POL3223: Contemporary Political Methodologies
Professor: Susan Haynes, PhD Contact Information:
[email protected]; 865.414.4959 Office Hours: M, W, F, 3:00-4:00 and by appointment Class Times: M, W, F 2:00-2:50
Introduction:
You’ve probably heard it said that people died younger in earlier times. This statement is often used to explain why people are marrying later, having children later, and so on. Forgetting for a moment the semantic underspecifity of the timeframe, this axiom seems flawed in another way: It equates average life expectancy with maximum human lifespan. While high infant mortality rates did, in fact, lower the average life expectancy rate prior to advanced prenatal care, the maximum lifespan of homo sapiens has been relatively constant for thousands of years. Besides debunking the “wisdom” that earlier generations died at a younger age, this parable also serves to highlight the utility of scrupulously assessing the data behind the “facts.” And there’s no shortage of facts in politics. Whether you are listening to a political debate, watching nightly news, or reading an online blog, it is important that you critically assess the information you consume. This course will give you the tools to do just that. We’ll start out with research basics and move on to examine the methods available to study political phenomena. After assessing data collection, we’ll dive into data analysis – providing you the opportunity to learn first-hand how to derive meaningful conclusions from quantitative data. Course Texts: In our exploration, we‟ll use the following texts to guide us: 1. Janet Buttolph Johnson and H.T. Reynolds. (2012). Political Science Research Methods. Washington, DC: SAGE Publications. ISBN: 978-1-60871-689-0 2. Neil J. Salkind. Excel Statistics: A Quick Guide, 3rd ed. (2016). Thousand Oaks, CA: SAGE Publications, Inc. ISBN: 978-1452257921 3. Sally Caldwell. Unplugged Statistics, 4th ed. (2015). Belmont, CA: Wadsworth, Cengage Learning. ISBN: 978-0840029430 4. Recommended: Charles Wheelan. (2013). Naked Statistics: Stripping the Dread from the
Data. New York: W.W. Norton & Company, Inc. ISBN: 978-0-393-07195-5
Promise: By the end of the course, you will understand how to conduct research on a topic that interests you and write a well-organized literature review. You will be able to ask questions that lend themselves to scientific study and develop a research design to help you answer the question. This course should leave you well prepared for your senior seminar paper, and I encourage you to use this course strategically to explore potential ideas and methodological avenues for later application. More importantly, my hope is that the knowledge you gain from this course will stay with you beyond your senior year. Even if you do not anticipate doing political research in your career, you will no doubt continue to be a consumer of political research. (We all are.) This course will empower you to critically evaluate the claims of others and provide you with the knowledge necessary to determine if these claims are substantiated with hard evidence.
Ways to get there: To fulfill the promises outlined above, you will need to take responsibility for your own learning. More specifically, I expect you to: Prepare for and engage in class discussion. Prepare for each class by doing the designated readings. Read not just to check the box, but to comprehend the material. Close reading is particularly important when a “discussion paper” is assigned. In these instances, you will be asked to read an academic journal article that demonstrates the methodology we are discussing. When reading, try to identify the paper‟s research question, independent and dependent variable(s), intervening variable(s), unit of analysis, operationalization of variables, hypothesis, methodology, and findings. Take notes and come prepared to discuss the article in class. Write down any questions or concepts you need clarified. Apply your learning. (5% each, 40% of final grade) At intermittent points throughout the semester, you will be asked to submit a paper or perform a lab activity applying the concepts learned in class. These assignments are meant to help facilitate your learning throughout the course and will vary in length and structure (though all essays should be single-spaced, 12pt Times New Roman). Deadlines are indicated in the schedule below. Test your Knowledge. (20% each, 40% of final grade) Students will be expected to take two tests throughout the course of the semester – a midterm and a final. These exams will consist of a variety of multiple choice, fill-in-the-blank, and short answer questions.
Develop a Research Design. (20% of final grade) Each student will develop his/her own research project and write a four page (single-spaced, 12pt Times New Roman) summary by 11/30. A handout will be provided with more detail the second week of class.
