Branson

ELPS 430

SST 229: Applied Research Methods in Social Sciences

Spring 2017
Mondays, 7:00 9:55pm
Room A148 Grayslake Campus, College of Lake County
Instructor: Nick Branson
Phone: 847-543-2417
E-mail: nbranson@clcillinois.edu
Office: T332

Course Description:
This course provides an introduction to research methods commonly used in social science research. It engages
students in the process of identifying research questions or problems, selecting an appropriate research
method, sampling and carrying out research, analyzing data, and reporting on findings. The course is organized
around a typical process for conducting social science research, and as a class, and in small groups, we will
follow the stages of research by completing research projects in our community. As with much of social science
research, the work will be conducted with a practical purpose for supporting community organizations and
businesses, along with fulfilling intellectual interests.
Students should have completed an introductory course in a social science subject (Sociology, Psychology,
Economics, Political Science, Anthropology, etc.) and have College Reading & Writing Readiness and College
Math Readiness prior to enrolling in this course.

Student Learning Outcomes:

Foundational Outcomes
Foundational knowledge: Students will describe distinctions
between and appropriate applications of six research
methods (surveys, interviews, focus groups, observation,
document/ content analysis, experiments)
Application: Students will identify and apply
appropriate research method to fit a research
question or problem

Mediating Outcomes
Human dimension (learning about others):
Integration: Students will effectively integrate at
Students will analyze the needs or questions of a
least one research method in detail into a real-
community organization or business to inform
world, community-based research project
research questions, method, design and analysis

Learning how to learn: Students will
reflect on challenges and successes
faced when applying research methods
to inform intellectual and practical
interests or problems
Ultimate Outcomes
Human dimension (learning about
Caring: Students will communicate
self): Students will identify their
the value of applied research to
own positions and biases in
informing community organizations
conducting research by practicing
and businesses
reflexivity

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Required Texts:

Babbie, E. R. (2016). The Practice of Social Research. 14th ed. Boston, MA: Cengage Learning.
This text provides a key primer on social science research methods. The book will provide the foundational
knowledge you will apply throughout the course.

Course Policies:
Our learning environment will be, above all, one of respect. In order to create this environment, students will be
expected to treat me and the other students with respect. We will cover several topics that some students
might have strong opinions about; it is expected that students share their opinions in a respectful manner as
well as react to others opinions in a respectful manner. Please be aware that consistent disrespectful behavior
will affect your final grade in the course. If you are uncomfortable with a certain topic, please feel free to
discuss any concerns with me.

As this class will be held once a week, attendance and preparation will be crucial for all students. It is highly
recommended that you do not miss class and that you read the assigned material prior to class. We will be
covering whole topics in single class periods in certain weeks. We will also be dedicating most of each class
session to discussion. Thus, it will be important to be ready to discuss the topic in class in order to receive
participation points. If you do need to miss a class, please do your best to inform me and be sure to obtain
notes from a classmate. Missing class or arriving late will result in the loss of points for participation.

You will best be able to reach me by e-mail with any questions or concerns. I will attempt to reply to your e-mail
within 24 hours. You can also reach me by phone if necessary. As needed, I will make myself available before
the start of class to meet in person. If you would like to meet before class, please notify me so I can allot the
appropriate amount of time. If you would like to set-up an in-person meeting at another time, please let me
know and that can be arranged.

Teaching Philosophy:
My teaching philosophy emphasizes experiential learning and the application of material to real-life examples. I
seek to leverage research methodology for the improvement of my local community as well as to satisfy
intellectual interests, and I bring this philosophy directly into the activities of this class. As an instructor, I seek
to be a co-learner with students, guiding you through the learning process but not serving as the sole authority
on the content of this course. I value students own experiences and how you can bring your background to
bear on our class topics. You should feel comfortable asking questions and input from me, but also rely on your
peers and your own experiences in our learning process. The diversity you bring to the classroom improves
everyones learning experience, and I will work to value your experiences throughout our learning process.

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Course Outline and Structure

Course Topics Community-based research
project (CBRP) work

Overview of research methods Project selection/ assignments

Weeks 1-3

Identifying a research question Meet community organization

representative(s)
Week 4

Putting questions in context Our community context

Literature review & theoretical framework
Week 5

Selecting appropriate method Confirm question & method

Week 6

Sampling and proposal design Research proposals and

presentations
Weeks 7-8

Data collection/generation Gather data in the field

Weeks 9-
13

Analyzing data Obtain clarifications / ask

Weeks 14- questions of partner organizations
15

Reporting findings Final research presentations and

reports
Weeks 16-
Reflexivity
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Assignments/Grading:
This course will be based on a combination of in-class participation (15%), a quiz on essential foundational
knowledge of research methods (10%), a research proposal (25%), a final research report (30%), and a reflection
paper (20%). More details on each assignment will be provided in class, but brief descriptions are below.

