Research Methods for Natural Resources
FOR 796 Section 004/FOR 695 Fall 2001
MWF 9:35, 111 Marshall 3 Credits
Valerie A. Luzadis, 307 Bray Hall, 470-6693, vluzadis@mailbox.syr.edu
Office Hours - Monday and Wednesday 10:30 - noon; I prefer appointments.
Description
This course is for M.S. and Ph.D. students -- both first semester and continuing students, and is especially appropriate for Forestry, Ecology and Biology, and Environmental Science students. It introduces the research process and some of the tools used in the scientific inquiry of natural resources, with specific emphasis on proposal development and writing. For students with previous research experience, the course offers a structured opportunity for proposal writing (or initial thesis chapter writing), experience with critiques, and further exploration of research design and methods.
The key learning objectives for the course are:
1. To prepare you to write a successful research proposal by facilitating learning to do the following: a. identify researchable questions of interest to them and the discipline
b. prepare an effective literature review
c. identify feasible research objectives and hypotheses d. identify appropriate methods
e. identify an appropriate analysis plan
f. successfully communicate ideas orally and in writing.
2. To facilitate your development of effective critique of literature and research proposals through:
a. identification of appropriate theories and practices
b. identification of assumptions
3. To provide you with the opportunity to experience the research world through:
a. conceiving and producing a strong proposal
b. constructively critiquing literature and proposals
c. reading and discussions of their observations and experiences in scientific research
Structure
This course is organized as a 3 credit seminar requiring participation in class discussion and leadership of a portion of these discussions. The main emphasis for the course is to facilitate your understanding of the scientific method, increase your awareness of research designs and methods common to natural resources research (both social and biophysical), and improve your ability to draft a good research proposal. In addition, you will be required to read extensively in your research area. The idea is to compile and share as much information on the research process and methods as possible to provide all participants with a set of resources that will be useful, hopefully invaluable, for your future research efforts.
The primary requirements for the course are listed below and provide the basis for evaluation.
1) Respectful, constructive participation in class discussions
2) Reading and comprehending assigned materials
3) Thinking critically and writing a research journal
4) Leadership of a portion of class discussions
5) Reading and abstracting at least two research papers a week in your areas of interest
6) Development of a research proposal
7) Review of others' proposals
8) Oral presentation of your proposal
Requirements and Performance Criteria
Class Participation
Much of the learning process will take place through guided discovery discussions during the class meeting times. Therefore, attendance and active participation is required. We will operate using a “barn- raising” approach in which we all work together to explore questions and answers to help each other to build ideas. You will receive a copy of a “Seminaring Letter” by Michael Kahn, in which he describes various approaches to seminars. (Thanks to Jim Palmer for this letter.) We will follow the basic rules of civil discourse using the principles of respect, trust, and active listening.
The performance criteria for this requirement are regular attendance and active, constructive participation in class.
Required Reading
Creswell, J.W. 1994. Research design: qualitative & quantitative approaches. Sage Publications: Thousand Oaks, CA. (Available at the Orange Student Bookstore for purchase.)
Pedhazur, Elazar J. and Liora Pedhazur Schmelkin. 1991. Measurement, design, and analysis: an integrated approach. Lawrence Erlbaum Associates, Publishers: Hillsdae, NJ. (On reserve at Moon Library. Listed as recommended, and available for purchase at the Orange Student Bookstore.)
Other readings will be assigned in class and will be on reserve at Moon Library, handed out in class, or associated with your own research. The reading due for each day in class is listed on the course schedule. Class discussions will build on the readings, not introduce them, so it is essential to your learning process that you complete readings prior to the due date.
The performance criteria for this requirement is completion and understanding of the reading and will be indicated by your active, knowledgeable participation in class discussions as well as in the development and writing of your research proposal.
Critical Thinking
Successful, effective research requires critical thinking. This encompasses applying knowledge, modeling, reasoning, analyzing, synthesizing, and being creative. It necessitates being open minded, inquiring and following through to another level of understanding. It involves questioning assumptions, challenging the status quo and making new assumptions to help formulate innovative and improved ideas of how the world works. Throughout this course, you will be challenged to improve your critical thinking skills. I strongly suggest that you keep a research journal, to track your thinking on research ideas as you read and work on your proposal. Research journal usually include new ideas, concepts and ways of thinking, references to literature, and important contacts. Guidelines for keeping a research journal are attached in a separate handout.
The performance criteria for this requirement are: 1) to improve your level of critical thinking throughout the semester; 2) to reflect this growth in your contributions to class, your research proposal, and your research journal.
Seminar Leadership
You will be required to lead one class on a method or design of your choice. Full information on this assignment will be discussed in class. The primary responsibility will be for the identification and development of the materials for the class, and in leadership of the in-class discussion of the topic. The purpose of these classes is to familiarize everyone with the method or design and its use in natural resources research.
The performance criteria for this requirement are: 1) select appropriate reading choices for the class in a timely fashion; 2) preparation and implementation of a successful class discussion on your topic; 3) an informative, easy-to-understand annotated bibliography of basic references on the method you have chosen. Further information on these criteria will be handed out in class.
Literature Reading and Reviews
You are required to read at least two research papers per week (a total of 24 for the semester), and to write a summary of each. The summary should follow the style Creswell suggests in Chapter 2, or something similar. For beginning researchers, reading journal papers is an excellent way to familiarize yourself with the scope of research topics in your area of interest. In addition, reading peer-reviewed papers will also show you the current methods and analyses being used in your field. Advanced graduate students may complete summaries of papers read prior to this semester, however the more you read, the more successful you’ll likely be in your research efforts. You may turn in the summaries each week, but at least half must be turned in by October 15 to receive full credit for this requirement. The second half of your summaries will be due December 5.
I also suggest that you read a book that exemplifies the scientific process or world of science in some way. You will receive a handout listing some examples of such books. At the end of the semester we will discuss the culture of science, and share reviews of related books and articles.
The performance criteria are: 1) timely completion of the reviews; 2) reviews are of appropriate literature; and 3) reviews are well-written and follow general guidelines for style and content.
Research Proposal Development
You are required to write a feasible research proposal by the end of the semester. We will work through the various steps in proposal development and writing, with assessments of each section as it is developed. A separate handout gives a suggested outline. The due dates for each section are listed in the course schedule with the first full draft due on November 2, and the final proposal due on November 30.
Performance criteria include timely and thoughtful completion of each step in the process as indicated in class and in the schedule, strong writing skills, improvement of the proposal over the course of the semester, and the completion of a feasible research proposal.
Reviewing and Assessing Proposals
In addition to writing a proposal, you will have the opportunity to review proposals of others in the class and the benefit of receiving peer-student reviews of your own work. You are required to provide assessments of three proposals of other classmates, two different times (at the times the first and final drafts are due).
The performance criteria for this requirement are timely completion of reviews as per the course schedule, thorough reviews of the proposals with appropriate, constructive comments to help improve it.
Oral Presentations
You will be required to make a 15 minute presentation of your proposal, followed by 5 minutes of questions by the class. This is a formal presentation, simulating a conference. These sessions will be announced and made open to the college community.
The performance criteria for the presentations are: 1) adequate preparation; 2) effective delivery of material; 3) appropriate content to reflect proposal to a broad audience in the time allowed; 4) effective use of audio-visual aids, if any; and 5) effective response to questions from the audience.
Evaluation
Your grade will be based upon your performance as outlined above and further clarified in class. The grade will be composed as follows:
Research Proposal - 40% (20% for final proposal, 20% for the steps)
Literature Reviews - 25%
Seminar Leadership - 15%
Oral Presentations - 10%
Proposal Assessments - 10%