COURSE SYLLABUS SOC 478 - Analysis in Field Research...

SOC 478, Summer 2018 Online Field Research Methods Dr. Dziesinski

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COURSE SYLLABUS

SOC 478 - Analysis in Field Research Methods

University of Hawai‘i at Mānoa CRN # 97211 (3 Credits)

Online Extension Summer 2018

Instructor: Dr. Michael Dziesinski

Office Hours: Via email anytime or Skype Email: [email protected] Class Meeting Times: course is conducted online, Mon – Sat Course Websites: laulima.hawaii.edu

I. COURSE DESCRIPTION This course examines qualitative research methods used in the social sciences. Students will learn techniques for conducting sociology fieldwork, collecting qualitative data, analyzing, and presenting findings in an academic format. The primary focuses will be upon the techniques of participant observation, interviewing, recording field notes, and the subsequent coding and analysis into clear ethnographic documents. The two primary aims of this course are: A) to provide students with a survey of core qualitative research methods through contemporary approaches, social issues, and case studies, and B) to guide students through the stages needed to complete an independent ethnographic field research project. II. STUDENT LEARNING OBJECTIVES Over the semester, in small groups, through class discussions, and in individual work, students will:

1) choose a research topic for fieldwork that can be completed in a single semester, 2) situate the topic in a relevant body of academic literature, 3) evaluate the ethical implications of the proposed research topic, 4) consider explanatory sociological theories for the research topic, and finally 5) calculate the impact that the student-as-researcher has on the data, analysis, and production of ethnographic knowledge. At the end of the semester, students will demonstrate their accumulated qualitative research techniques by, 6) turning in a final project to the instructor and, 7) presenting the results of their independent ethnographic project to an audience of peers.

Requirements: Student Responsibilities for Online Courses With an online course every student has full access to the class source material via an Internet connection any time of day, anywhere in the world, at his or her convenience, without the hassle of commuting to campus or finding a parking spot. But as with face-to-face classes, online courses also come with certain responsibilities. One is that you should have reliable access to an Internet connection with decent bandwidth as you will need to watch online video. Further, you will need to be able to log in several times a week in order to satisfy participation requirements for the class. Missed deadlines will not be excused by “my internet was down”- you should make


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arrangements for internet access alternatives before critical deadlines. Another requirement is you should have a working knowledge for basic internet usage and computer software. See below for a list of required computer software for this class, all of which are free to download. Second, with an online course it is important to thoroughly read the syllabus and weekly assignments carefully so that you know exactly what you need to do over the term. As an online course, the syllabus provides a road map for the course from start to finish. You are encouraged to read ahead, as most all of the assigned material is right there in the syllabus on day one. Third, an online course has the same class participation responsibilities as in a regular classroom. Online class participation is in the written form of weekly assignments and weekly discussions with your online classmates about the assigned readings and topics. III. REQUIRED TEXTBOOKS/MEDIA Textbooks

Format: Paperback textbook, Kindle digital text Author: Bailey, Carol R. Title and edition: A Guide to Qualitative Field Research. Third Edition. (Pine Forge Series in Research Methods and Statistics) ISBN: 1506306993 Publisher: SAGE Publications, 2017 Required or optional text (R or O): Required Kindle Edition, ASIN: B0779CZ6CX

Format: Paperback textbook, Kindle digital text Authors: Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw Title: Writing Ethnographic Fieldnotes. Second Edition. ISBN: 0226206831 Publisher: University of Chicago Press, 2011 Required or Optional: Required Kindle Edition, ASIN: B00631IE94

Required Computer Software

• A multi-platform web browser that is up-to-date: o Firefox www.mozilla.org/en-US/firefox/new/ o Chrome www.google.com/chrome o Safari www.apple.com/safari/

• For multi-media materials, this course will link to web sites outside Laulima and require video or streaming plug-ins for your browser: Adobe Flash Player www.adobe.com/support/flashplayer/downloads.html

• Software or browser add-ons in order to read the PDF document format.


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• If you choose to buy or rent a digital version of the textbooks you will need the Kindle eReader app for your computer or mobile platform. The Kindle app is free and available to download at the following link: http://www.amazon.com/gp/feature.html?docId=1000493771. If the link does not work, simply go to the Kindle Store on Amazon.com.