In-class participation: Students can earn participation points each week in class, given that the student
attends class and contributes to discussion. Students will frequently work in small group research teams
during class and comment on each others work.
Research Methods Quiz: In week 3, students will complete a short-answer, multiple-choice, and
true/false quiz to test knowledge of the basic features of the six learning methods studied in this course,
their pros and cons, and situations in which one might use each method.
Community-based research project: Over the course of the semester, students will work in small groups
on a social science research project. Research teams will be assigned a project (with some input from
you) and will be completing the research for a local community organization or business. I will be
providing the organizations we will work with and a general sense of the project to be completed.
However, students will refine the project, develop a research plan, conduct research, and report findings
to their partner organization or business. The project will have three graded components, and several
ungraded elements that serve as opportunities for feedback:
1. Initial meeting with community organization/business: research teams will have an opportunity to
talk with the client, get a sense of their interests and contexts, and learn more about the project.
This meeting will take place during class in Week 4.
2. Research Questions: develop clear research questions or issue statements that align with the needs
of your partner community organization/business. We will share these in class and you will receive
peer feedback as well as feedback from me.
3. Sampling and data collection protocols: research teams will develop procedures for sampling and a
set of questions to ask either in interviews, focus groups, surveys, etc. The protocols will match the
anticipated data collection method and research question. Students will share and pilot protocols in
class to obtain feedback.
4. Research Proposal Presentation: research teams will provide brief presentations in class highlighting
their research question(s), literature review and theoretical framework, protocols, their planned
method for collecting data and a logistical plan for carrying out their work. The class will ask
questions and provide feedback, which can be used to inform changes to the final research
proposal.
5. Research Proposal (paper): GRADED. This graded assignment will be a written proposal from
research teams and include their research question(s), literature review and theoretical framework,
protocols, their planned method for collecting data and a logistical plan for carrying out their work.
6. Final Research Presentation: research teams will provide brief presentations in class and community
partners will be invited to attend. This is an opportunity to receive feedback before submitting the
final research report. The presentation should include your research question, conceptual
framework, research context, method(s) used, sampling, data collection and analysis procedures,
findings, and explain the value your research provides to the community organization / business.
7. Final Research Report: GRADED. This graded assignment will include all components of the research
teams work, including all elements of the research proposal, as well as data analysis, findings, and
limitations. The presentation should include your research question, conceptual framework,
research context, method(s) used, sampling, data collection and analysis procedures, findings, and
explain the value your research provides to the community organization / business.
Reflection Paper: GRADED. This will be a reflective paper about the process of conducting a team
research project throughout the course. It is a good idea to keep a journal or set of notes about your

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experiences throughout the semester in order to facilitate this final paper. This will be an individual
paper completed by each student, not a group submission. The paper will focus on how you see research
serving the community and your role as a researcher in your project. Additional details will be provided
later in the semester.
Final Grade Definitions:
A Work which exceeds minimum expectations, not only in doing all that is required, but doing it with
superior skill, creativity, and thoroughness.
B Work which is clearly above average, not only in doing all that is required, but doing it very well and
demonstrating substantial competence.
C Work which is average; it meets the minimum requirements, but does not demonstrate a grasp of
the material beyond the basics.
D Work which is passing, but below average competency for college students. A significant amount of
work is missing, or work has many errors with little effort or thought.
F Work which does not meet the minimum requirements of the assignment and demonstrates a
general lack of understanding or effort.
I (Incomplete grade). This will only be issued in extenuating circumstances. If an incomplete grade is
assigned, the student must complete deficient work within 120 days from the end of the semester, or
the incomplete grade automatically becomes a failing grade (F).

Grading Scale:
92 100: A
80 91: B
70 79: C
60 69: D
< 60: F

Make-up Policy: All assignments must be submitted on time.

Students must submit the graded and ungraded assignments by the due date for full credit and to
receive full feedback. Five points will be deducted from the total score of any graded paper assignment
for each day late (including weekends and holidays!).
Please notify me as soon as possible of any scheduling conflicts you foresee during the term.

Academic Integrity:
It is expected that students in this course will maintain the highest standards of academic integrity. Anyone
involved in cheating or plagiarism will automatically receive a failing grade (0 points) for the assignment and/or
examination, and possibly for the course. Cheating includes, but is not limited to, making cheat sheets for
examinations, copying from another students paper or letting another student copy from your paper,
communicating with another student about the exam during the examination period, and plagiarism (submitting
another students or another authors work as your own, including information obtained from the internet).
All acts of academic dishonesty will be reported to the Provost. This report will be kept on file with the Provosts
office, allowing administration to appropriately discipline students who repeatedly commit acts of academic
dishonesty.

Withdrawal/Drop Policy:
Students may withdraw from this course without grade penalty prior to the following dates. To officially
withdraw, students must complete the appropriate paperwork with the Admissions and Records Office.
Last date to withdraw with refund and no grade 02/06/2017
Last date to withdraw with W grade 04/03/2017

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Office for Students with Disabilities & the Counseling Center:

Students with a documented disability who may need academic accommodations for successful completion of
their coursework should meet with the professor as soon as possible. He/she should also contact the Office for
Students with Disabilities (L112) to arrange for all necessary services.
The College of Lake County Counseling Office offers professional counseling for students who are in crisis or are
having personal problems which as a result may affect their academic and career goals. The services of
professional counselors are available at three locations on an appointment or drop-in basis: Grayslake Campus,
C110, (847) 543-2060; Lakeshore Campus in Waukegan, N211, (847) 543-2186; Southlake Center in Vernon Hills,
V130, (847) 543-6501

Disclaimer:
The schedule, policies, procedures, and assignments in this course are subject to change in the event of
extenuating circumstances, by mutual agreement, and/or to facilitate student learning per my discretion as an
instructor.
This syllabus does not constitute a guarantee or contractual agreement that students will achieve the stated
learning outcomes. Students must do their part as learners to achieve the outcomes.

