studies. The program is called the Research Participation System, and it provides an easy online method for you to sign up for research studies, to keep track of the studies you have completed, and to view how many credits you have earned for each study. You can access the system online at any time, from any computer with a standard web browser. By participating in studies done within the Brian Lamb School of Communication, you can learn first hand how a study is conducted, you can contribute to the advancement of the field, and you can improve your grade by earning extra credit.

  • You earn a ½ percent credit for every half-hour that you participate in a study. The maximum extra credit that you can earn for this course is 3%, which will be added to your total course points
  • If you sign up to participate in a study and fail to show up without canceling your appointment in advance (up to 2 hours before the study), you can be restricted from signing up for any studies for 30 days. You may quickly cancel your appointment online using the Research Participation System.
  • 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
  • You can sign up to participate in studies by logging into http://purdue-comm.sona-systems.com/.

Schedule

NOTE This section will be modified throughout the course to meet the class's needs. Check back in weekly.


Week 1: Introductions and the network perspective

January 19

Assignment Due:

  • None

Required Readings:

  • None

Class Schedule:

  • Class overview and expectations — We'll walk through this syllabus.
  • What are networks?
  • Why study networks?


January 21

Assignment Due:

Readings:


Class Schedule:

  • Network simulation activity
  • Start work on Homework 1

Week 2: Network representations

January 26

Assignment Due:

Readings (before class):

Class Schedule:

  • Complex systems and networks
  • Individual and collective behavior

Week 3: How are communication networks formed?

February 2

Assignment Due:

Readings:

Class Schedule:

  • Exposure, formation, maintenance, decay
  • Homophily
  • Reciprocity
  • Triadic closure


Week 4: Small group networks

February 9

Assignment Due:


Readings:


Class Schedule:


Week 5: Ego networks and network perception

Slides

February 16

Assignment Due:

  • Finish Network Analysis in R, Chapter 1
  • Turn in your best network visualization


Readings:


Class Schedule:


Week 6: Power, centrality, and hierarchy

February 23

Assignment Due:

Readings:

Class Schedule:


Week 7: Social Capital, structural holes, and weak ties

March 2

Assignment Due:

Readings:

Class Schedule:


Week 8: Small worlds

Slides

March 9

Assignment Due:

Readings:


Class Schedule:

  • Small worlds
  • Finish discussion about social capital
  • Introduce more advanced visualization methods in R
  • Begin working through Chapters 2 and 3 Network Analysis in R

Week 9: Scale-free networks and the friendship paradox

Slides

March 16

Assignment Due:

  • Summary and questions for Dr. Feld

Readings:

Class Schedule:

  • Guest lecture by Scott Feld

Week 10: Social influence and diffusion

March 23

Weekly lecture:


Assignment Due:

Readings:

  • Chapter 4, "Special People", in Watts, D. J. (2011). Everything is Obvious: Once you know the answer. New York, NY: Crown Business.
  • Duncan Watts on Common Sense
  • [Optional] Centola, D., & Macy, M. (2007). Complex Contagions and the Weakness of Long Ties. American Journal of Sociology, 113(3), 702–734.
  • [Optional] Christakis, N. A., & Fowler, J. H. (2012). Social contagion theory: Examining dynamic social networks and human behavior. Statistics in Medicine, 32, 556–577.

Other Resources:


Week 11: Communities and Core-periphery

March 30

Weekly lecture:

  • Guest Lecture by Ryan Gallagher

Assignment Due:

Readings:

Other Resources:


Week 12: Technology and networks

April 6

Weekly Lecture:


Assignment Due:


Readings:

Week 13: Collective behavior

April 13

Slides

Assignment Due:

Readings:


Week 14: Networks and collaboration

April 20


Assignment Due:


Readings:


Week 15: Networked racism

April 27

Assignment Due:


Readings:


Week 16: Finals week

Assignment Due:


Policies

Attendance

In general, I expect students to attend our Tuesday meetings and to typically attend our Thursday meetings. It is expected that students communicate well in advance to faculty so that arrangements can be made for making up the work that was missed. It is your responsibility to seek out support from classmates for notes, handouts, and other information.

Only the instructor 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, the student should inform the instructor of the situation as far in advance as possible. For unanticipated or emergency conflicts, when advance notification to an instructor is not possible, the student should 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 Brightspace includes a link to the Dean of Students under 'Campus Resources.'

Classroom Discussions and Peer Feedback

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.

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.


Academic Integrity

While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined here but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns.


Nondiscrimination

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.

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.


Accessibility

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.


Emergency Preparation

In the event of a major campus emergency, I will update the requirements and deadlines as needed.


Mental Health

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.


Incompletes

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.


Additional Policies

Links to additional Purdue policies are on our Brightspace page. If you have questions about policies please get in touch.