Streaming Media Services Several useful documentaries that deal with qualitative/ethnographic field research are readily available online and provide excellent guides on conducting sociological analysis in the field. For this reason, it is recommended you have access to online streaming services. The best sources, at the moment, for films and documentaries are Netflix.com, YouTube, PBS, Hulu, and Amazon Prime. One-time digital rentals are another possibility from iTunes or the Google Store. I will provide further details after the term starts when the need arises to view streaming content. IV. COURSE REQUIREMENTS

Important:

Qualitative sociological field research is a complicated academic activity that demands a considerable investment of time and energy by the investigator. A qualitative researcher needs to acquire a deep understanding of the research topic, while at the same time striving to remain apart from the phenomenon. The reward for diligence in performing qualitative research projects is a rich and multifaceted understanding of the chosen research topic. In the interests of training students in the mastery of qualitative research methods in sociology, students in this class are expected to devote A MINIMUM OF THREE HOURS PER WEEK outside of online activities doing independent fieldwork.

Weekly Work Flow

Deadlines Task Weekly Forum

Phase One BY Midnight, Tuesday

• By Monday each week, read ALL assigned reading/video materials (In other words, consult syllabus and read a week ahead).

• By Tuesday each week, post your answers to the Bailey Chapter Exercise questions on the syllabus in the forums in the thread introduced by the instructor.

ê Weekly Forum

Phase Two BY Midnight, Friday

• By Friday each week, read everyone’s Phase One forum answers and respond to at least TWO other students’ Phase One posts. These should be two paragraphs in length.

ê Field Lab Phase One BY Midnight, 1st Sunday

• On the week a Lab is assigned on the syllabus, post your initial “Field Lab” (Lab) data and findings to the Laulima Lab forum by Sunday.

ê Field Lab Phase Two BY Midnight, following

Tuesday

• By the Tuesday after a Lab task is assigned by instructor, compare and contrast your Lab Phase One findings with at least TWO other students.


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There are TEN (10) components to your grade in this course.

Weekly Participation

1) Ten (10) Weekly Discussion Forums (20% of final grade).

For forum discussions, you are expected to post full answers to at least THREE Bailey Chapter questions presented EACH week (though sometimes more if two chapters are covered). At least 2 paragraphs are required for each answer:

[Forum Phase One] Deadline: Midnight, Tuesday (11:59:59 PM, Hawaii time). • The instructor will post the Bailey Exercise questions centered on the week’s readings by each Monday for the

week’s topic. The questions are available from day one in your textbook, so you are encouraged to read ahead. • Read ALL the assigned reading materials,and the Bailey chapter questions presented by the instructor in the

“Weekly Forum” section in Laulima under the marked weekly thread by midnight, Tuesday. Each answer should be at least 2 paragraphs (minimum 100 words) in length.

• Use ASA style citation with specific pages in the textbook (Bailey 2017:1-22) to support arguments. It will prepare you for the format expected in the Labs and Final Paper.

Note: You are expected to FULLY ANSWER the indicated Bailey QUESTIONS EACH WEEK. Treat them as assigned, graded essays.

[Forum Phase Two] Deadline: Midnight, Friday (11:59:59 PM, Hawaii time). • FULLY analyze and respond to Two (2) classmates’ Phase One posts. You should strive to use

citation of the assigned readings to support any arguments or expansions concerning the original poster’s analysis. These can be more relaxed in writing style, but each answer should be at least 2 paragraphs in length and focus on the scholarly content of the week.

2) Six (6) Qualitative Field Labs Assignments (15% of final grade). For Field Lab activities you are expected to post at least THREE times for the lab assignment. The first post is a 1-2 page formal lab report (300-400 words) in the social science writing style. The next two posts are feedback or responses to other classmates’ lab work.

[Lab Phase One] Deadline: Week assigned. Midnight, 1st Sunday (11:59:59 PM, Hawaii time).

• The instructor will post a Field Lab activity in a separate forum on Laulima. This social science activity is based upon an aspect of qualitative field research required to complete the final project and usually entails direct observation or interaction with people outside of the class. These labs are designed to help you master qualitative research practices like observation or interviewing, so please put your full attention and effort into each lab.