Outline of Class Sessions*

*Depending on scheduling and topics covered, the instructor reserves the right to assign supplemental materials and to adjust this
syllabus, including due dates, as needed. Sufficient notification will be provided in the case of changes.

NOTES: CBRP stands for community-based research project throughout the schedule below. Assessment activities that count
toward students grades will be listed in bold and noted as GRADED assignments.

Date Class Topic Outcome Learning Activities Assessment

Activities
Week 1: Learning about Readings Due: Ch. 1,
1/18 our class 4-5.
Overview of
research methods Class demographics

Students will describe Your community at

distinctions between and the community
appropriate applications of six college (in-class
research methods (surveys, writing/sharing)
interviews, focus groups,
observation, document/ Syllabus scavenger
primary source analysis, hunt
evaluations)
Brief lecture on
research methods

CBRP description and

assignments
Week 2: Quantitative Readings Due: Ch. 8-
1/25 methods 9

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Example-based
lecture

Mock consulting
experience practice
Week 3: Qualitative Readings Due: Ch. Quiz on
2/1 methods 10-12 distinctions
between and
Example-based application of
lecture research methods
(GRADED)
Mock consulting
experience practice
Week 4: Research Readings Due: Revisit CBRP Community
2/8 questions/issues Ch. 4-5 organization/
business
Students will analyze the representative
needs or questions of a CBRP - Meeting with initial assessment
community organization or community (using rubric 4)
business to inform research organization/business
questions, method, design and representative
Week 5: Questions in analysis Readings Due: Ch. 2
2/15 context /
Literature review Our community
and theoretical context: the whole
framework class will work
together to construct
a demographic
profile of Lake County

CBRP Begin
formulating
questions
Week 6: Linking method to Students will apply Readings Due: Ch. 3 CBRP research
2/22 question appropriate research method questions due
to fit a research question or CBRP Research
problem. method discussions & CBRP Community
class feedback organization/
business
CBRP 2nd meeting representative
with community second assessment
organization/ (using rubric 4)
business
representative about
research
questions/method

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Week 7: Sampling Readings Due: Ch. 7

3/1 protocols
CBRP - Develop
sampling protocols
Week 8: Research logistics Readings Due: None CBRP - Sampling
3/8 this week protocols due
Students will effectively
integrate at least one research CBRP - Proposal CBRP - Proposal
method in detail into a real- presentations presentations due
world, community-based (feedback using
research project CBRP - logistics rubric 1)
consultations w/ me
Week 9: Data generation Readings Due: Revisit Research Proposal
3/15 Ch. 8-12 (the chapter due on 3/17
for the method (GRADED see
youre using) rubric 1)

Develop and pilot

test data generation
protocols
Week 10: Spring Break
3/22
Week 11: Data generation Readings Due: Revisit
3/29 Ch. 8-12 (the chapter
for the method
youre using)

CBRP planning/
conducting field work
Week 12: Data generation Readings Due: None
4/5 this week

CBRP planning/
conducting field work
Week 13: Data generation Readings Due: Ch. 13
4/12 contd / putting CBRP - computer lab
data into an time for coding,
analyzable format transcribing,
preparing data
Week 14: Data analysis Readings Due: Ch. 14 Peer feedback
4/19
CBRP workshop
analysis plan and
obtain peer feedback
Week 15: Data analysis Students will communicate the Readings Due: Ch.
4/26 contd and value of applied research to 15-16

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researcher bias & informing community CBRP - computer lab

limitations organizations and businesses time for data analysis

Students will identify their In-class reflection

own positions and biases in writing about CBRP
conducting research by so far
practicing reflexivity
Week 16: Reporting findings Students will communicate the Readings Due: Ch. 17 CBRP final
5/3 value of applied research to presentations
informing community CBRP final (peer and
organizations and businesses presentations instructor
feedback rubric
Students will reflect on Evaluation of 2)
challenges and successes potential future
faced when applying research CBRPs (using rubric 5) Evaluation of
methods to inform intellectual potential future
and practical interests or CBRPs (using
problems rubric 5)

CBRP Community
organization/
business
representative
final assessment
(using rubric 4)
Week 17: Finals week: Final Students will communicate the CBRP Final
5/10 CBRP report and value of applied research to Report Due
reflection paper informing community (GRADED see
due organizations and businesses rubric 2)

Students will identify their Reflection Paper

own positions and biases in Due (GRADED
conducting research by see rubric 3)
practicing reflexivity

Students will reflect on

challenges and successes
faced when applying research
methods to inform intellectual
and practical interests or
problems

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Rubric 1: Research Proposal Presentation and Paper Rubric (used by instructor and students to evaluate presentation, and instructor for
written proposal) ***Additional content-specific outcomes will be added depending on the research methods proposed