Measuring your Learning: To evaluate your learning progress (and to provide you with feedback on your learning), I will use the following grading criteria: A = 90-100 points B = 80-89 points C = 70-79 points D = 60-69 points F = below 59 points
The Road Ahead: Week One (8/24): The Nature of Social Science Research M. Review syllabus. Discuss expectations; Dudley F. Pegrum. Can the Social Sciences be Scientific? Social Science, Vol. 14, No. 4 (October, 1939), pp. 328-333. (Uploaded to BB). W. J&R, Ch. 3, pp. 74-101.; Jeffrey W Knopf. “Doing a literature review.” PS: Political Science
& Politics, Vol. 39, No. 1 (2006): pp. 127– 132. (Uploaded to BB.) F. Guest Lecture: Lipscomb Librarian Julie Harston to demonstrate how to navigate online databases. Assignment #1: Conduct Independent research on a topic of your choice using the methods described in Chapter 3. Submit a 500 word essay describing a research question you would potentially like to explore. Due at the beginning of class on Monday 8/31. Week Two (8/31): Measurement M. Overview of Library Research. Meet in library – not in classroom. W. J&R, Ch. 4, pp. 102-126. F. J&R, Ch. 5, pp. 127-164. Assignment #2: Submit a 500 word paragraph describing your revised research question, clearly identifying your dependent and independent variables. Also include a list of the ten most relevant scholarly articles or books you have found on your topic/research question. These will form the basis of your literature review. Due at the beginning of class on Wednesday 9/9.
Week Three (9/7): Experimental & Quasi-Experimental Research M. Labor Day. No Class. W. J&R, Ch. 6, pp. 165-214; James N. Druckman, Donald P. Green, James H. Kuklinski and Arthur Lupia. “The Growth and Development of Experimental Research in Political Science.”
The American Political Science Review, Vol. 100, No. 4, Thematic Issue on the Evolution of Political Science, in Recognition of the Centennial of the Review (Nov., 2006), pp. 627-635 F. Discussion Paper: Rachel Milstein Sondheimer and Donald P. Green. ”Using Experiments to Estimate the Effects of Education on Voter Turnout.” American Journal of Political Science Vol. 54, No. 1 (Jan. 2010), pp. 174-189. Week Four (9/14): Case Studies M. Stephen Kotkin. “A World War Among Professors,” The New York Times, (September 7, 2002); John Gerring. “What Is a Case Study and What Is It Good For?” American Political
Science Review, Vol. 98, No. 2, (2004), pp. 341–54. Recommended Reading: Robert H. Bates, “Area Studies and the Discipline: A Useful Controversy?” PS: Political Science and Politics 30:2 (June 1997), pp. 166-169; Stephen Kotkin. “Loren Graham and Jean-Michel Kantor, “Soft‟ Area Studies versus “Hard‟ Social Science: A False Opposition,” Slavic Review (Spring 2007). W. J&R, Ch. 8, pp. 261-273; Clifford Geertz. “Deep Play: Notes on the Balinese Cockfight”
Daedalus, Vol. 101, No. 1, Myth, Symbol, and Culture (Winter, 1972), pp. 1-37. F. Discussion Paper: Aidan Kirby. “The London Bombers as „Self-Starters:‟ A Case Study in Indigenous Radicalization and the Emergence of Autonomous Cliques.” Studies in Conflict
and Terrorism Vol. 31, No. 5 (2007): 415-428. Week Five (9/21): Comparative Analysis M. Arend Lijphart, “Comparative Politics and the Comparative Method,” American
Political Science Review 65 (September, 1971), pp. 682-93; Barbara Geddes, “How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics.” Political Analysis 2 (1990), pp.131-150. W. James Fearon, “Counterfactuals and Hypothesis Testing in Political Science,” World Politics 43:2 (January 1991), pp. 169-195. F. Discussion Paper: Frank P. Harvey. “President Al Gore and the 2003 Iraq War: A Counterfactual Test of Conventional „W‟isdom.” Canadian Journal of Political Science Vol 45, No. 1 (March 2012), pp. 1-32. (Uploaded to BB.)