• Follow the instructions for the Field Lab activity. It’s best that you take notes or write up a few paragraphs of jottings/observations while you are doing the activity to help you analyze the situation later.

• By Sunday night, post your findings and conclusions as a lab report to the stickied thread within the appropriate “Field Lab” forum on Laulima. Your Phase One lab post is a social science report and should at least 2 pages (minimum 300-400 words) in length, breaking down what you did, the data you gathered, your findings, and your analysis. Spelling, grammar, and structure are important.


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[Lab Phase Two] Deadline: By following Week. Midnight, 2nd Tuesday (11:59:59 PM, Hawaii time).

• Read everyone’s findings in the weekly Field Lab forum thread. Respond to AT LEAST Two (2) post from Phase 1 by midnight, Tuesday the following week. Your feedback should compare your findings on the task with other students. Were your conclusions similar? If they were different findings, why do you think so? Each feedback post should be at least 2 paragraphs in length.

Forum Guidelines (For both Lab and Weekly Discussion posts) a. Both activities are part of your particpation grade, so spelling, grammar, and structure are important! b. In order to get full credit for the week’s participation, you must clearly state in each post:

• Which question # you are answering. • For Phase 2, include the name and quote of the student your response post is directed toward. • Include cited sourcing to the assigned readings; American Sociological Association (ASA) style citations

with author and page number required. c. If your forum posts are time-stamped by the topic due date, you will receive full class participation credit. Forum

threads are locked after their due date. Be on time. d. Students are required to participate in the weekly assigned reading topic by contributing to a collaborative

forum thread found on Laulima in the “Forums” section. The discussion forum presents the opportunity for online classmates to interact and collectively discuss/analyze the weekly topic and build a shared understanding. These are the core participation activities for the course & will be graded accordingly.

e. Questions about assigned course material posted by the instructor will be tested for in the Mini Quizzes. The

weekly discussion forums offer a low-pressure place to improve your understanding of the assigned topics with fellow classmates before being tested.

f. Weekly posts are read and monitored by the instructor and should become a shared conversation between the instructor and all students throughout the week on the particular topic. Your post must demonstrate intellectual engagement with the topic, show evidence of thoughtfulness, be constructive, not be disrespectful, and be on time. The instructor will respond in the forums from time to time, replying to the instructor does count towards phase two participation, but you still need to fully respond to one student.

Project Checkpoints

3) Research Proposal [First Draft 5% & Revised 5%] (10%) For the final ethnographic research project, early in the term students must submit to the instructor a two (2) page research proposal of 500 words. This proposal should outline the topic matter the student would like to investigate for their final project, their reasons for choosing the research topic, and any personal connection to the community or population subjects that are the focus of the study. Further, students must provide a short, clearly formulated hypothesis on the expected findings from the research population/issue. As the 478 project must be completed in a single semester, the first draft will be returned with instructor feedback/suggestions. If any practicality or feasibility issues are found by the instructor in the first draft, the student is expected to turn in a revised proposal for approval before starting field work. Further details for the expected structure of the proposal will be provided in class. 4) Research Timetable and Timeline (5%) A major challenge of qualitative research is planning for the unexpected in the field while making the most of your time with the research population. As qualitative research is a cumulative process, time management and long term planning are crucial skills. An effective approach is to plan and schedule each stage of field work as thoroughly as


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possible before going into the field. By crafting a research timetable and timeline, the student researcher will have a road map that will help keep them on target to project completion by the end of semester. At the same time, a research schedule should also ensure that the student isn’t tempted to wait until the last minute to attempt data collection or analysis. The research timetable should include a detailed schedule of the days and times that the student plans to perform fieldwork and a timeline when each phase of fieldwork with commence and conclude. Further details for this document will be provided in class. 5) Literature Review (5%) After the instructor provides feedback on a student’s research proposal, each student is required to write a short literature review in which to situate the proposed field research. This literature review will integrate six (6) or more relevant academic sources into the research proposal. Additional details on the literature review will be covered in class. 6) Fieldnotes (5%) Students should be prepared to submit their project’s fieldnote write-ups, a minimum of 500 words, for instructor evaluation. Specific instructions for the format and presentation of the fieldnote submission will be provided in class. 7) Interview Transcription (5%) Students should be prepared to submit their project’s interview transcriptions, several interview sessions a minimum of ten minutes in length, for instructor evaluation. Specific instructions for the format and presentation of the transcription submission will be provided in class.