Learning Outcome Beginning Developing Proficient Advanced

Application: Students will
identify and apply
appropriate research
method to fit a research
question or problem
Integration: Students will
effectively integrate at
least one research method
in detail into a real-world,
community-based research
project
Human dimension
(learning about others):
Students will analyze the
needs or questions of a
community organization or
business to inform
research questions,
method, design and
analysis
No method was identified or
applied to the example, or the
method selected is
incompatible with the
research question or problem
A research method is not
integrated into the
community-based research
project; methodological
choices for the project are
unclear, and the research
steps do not follow one of the
six logical research
methodologies studied in the
course
Students did not listen
carefully to the needs and
questions of the community
organization/business and
proposed research questions,
methods, design, and analysis
that would not meet the
organizations needs or did
not propose any research
questions, methods, design
and analysis
A method was identified and
applied to a given example, but
was not the best fit for the
research question or problem;
the method is still appropriate,
although not ideal
A research method is partially
integrated into the community-
based research project; the
methodology might not have
been accurately followed in the
research steps, or might be
missing from 3 or more steps
Students listened to the needs
and questions of the
community
organization/business and
proposed research questions,
methods, design, and analysis
that partially met the
organizations needs or only
met some of the organizations
research needs
Appropriate methods were
identified and applied to a
given example
A research method is
integrated into the
community-based research
project; some features of
the method are not well
integrated into a 1 or 2
steps of the research
process
Students listened to the
needs and questions of the
community
organization/business and
proposed research
questions, methods, design,
and analysis that suited the
organizations needs needs very well; students
communicated rationale for
Appropriate methods were
identified and applied to a
given example, with clear
rationale for the choice in
method
A research method is fully and
thoroughly integrated
throughout the community-
based research project, in all
research steps, from initial
research question through
analysis and reporting findings
Students listened attentively
to the needs and questions of
the community
organization/business and
proposed research questions,
methods, design, and analysis
that suited the organizations
choices to the community
organization/business partner

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Rubric 2: Final Research Report Presentation/Written Report (used by instructor and students to evaluate presentation, in instructor for
written report) ***Additional content-specific outcomes will be added depending on the research methods/analyses used
Learning Outcome Beginning
Application: Students No method was identified or
will identify and apply applied to the example, or
appropriate research the method selected is
method to fit a research incompatible with the
question or problem research question or
problem
Integration: Students A research method is not
will effectively integrated into the
integrate at least one community-based research
research method in project; methodological
detail into a real-world, choices for the project are
community-based unclear, and the research
research project steps do not follow a logical
method
Human dimension Students did not listen
(learning about others): carefully to the needs and
Students will analyze questions of the community
the needs or questions organization/business and
of a community proposed research
organization or questions, methods, design,
business to inform and analysis that would not
research questions, meet the organizations
method, design and needs or did not propose
analysis any research questions,
methods, design and
analysis
Caring: Students will Students do not
communicate the value communicate the value of
of applied research to applied research to the local
informing community community and do not use
organizations and examples from their
businesses community-based research
project
Developing
A method was identified and
applied to a given example,
but was not the best fit for
the research question or
problem; the method is still
appropriate, although not
ideal
A research method is
partially integrated into the
community-based research
project; the methodology
might not have been
accurately followed in the
research steps, or might be
missing from 3 or more steps
Students listened to the
needs and questions of the
community
organization/business and
proposed research
questions, methods, design,
and analysis that partially
met the organizations needs
or only met some of the
organizations research
needs
Students attempt to
communicate value of
applied research to the local
community, but are unclear
and/or are missing or have
unclear examples from their
community-based research
project to support their
statements
Proficient
Appropriate methods were
identified and applied to a
given example
A research method is
integrated into the
community-based research
project; some features of the
method are not well
integrated into a 1 or 2 steps
of the research process
Students listened to the
needs and questions of the
community
organization/business and
proposed research
questions, methods, design,
and analysis that suited the
organizations needs
Students communicate the
value of applied research to
informing decisions of local
community organizations or
businesses;
Students support their
statements about value with
at least one example from
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ELPS 430
Advanced
Appropriate methods were
identified and applied to a
given example, with clear
rationale for the choice in
method
A research method is fully and
thoroughly integrated
throughout the community-
based research project, in all
research steps, from initial
research question through
analysis and reporting findings
Students listened attentively to
the needs and questions of the
community
organization/business and
proposed research questions,
methods, design, and analysis
that suited the organizations
needs very well; students
communicated rationale for
choices to the community
organization/business partner
Students clearly communicate
the value and implications of
applied research to informing
decisions of local community
organizations or businesses
Students thoroughly support
their statements about value
with key examples from their
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their own community-based own community-based
research project research project
Rubric 3: Reflection Paper (to be used by instructor)

Learning Outcome Beginning Developing Proficient Advanced

Learning how to learn: The student does not reflect The student reflects on The student reflects on both The student thoughtfully
Students will reflect on on challenges and successes either challenges or challenges and successes reflects on both challenges
challenges and encountered during the successes encountered encountered during the and successes encountered
successes faced when community-based research during the community-based community-based research during the community-based
applying research project, or focuses minimally research project; or only project research project;
methods to inform on only challenges or only minimally reflects on some The student considers how
intellectual and successes successes and challenges research methods can be
practical interests or used in the future
problems