Assignment #3: Select one of the articles you intend to use for your literature review and, on a separate sheet of paper, identify the following methodological components: research question, independent variable(s), dependent variable(s), intervening variable(s) (if applicable), unit of analysis, operationalization of variables, hypothesis (ie predicted relationship between variables), and selected methodology. Submit both the article and your summary sheet at the beginning of class on Monday 9/28. Week Six (9/28): Data Collection M. J&R, Ch. 7, pp. 222-256. W. J&R, Ch. 9, pp. 278-306; John Ishiyama, Tom Miles and Christine Balarezo, “Training the Next Generation of Teaching Professors: A Comparative Study of Ph.D. Programs in Political Science,” PS: Political Science and Politics, Vol. 43, No. 3 (July 2010), pp. 515-522. F. J&R, Ch.10, pp. 306-354;
Discussion Paper: Michael J. LaCour and Donald P. Green, “When Contact Changes Minds: An Experiment on Transmission of Support for Gay Equality.” Science 345 (December 2014), pp. 1366-1369. Week Seven (10/5): Research Ethics M. The Belmont Report ; Lee Ann Fuji, “Research Ethics 101: Dilemmas and Responsibilities,” PS: Political Science and Politics, Vol. 43, No. 3 (October 2012), pp. 717-723; Maria Konnikova. “How a Gay-Marriage Study Went Wrong.” The New Yorker (May 22, 2015). (All uploaded to BB.) W. Review F. Exam Week Eight (10/12): Descriptive Statistics M. Caldwell, Ch. 2, pp. 21-53.
Recommended: Wheelan, Ch. 2, pp. 15-35. Assignment #4: Complete the application problems at the end of chapter 2 - Show your work. Submit at the beginning of class Wednesday, 10/14. W. Meet in Computer Lab. Bring Salkind Text (In-class lab assignment - #5) F. Fall Break – No Class. Week Nine (10/19): Descriptive Statistics, Cont’d. M. Fall Break - No Class W. Caldwell, Ch. 3 & 4, pp. 54-94 F. Caldwell, Ch. 5, pp. 96-113.
Recommended: Wheelan, Ch. 8, pp. 127-142.
Assignment #6: Locate a chart/picture/infographic that in your opinion poorly illustrates one or several descriptive statistics. Bring the illustration to class as well as a 500 word summary of why you think the selected graphic is misleading. Be prepared to discuss your selection with your peers. Week Ten (10/26) Introducing Inferential Statistics M. J&R, Ch. 11, pp. 376-392; Edward R. Tufte. “Graphical Integrity,” In The Visual Display of
Quantitative Information, 2nd ed. Cheshire, Connecticut: Graphics Press, LLC. (Uploaded to BB.) W. Caldwell, Ch. 6, pp. 114-123
F. Caldwell, Ch. 6, pp. 124-148 Recommended: Wheelan, Ch. 9, pp, 143-168. Week Eleven (11/2): Hypothesis Testing M. Caldwell, Ch. 7, pp. 155-184 W. Caldwell, Ch. 8, pp. 185-209;
Discussion Paper: Richard A. Styskal and Harold J. Sullivan. ”Intergenerational Continuity and Congruence on Political Values.” The Western Political Quarterly Vol. 28, No. 3 (Sept. 1975), pp. 516-527. (Uploaded to BB.) F. Faculty Development Day – No Class. Week Twelve (11/9): Variance M. Caldwell, Ch. 9, pp. 210-228 W. Caldwell, Ch. 10, pp. 229-262 F. Professor at Academic Conference – No Class. Week Thirteen (11/16): Correlation and Regression M. Caldwell, Ch. 11, pp. 263-282 W. Caldwell, Ch. 12, pp. 283-300
Recommended: Wheelan, Ch. 4, pp. 58-67. F. Caldwell, Ch. 12, pp. 300-317;
Discussion Paper: Richard G. Niemi, R. Danforth Ross, and Joseph Alexander. “The Similarity of Political Values of Parents and College-Age Youths.” The Public Opinion Quarterly, Vol. 42, No. 4 (Winter 1978), pp. 503-520.
Recommended: Wheelan, Ch. 11 & 12, pp. 208-224. Week Fourteen (11/23) Thanksgiving Break – No Class.