Project 8) Mid-term Project Report (5%) At the midway point of the term, it is important to determine if each student is on track with their semester research project. For this reason, each student will be required to give a brief mid-term project report in the classroom setting. This report will have three components. First, a typewritten 1-2 page paper in the same format as the Qualitative Labs. Second, a 3-5 PowerPoint slide report to the class on the project thesis, obstacles, and progress. Third, constructive peer feedback by the rest of the class. This mid-term report serves three purposes: First is as an audit to hold students accountable and so stay on top of 478 coursework before the end of semester rush. Second, presentation and a Q&A session will provide students with presentation practice. Third, articulating project progress to classmates can help the student make analytical breakthroughs as well as offer solidarity on common research issues shared by other students. 9) Class Presentation of Project Results (10%) Students will prepare and present a 10-15 PowerPoint slide report on the results of their research project and then field a Q&A forum session with the class. Preparation will include a PowerPoint presentation and class handouts. As with the mid-term, the rest of the class will provide feedback and peer evaluation on each presentation. The presentation can be very useful as any flaws or issues in the research can be corrected before turning in the final project paper on the last day of class. The last several weeks of class sessions in the semester will be set aside for student presentations and peer feedback. Specific instructions for the presentation format and structure will be provided in class. 10) Ethnographic Research Paper (20%) Due on the final day of class, each student must submit a final ethnographic research project, fourteen to sixteen (14-16) pages in length. The final research project is comprised of the research statement, hypothesis, research methodology, literature review, research analysis, and a bibliography. The goal of this assignment is to fully document the student’s semester fieldwork research project.


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V. GRADING CRITERIA The final grade for the course will be based on the total number of points earned in the ten components of the course. The weight assigned for each component is as follows:

Component Number x Point Value Ea. = Total points % of Course Grade Participation Content

Forum Discussions (on Bailey) Qualitative Field Labs

10 6

25 25

250 150

20 15

Project Checkpoints

Research Proposal [1st & 2nd]

2

50

100

10

Research Timetable 1 50 50 5 Literature Review Fieldnotes Interview Transcription

1 1 1

50 50 50

50 50 50

5 5 5

Project

Mid-term Project Report Presentation of Project Results

1 1 1

50 100 200

50 100 200

5 10 20 Ethnographic Research Paper

Total Possible 1000 100

Final Grades

97-100% A+ 82-84% B 69-71% C- 93-96 A 79-81 B- 65-68 D+ 89-92 A- 75-78 C+ 62-64 D 85-88 B+ 72-74 C 59-61 D- 0-58 F

Deadlines, Late Assignments, and Missed Assignments The due date for all class assignments are indicated in the course syllabus at the beginning of the semester with details for each assignment provided the week before the due date. Assignments include reaction papers, weekly forum posts, the midterm essay, and the final essay. A finished copy of each assignment is to be uploaded by the student to Laulima as a forum post, PDF, or Microsoft Word .doc document as appropriate by the posted due date. Assignments turned in after the due date will be assessed a grade penalty. Late assignments are penalized one letter grade per day after the posted due date until delivered to the instructor. If a student has a valid reason for which they are unable to deliver work during the assigned period, they should be prepared to provide documentation to the instructor. Otherwise, students will receive a zero on their course grade for any assignments not turned in. KOKUA – Students with Disabilities or Special Needs For students with disabilities who may feel the need for assistance during the semester, please feel free to contact me in private. Further, we can work with the KOKUA Program to offer additional assistance. If you are not familiar with the KOKUA program, here is their contact information: http://www.hawaii.edu/kokua/