Caring: Students will Students do not Students attempt to Students communicate the Students clearly
communicate the value communicate the value of communicate value of value of applied research to communicate the value and
of applied research to applied research to the local applied research to the local informing decisions of local implications of applied
informing community community and do not use community, but are unclear community organizations or research to informing
organizations and examples from their and/or are missing or have businesses; decisions of local community
businesses community-based research unclear examples from their Students support their organizations or businesses
project community-based research statements about value with Students thoroughly support
project to support their at least one example from their statements about value
statements their own community-based with key examples from
research project their own community-based
research project
Human dimension Student does not identify Student identifies his/her Student identifies and Student thoughtfully
(learning about self): his/her own position and own position and biases, but reflects on his/her own identifies and reflects on
Students will identify biases and does not consider does not consider how these position and biases, and his/her own position and
their own positions and how these factors influenced factors influenced the considers how these factors biases, and carefully
biases in conducting the community-based community-based research influenced the community- considers how these factors
research by practicing research project project; based research project; influenced the community-
reflexivity Few or no examples are be Some examples may be used based research project;
used to support ideas to support ideas Specific examples from the
project are used to support
ideas

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Rubric 4: Community Partner Rubric (used by community organization/business partner representative at beginning, middle, and end of the
project)
Learning Outcome Beginning
Human dimension Students did not listen
(learning about others): carefully to the needs and
Students will analyze questions of the community
the needs or questions organization/business and
of a community proposed research
organization or questions, methods, design,
business to inform and analysis that would not
research questions, meet the organizations
method, design and needs or did not propose
analysis any research questions,
methods, design and
analysis
Caring: Students will Students do not
communicate the value communicate the value of
of applied research to applied research to the local
informing community community and do not use
organizations and examples from their
businesses community-based research
project
Developing
Students listened to the
needs and questions of the
community
organization/business and
proposed research
questions, methods, design,
and analysis that partially
met the organizations needs
or only met some of the
organizations research
needs
Students attempt to
communicate value of
applied research to the local
community, but are unclear
and/or are missing or have
unclear examples from their
community-based research
project to support their
statements
Proficient
Students listened to the
needs and questions of the
community
organization/business and
proposed research
questions, methods, design,
and analysis that suited the
organizations needs organizations needs very
communicated rationale for
Students communicate the
value of applied research to
informing decisions of local
community organizations or
businesses;
Students support their
statements about value with
at least one example from
their own community-based
research project
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Advanced
Students listened attentively
to the needs and questions
of the community
organization/business and
proposed research
questions, methods, design,
and analysis that suited the
well; students
choices to the community
organization/business
partner
Students clearly
communicate the value and
implications of applied
research to informing
decisions of local community
organizations or businesses
Students thoroughly support
their statements about value
with key examples from
their own community-based
research project
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Rubric 5: Future project feasibility (used by students to evaluate potential future community-based research projects)
Dimension Not a good fit
Ability to apply a Very unclear case for the
research method in application of a research
depth method;
Too narrow or too broad of a
focus to apply a project from
this course
Connection to the The organization/business
community has a connection to the local
community, but it is unclear,
or the research would not
serve as a value-add to the
community
organization/business
Good fit
Provides a case for the
application of a research
method to solve a problem
or question;
Question or problem might
be somewhat vague
The organization/business
has clear connection to the
local community and clear
benefits to the
organization/business could
be gained from a research
project
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Excellent fit Notes
Provides a clear case for the
application of a research
method to solve a bounded
problem or question
The organization/business
has very clear connections
and commitment to the local
community;
A research project would be
highly beneficial to the
organization/business
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II. Syllabus Description

For the experience of creating a syllabus, I chose to focus on a course in social science research

methods. The syllabus I created is based on a course that does not currently exist at the College of Lake County

(where I work), but that I someday dream of teaching. To construct the syllabus, I worked to integrate ideas

from Fink (2003), Nilson (2010), Bransford, et.al. (1999), and Keeling (2004 and 2006). Through my framework

and approach to the syllabus, the construction of course outcomes, the development of assessment and

learning activities, and the inclusion of other important syllabus content, I referred to the literature in order to

create a structure for a significant learning experience.

First, I approached the idea for the course and the framework for the syllabus with a few of the lessons

from Bransford, et.al. (1999) about how people learn. Of particular salience to me, and research methods

courses (in my opinion), is the notion of disconnected facts lacking organization into a body of knowledge. To

provide students with a better sense of how facts and knowledge from this course would be purposefully

constructed, I used Nilsons (2010) suggestion of visual elements in the syllabus to depict learning outcomes, as

well as a map of course topics in relation to the key assessment and learning activity in the course, a community-

based research project (see page 3). As a course at a community college, I knew that I wanted to pay special

attention to a community-centered learning environment (Bransford, et.al., 1999) by engaging students in the

local Lake County community, while still attending to learners, knowledge, and assessment in the course. As

Bransford, et.al. (1999) note, the transfer of knowledge occurs better in active, dynamic processes rather than

passive experiences, and that many courses lack conditionalized knowledge where students learn when, where,

and why to use the facts and knowledge learned. Given these key points, I constructed much of the course with

the idea of a community-based research project in mind (see page 4); this idea was solidified as I went through

Finks guided approach to course design beginning with course outcomes.

Although I had some notions about a visual framework and some vague ideas about a community-based

research project to serve as a main assessment and learning activity, I began the process of constructing the

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syllabus following Finks (2003) Integrated Course Design model. I first considered my overall dream for the

course, which was that students would reflect on how they can use research methods to inform and improve

their communities. I considered the situational factors that would be important to this course. Given my

familiarity with the student body of College of Lake County (CLC), I know that we have a fairly diverse student

population who primarily reside in Lake County, and are fairly representative of county residents in terms of

demographics. From my prior teaching experience at CLC, the students have a fair knowledge of the Lake County

communities, among which there is a good amount of diversity in terms of socio-economic status of residents.

The course seeks to address these situational factors primarily by leveraging students existing knowledge and

experiences in their own community. As explained in Learning Reconsidered (Keeling, 2004), transformative

education can be achieved by incorporating students own experiences through academic and developmental

activities. In my course, students engage in a community-based research project where I would partner groups

of students with a local community organization or business for which the students will complete a mini

research project. The project acts as both an experiential learning opportunity and, hopefully, a personal

development experience where students can see their impact on their community. Although I approached the

syllabus and course design with these situational factors in mind, some of the situational factors would be

unique to the students who enroll in the course. Thus, I planned a few learning activities to help uncover these

situational factors. During the first class meeting, I would discuss with the class some of the college-wide

demographics, and we would discuss how representative our class is of those demographics. I would also have

students write a brief reflection on their own local community and how they see it represented (or not

represented) at CLC; a brief discussion would follow this activity as well. While students worked on a guided set

of questions about the syllabus (syllabus scavenger hunt), per a suggestion from Nilson (2010) on encouraging

syllabus reading, I would review students specific situational factors to inform decisions about assigning

students to research teams and community-based research projects. Prior to the class beginning, I would have

identified a set of 4-5 community projects to work on during the semester (I would do this through research

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projects already being considered by the college itself or by requesting project ideas from partner organizations

that serve on advisory councils around the college). As much as possible, I would try to match students to

projects and teams that aligned with their community experiences, to help draw connections between their own

lives and the project for class. Situational factors would be revisited in week five of the course, when the class

would work collaboratively to construct a demographic profile of Lake County that could be used to inform the

description of the context for their research proposal.

I next focused on the learning outcomes I wanted students to achieve. Using Finks (2003) taxonomy, I

developed a learning outcome of each type that Fink identifies. I also organized these outcomes into the three

broad categories Nilson (2010) describes: foundational, mediating, and ultimate outcomes. Using a visual per

Nilsons (2010) suggestion, I depicted how the outcomes build from foundational to mediating, and finally,

ultimate outcomes. Although Finks (2003) model is not necessarily hierarchical, I did not intend the visual

representation or categorization of the outcomes as foundational/mediating/ultimate to indicate a hierarchical

relationship, but rather just a depiction of how the outcomes are related and build toward some end goals. In

my case, I found Finks (2003) foundational knowledge and application categories to fit well as foundational

outcomes; students would need to distinguish research methods and apply them to a given problem. Then,

students could advance to mediating outcomes, which ask students to integrate a specific outcome in detail and

learn about how research method decisions are informed by a client or partner. These outcomes require

students to integrate the course content into a real-world experience (the community-based research project),

and to learn about others by analyzing the needs of their community organization/business partner for whom

they are completing the community-based research project. While defining the integration outcome, I recalled

that Bransford, et.al. (1999) suggested in-depth focus on a limited topic rather than shallower understanding

through breadth of topics covered; I applied this notion directly in the learning outcome by focusing students on

the integration of one method. Practically in the course of a semester, this is much more reasonable, but I think

it also serves to align the outcome with the way students would actually have a lasting learning experience.

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Finally, students can achieve the ultimate outcomes through reflection of their role as a researcher, the value of

research in their community, and the complexities of applying research to inform problems; these ultimate

outcomes connect to Finks (2003) concepts of learning how to learn, caring, and learning about oneself. In this

way, students are expected to achieve all seven types of outcomes in Finks (2003) taxonomy, in a structured,

scaffolded approach. In writing the learning outcomes, I tried to follow a model to use strong action verbs and

clear, measurable statements (Nilson, 2010).

Next, I charted the assessment activities that would correspond to the learning outcomes. My goal in

this step was to align each learning outcome with educative, and appropriate assessment activities. The

assessment activities fall into four broad categories: in-class participation, a quiz, the community-based research

project, and a reflection paper. I modified Finks (2003) three-column table into a weekly schedule in my

syllabus. I did this to document the learning outcome focus for each week, as well as the corresponding

assessment and learning activities. Although only certain outcomes are listed each week, in reality, I would

expect multiple outcomes to be addressed in certain weeks; the ones listed are simply the primary focus. The

in-class participation functions as an assessment tool because it will allow me as an instructor to witness

students foundational knowledge and ability to distinguish and apply research methods. Many of the in-class

discussions will relate to their work on their assigned community-based research project; by sharing their

experiences related to the topic for the week in small-group and full-class discussions, I expect to assess

especially foundational knowledge and perhaps observe the mediating outcomes listed for this course as well.