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Academic Integrity - Cheating & Plagiarism Students in this course are expected to comply with the University of Hawaii’s Policy on Academic Integrity. “The integrity of a university depends upon academic honesty, which consists of independent learning and research. Academic dishonesty includes cheating and plagiarism. The following are examples of violations of the Student Conduct Code that may result in suspension or expulsion from UH Manoa.” The original source, and further detail on these policies, can be found here: http://www.catalog.hawaii.edu/about-uh/campus-policies1.htm It is the responsibility of each student to know the University of Hawaii code of conduct, and in relevance to this class, the rules regarding, and the consequences of, cheating and plagiarism. Ignorance of these rules will not excuse any misconduct. To quote from page 6 of the University of Hawaii Student Code of Conduct: “Plagiarism includes, but is not limited to, submitting, in fulfillment of an academic requirement, any document that has been copied in whole or in part from another individual's work without attributing that borrowed portion to the individual; neglecting to identify as a quotation another's idea and particular phrasing that was not assimilated into the student's language and style or paraphrasing a passage so that the reader is misled as to the source; submitting the same written or oral material in more than one course without obtaining authorization from the instructors involved; or dry labbing, which includes obtaining and using experimental data and laboratory write-ups from other sections of the course or from previous terms or fabricating data to fit the desired or expected results.” The original source, in full, is here: www2.honolulu.hawaii.edu/sites/www2.../policies-student-conduct.pdf In particular, ethical breeches of dry-labbing will not be tolerated in this course. Borrowing data from another source or fabricating results is a serious offense in academics as it weakens the entire scientific foundation upon which professional research is based. If a student is found to have fabricated or plagiarized any part of their Field Lab projects, I will have no recourse but to recommend UH academic disciplinary action.


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VII. COURSE SCHEDULE

UNIT ONE: Crafting a Research Proposal Week One Topic: Progress:

An Introduction to Qualitative Research Picking a research topic

Reading List: Bailey, Chapter 1: Introduction to Qualitative Field Research (1-14) Emerson et al., Chapter 1: Fieldnotes in Ethnographic Research (1-20) PDF: Week 1 Lecture (Dziesinski) <Laulima/SOC 478/Resources> Video: Sidewalk

Assignments: Forum discussion: self-intros and initial research ideas Forum discussion: Answer Bailey Chapter 1 Exercises (#1-3) (3 posts)

Mon Tues, Fri

Week Two Topic: Progress:

Ethical Research Ethics Certification, formulating a research plan

Reading List: Bailey, Chapter 2: Ethics (17-32) Bailey, Chapter 3: Topic, Purpose, & Research Questions (33-48) PDF: Week 2 Lecture (Dziesinski) <Laulima/SOC 478/Resources> Video: Ethics in Research

Assignments: Forum discussion: Answer Bailey Ch. 2 Exercises (#1,3,4) (3 posts) Answer Bailey Ch. 3 Exercises (#2-4) (3 posts)

1st Draft of Research Proposal Due UH Ethics Certification Due

Tues, Fri Tues, Fri Sun Sun

UNIT TWO: Qualitative Methodology Week Three Topic: Progress:

Theoretical Frames for Research Create research plan, project timeline and site visitation schedule

Reading List: Bailey, Chapter 4: Theory and Review of Literature (49-60) Bailey, Chapter 5: Paradigms, Research Design, and Intro to Methodology (61-71) PDF: Week 3 Lecture (Dziesinski) <Laulima/SOC 478/Resources>

Assignments: Forum discussion: Answer Bailey Ch. 4 Exercises (#1-3) (3 posts) Answer Bailey Ch. 5 Exercises (#1-3) (3 posts)

Qualitative Lab #1: Research Site & Access (3 posts, report & feedback) Mini Quiz #1 (Weeks 1 - 2 content)

Revised Draft of Research Proposal Due

Tues, Fri Tues, Fri Sun

Sun Sun

Week Four Topic: Progress:

Collecting and Recording Qualitative Data Access to chosen research sites/subjects begins via gatekeepers

Reading List: Bailey, Chapter 6: From Gaining Entrée to Exiting the Field (73-88) Emerson et al., Chapter 2: In the Field: Participating, Observing, Jotting Notes (21-43) PDF: Week 4 Lecture (Dziesinski) <Laulima/SOC 478/Resources>

Assignments: Forum discussion: Answer Bailey Ch. 6 Exercises (#1-3) (3 posts) Qualitative Lab #2: Field Jotting Results (3 posts, report & feedback)

Project Timeline Due

Tues, Fri Sun Sun


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UNIT THREE: Going into the Field Week Five Topics: Progress:

Interviews Collect observational data via note-taking

Reading List: Bailey, Chapter 7: Observations (89-103) Bailey, Chapter 8: Interviews (105-123) PDF: Week 5 Lecture (Dziesinski) <Laulima/SOC 478/Resources>


Qualitative Lab #3: Interview Prep & Techniques (report & feedback) Mini Quiz #2 (Weeks 3 - 4 content)

Tues, Fri Tues, Fri Sun Sun

Week Six Topic: Progress:

Writing Fieldnotes Craft interview instrument based upon questions NOT answered via observation

Reading List: Bailey, Chapter 9: Field Notes (125-142) Emerson et al., Chapter 3: Writing Fieldnotes 1: Creating Scenes on a Page (45-87) PDF: Week 6 Lecture (Dziesinski) <Laulima/SOC 478/Resources>

Assignments: Forum discussion: Answer Bailey Ch. 9 Exercises (#1-3) (3 posts) 1st draft of Literature Review Due

Mid-Term Project Assessment Due

Tues, Fri Sun Sun

UNIT FOUR: Understanding the Meanings Subjects Attach to their Activities Week Seven Topic: Progress:

Accurately Conveying Member’s Meanings Refine interview instrument and then conduct subject interviews

Reading List: Bailey, Chapter 10: Increasing Validity & Trustworthiness (143-157) Emerson et al, Chapter 5: Pursuing Members’ Meanings (129-169)

PDF: Week 7 Lecture (Dziesinski) <Laulima/SOC 478/Resources>

Assignments: Forum discussion: Answer Bailey Ch. 10 Exercises (#1-3) (3 posts) Qualitative Lab #4: Refining an Interview Instrument (3 posts, report & feedback)

Mini Quiz #3 (Weeks 5 - 6 content)

Tues, Fri Sun Sun

Week Eight Topic: Progress:

Processing Fieldnotes First round of data analysis, revise interview questions & revisit subjects to clarify unanswered aspects of research thesis

Reading List: Bailey, Chapter 11: Introduction to Analysis and Coding (159-173) Emerson, Chapter 6: Processing Fieldnotes: Coding and Memoing: (171- 188)

Video: Confessions of a Superhero PDF: Week 8 Lecture (Dziesinski) <Laulima/SOC 478/Resources>

Assignments: Forum discussion: Answer Bailey Ch. 11 Exercises (#1-3) (3 posts)

Qualitative Lab #5: Coding Activity (3 posts, report & feedback) Fieldnotes Due

Tues, Fri Sun Sun


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Notes: • Assignments are due the day listed • Bailey = Bailey, R. Carol. 2017. A Guide to Qualitative Field Research. SAGE Publications, Inc. 3rd Edition. • Emerson = Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw. 2011. Writing Ethnographic

Fieldnotes. University of Chicago Press, 2nd Edition.

*Please note that details and assigned readings for this syllabus may be revised. The final revision of the course syllabus will be provided on the first day of class.

UNIT FIVE: Crafting an Ethnography Week Nine Topic: Progress:

Coding, Typologies, Taxonomies and Themes Second round of data analysis, establishing larger patterns of behavior and themes that answer thesis question

Reading List: Bailey, Chapter 12: Descriptions & Typologies (175-185) Bailey, Chapter 13: Thematic Analysis (187-202)

PDF: Week 9 Lecture (Dziesinski) <Laulima/SOC 478/Resources>


Qualitative Lab #6: Finding Patterns in Data (3 posts, report & feedback)

Tues, Fri Tues, Fri Sun

Week Ten Topic: Progress:

Writing the Final Manuscript Wrapping up field site visits; Write ethnography of data analysis

Reading List: Bailey, Chapter 14: Research Stories, Critical Events, & Cases (203-217) Bailey Chapter 15: Writing the Final Paper (219-231) Emerson Chapter 7: Writing an Ethnography (201-229) PDF: Week 10 Lecture (Dziesinski) <Laulima/SOC 478/Resources>

Assignments: Interview Transcription Due Sun

Week Eleven Progress: Student Presentations

Peer evaluation feedback for each presentation

Assignments: Upload Final Project Presentations for Peer Review

Mon

Finals Week Peer Review and Final Paper Upload

Assignments: Upload Final Ethnographic Paper Last day of class

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