The quiz during week three will provide a key measurement for the foundational knowledge about research

methods. Although this will be more of a backward-looking approach in that it will tests students knowledge of

concepts already presented in class, I felt that the multiple-choice quiz fit the foundational knowledge outcome

(Fink, 2003) and that the key content knowledge was still important (Nilson, 2010). Still, I planned the quiz early

in the semester with the expectation that students would build off of the content knowledge in future

integration of the concepts for the community-based research project. The community-based research project

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(abbreviated in the syllabus as CBRP) serves as another key assessment activity. The project has several smaller

steps with the intention of creating educative assessment that is forward-looking, applies rubrics, and provides

opportunities for self-assessment and fidelity feedback as described by Fink (2003). The project is forward-

looking in that it asks students to integrate course content about research methods in a new way, into a real-

world, community-based research project as they move through each week of the course. Instead of simply

recalling content already delivered through lecture or readings, or performing an exercise related to the content

(Fink, 2003), the students will problem-solve and demonstrate to me, via the elements of the project, that they

are prepared to utilize research methods in their community (and build toward the ultimate outcomes for this

course). The community-based research project assessment activities also pay special attention to fidelity

feedback. Through several, ungraded intermediary steps, students will share their work within their research

teams, with their community partners, with the larger class, and with me as they build up to graded

assignments. Each week, there are opportunities to workshop or gain immediate feedback on their project. For

example, using a rubric, the community partners will assess research teams three times throughout the course,

responding to students initial analysis of a research question, their methodological approach, and final project

report. Likewise, students will provide feedback in class to one another through class discussions; teams will

discuss their work on the community-based research project each week with the intention of getting immediate,

lovingly-delivered feedback (by fellow students experiencing the same learning process), based on specific

criteria (by using rubrics) (Fink, 2003). Considering Bransford, et.al. (1999), I hope the numerous, non-graded

formative assessment activities will make students learning visible and support achievement of outcomes in

graded assessments. The non-graded assessment activities build to a graded research proposal in week nine; in

the week prior, students will present their proposal in class and receive immediate feedback from students

before needing to finalize their graded assignment. The same structure is present for the final report. Finally, a

reflection paper would assess students learning how to learn, learning about oneself, and caring outcomes. The

reflection paper is an individual assignment completed by each student, but referencing their work in the

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community-based research project. The assignment would serve as a reflection on their research experience,

challenges and successes they had, how their research benefitted their community, and how their own position,

biases, or characteristics might have affected the research. I encourage students to maintain a journal

throughout their project to both help construct this final reflection and to promote the contemplative learning

Rendon (2008) recommends.

After developing the assessment activities, I considered the complimentary learning activities. Several

of the learning activities overlap with the assessment activities, but there are other learning activities that will

not necessarily serve to assess or measure student learning, but rather simply facilitate it. The learning activities

include all three types of learning experiences in Finks (2003) holistic active learning model. Students will

receive information primarily through assigned readings as well as some lecture particularly at the beginning of

the semester as concepts are introduced. I plan to use example-based lectures when possible, to draw on

case studies or stories from my own experience as a researcher in order to provide richer, more active learning

experiences (Fink, 2003). The majority of the course focuses on experiential learning through simulated

activities like mock consulting practice where students would recommend a research method based on a

hypothetical example provided to them (weeks 2-3), as well as the semester-long community-based research

project that requires students to directly apply learning in an authentic environment. Finally, I expect reflective

thinking to occur through in-class writing activities (such as students writing about their community in week one,

or reflecting on their position in their research project in week fifteen). The final reflection paper is more of an

assessment than a learning activity, but certainly requires the student to reflect on their experience.

Additionally, in week sixteen, I will ask students to use a rubric to evaluate potential projects for the next class;

the students would be provided with general descriptions of projects for community organizations/businesses

that I am considering for the next semester. This activity also asks the students to reflect on their learning and

consider how well potential projects could fit into a research project and how well each would add value in the

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community (based on a rubric). It serves both to provide feedback to me as an instructor, but also as a

demonstration of students learning.

Finally, the syllabus includes several key components that Nilson (2010) suggested. The course

description, in addition to the visual maps of learning outcomes and course content all serve to help orient

students to the nature of the course, the learning I expect to occur, and the way the elements of the course are

intentionally organized into a larger picture. Specific details about the graded assessment activities, along with

grading criteria are also provided per Nilsons (2010) suggestion. Likewise, administrative elements, like

classroom policies, college services, and a legal statement are included.

III. Reflection

Overall, I found the process of creating this syllabus to be an excellent learning experience. It challenged

me to apply the concepts from class as well as think through my curricular choices more carefully than I had in

prior experiences creating syllabi. My experiences thinking about content, outcomes, and learning activities

especially highlight the tasks I found more or less challenging.

Detailing the content of the course was both easy and challenging for me as I developed the syllabus.

On one hand, I knew exactly the type of content I wanted to cover. As a doctoral student in a research

methodology program, and a practitioner of institutional research, I feel very comfortable with the content. I

had a very clear notion in my head when I selected the course topic of the material I would want to cover

including the types of research methods and the steps to conduct a research project. Where I struggled (and

probably where many content-expert instructors struggle) was structuring the content in a meaningful and

intentional way to facilitate learning as the authors we have read for class describe. In many research methods

classes, the class is organized around exploring each method and spending one week on each one, without a lot

of depth. Given the Bransford, et.al. (1999) reading, and Finks (2003) discussion of active learning, that

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approach to content delivery did not seem like it would produce significant learning experiences. Especially

difficult for me, was letting go of the idea that students would have exposure to all six common social science

research methods; instead, I took the suggestion in Bransford et.al. (1999) to focus students on at least one

method in depth, rather than a cursory understanding of all six methods. I would still introduce the six methods,

but students would gain a deep understanding of one method in particular through their research project.

Ideally, each research team would select different methods, and in this way the students would gain some

detailed knowledge of various methods through class discussions and peer feedback. Although it was difficult, I

am ultimately very happy with the organization I put to the content of the course and I think it flows much

better with an active learning model where students are actually doing the steps of research to learn about it,

rather than never carrying out the steps and just passively receiving information about all methods.

The development of learning outcomes was also a mixed experience for me. I have worked on student

learning outcomes as an instructor as well as in a consulting role for other instructors looking to define

measurable outcomes. Given my background, I felt relatively comfortable writing outcomes, and utilizing the

formula provided in class. What I found more challenging about this task was stepping back from the learning

and assessment activities I wanted to include in the course. I liked the idea of the community-based research

project before I began writing outcomes, but this was not the ideal place to start given Finks (2003) model. So, I

did take a step back to define the outcomes and then revisit whether or not the community-based research

project still fit as a tool for measuring and facilitating the learning I wanted students to achieve. What I

discovered was that it did fit some of the outcomes, but that I needed additional assessment activities and some

modifications. For example, I hadnt thought about how I would assess students caring about the value of

research to informing community organizations and businesses; so, I included this as an element of students

final project presentations and reports. I also included an assessment by the community partner agencies so

that students could see how well their work was aligning with their partner organizations needs and

expectations.

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Finally, I probably struggled the most with the learning activities. Part of my struggle was (and still is)

distinguishing assessment activities from learning activities. Although I know they can sometimes be the same, I

tried to include some learning activities that did not serve as assessment activities. My other challenge was

escaping my traditional frame of mind for class time. I found myself frequently questioning whether the work of

completing a whole community-based research project was too ambitious for an undergraduate, one-semester

course. However, my underlying assumption was that most of the work would be occurring outside of the

classroom because class time would need to be set aside for lecture. Although some outside work would

certainly be required, I forced myself to move away from lecture and instead dedicate most of the class time to

work and discussion on the community-based research projects. For example, instead of hearing about

sampling protocols or data gathering protocols via a lecture and then trying to create them outside of class, I

would instead have students construct sampling protocols and data gathering protocols in class in their research

teams. They should come to the class having read the background material that would help them in this task.

Then, within the same class, we would workshop these protocols, so that students could pilot test survey or

interview questions, for example, and gather immediate feedback. While changing my assumptions was

challenging and a little frightening because Im relying heavily on active participation of students, I do think it

provides a richer learning experience.

I feel like I have learned a lot through this process. First and foremost, I learned that this type of

curriculum building takes a significant amount of time and thought, but rightfully so in order to create significant

learning. It certainly is challenging to design a course in this way, but also seems hugely beneficial to students.

As I worked through the syllabus, I thought about my own experiences working on applied research projects and

how well that work has facilitated my learning; despite the challenges in set-up, I think it is well worth the work.

I think it is also important to remember that in this model (and particularly in my case where Im leveraging

authentic community-based research projects that I would have to identify) the design work does not simply

end once you have a syllabus. The nature of educative assessment, active learning, and assessment of your own

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design necessitates ongoing considerations for helping students learn. I found that visuals in the syllabus are

very helpful for me as an instructor (in addition to students) because it forced me to carefully think through the

course organization and structure. I also found that the concepts from the various readings were

complementary and provided a good foundation for constructing the syllabus. Finally, I think that this type of

model might be more difficult to achieve in an already existing course were I would have less latitude to change

content and structure. Given that I used a fictional course, I had full control of the content and structure.

However, I know that is not true for other courses offered by CLC. I think it is certainly possible, and worth

pursuing this type of curriculum, but also more challenging given institutional and structural restraints. Despite

challenges, I do hope to integrate these concepts into future courses I teach or in my work consulting with

faculty on their courses.

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References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People Learn: Brain, Mind, Experience, and
School. Washington, DC: National Academy Press.

Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to developing college
courses. San Francisco: Jossey-Bass.

Keeling, R.P. (Ed.). (2004). Learning reconsidered: A campus-wide focus on the student experience. National
Association for Student Personnel Administrators & American College Personnel Association:
Washington, DC.

Keeling, R.P. (Ed.). (2006). Learning reconsidered 2: Implementing a campus-wide focus on the student
experience. ACPA, ACUHO-I, ACUI, NACA, NACADA, NASPA, & NIRSA: Washington, DC.

Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. San Francisco, CA:
Jossey-Bass.

Rendn, L.I. (2008) Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice, and
Liberation. Sterling, VA: Stylus Publishing.

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