Week Fifteen (11/30): Computing M. Meet in Computer Lab. Bring Salkind text. (In-class lab assignment #7) W. Meet in Computer Lab. Bring Salkind text. (In-class lab assignment #8) F. J&R, Ch. 15, pp. 594-605. Research Design Paper due at the beginning of class Monday 12/7. Week Sixteen (12/7): Potential Pitfalls M. Wheelan, Ch. 7 & 12, pp. 110-126, 212-224. (Uploaded to BB.) W. Edward R. Tufte. “Visual and Statistical Thinking: Displays of Evidence for Making Decisions.” In Visual Explanations: Images and Quantities, Evidence, and Narrative. (Uploaded to BB.) F. Review Final Exam: TBD **The schedule and assignments above are subject to change at the professor‟s discretion. Any change will be communicated in class and/or via Blackboard.**
Correspondence: Email is a quick and convenient way to communicate. To increase efficiency, I ask that you include both your name and course name (PO 3223) in the subject line of every email you send. Also, if your question pertains to class structure or deadlines, check your syllabus prior to emailing. (There‟s a lot of information in here!) Lastly, I do not provide slides or notes for students who missed class, so please do not ask. It is up to you to retrieve notes and ensure you are up to speed in the event of your absence. I will make every effort to respond to all emails within 24 hours during the work week and within 36 hours on the weekend. Attendance: Regular class attendance is required. If you are likely to miss classes for an extended period of time such as a week or more, contact Professor Steve Prewitt, Associate Provost for Student Academic Support (
[email protected]; 615-966-5804). You are expected to provide timely notification to Associate Provost Prewitt regarding any extended absence, and may be required to provide supporting documentation for the absences. A decision to stop attending class does not constitute dropping the course. A drop/add form available in the Registrar's Office must be signed the professor and processed in the Registrar's Office before the drop is official. If your name appears on the class roster at grading time and you have not officially dropped the course, a grade will be assigned based upon the policies outlined in this syllabus.
Open Inquiry & Civility: As an accredited institution of higher education, Lipscomb University is committed to providing students with a superior learning experience. Pursuant to this objective, it is critical the classroom be a place where open intellectual inquiry is encouraged and the diversity of opinions is respected and appreciated. Please respect the opinions of others. If you are not respectful and/or hateful, I will ask you to leave the room. Technology: I allow the use of laptops or tablets for taking notes in class. Everyone learns differently, and if you learn better by typing notes during a lecture, I encourage you to do so…but there‟s a catch: If you chose this option, you are required to email me your notes at the end of class. Your notes will need to be thorough. The use of a laptop or tablet for other purposes (i.e. checking email, shopping, watching YouTube, etc.) is strictly prohibited. In order to ensure an optimal learning environment, I ask that you please refrain from using your cell phone during class. (This means talking, texting, checking Facebook, etc.) If it is an emergency, please politely dismiss yourself from the room prior to engaging in conversation. The use of your phone during class time, if not an emergency, will result in a reduction in participation points. Late Work: Late work will be accepted under a 10-point per day penalty, and this allowance will expire one week from the assigned due date. Make-up work will be allowed only under extraordinary circumstances and at the instructor‟s discretion. Any late work must be emailed to
[email protected]. Writing Help: This course requires a fair amount of writing. If this is not your strong suit, I strongly encourage you to visit Lipscomb‟s Writing Studio located in Beaman Library 141 (the Academic Success Center). The Writing Studio provides valuable one-on-one writing assistance to students. Conferences are available by walk-in or appointment (966-6301 or visit the ASC if the studio isn‟t open). If you are in a jam (i.e. you waited until the last minute), you can use the online proofing service paperrater.com. This is an automated service, so it is not a substitute for personal writing help, but it might help you notice and fix larger issues before submission.
Academic Integrity: Lipscomb students are expected to conduct themselves with high integrity, both inside and outside of the classroom. Academic fraud undermines this integrity and has serious consequences. The university provides definitions and examples of several different types of academic fraud, including unauthorized collaboration, cheating, fabrication, multiple submission, false citation, and plagiarism. Of these, plagiarism is the most common. Plagiarism includes, but is not limited to, copying and pasting the direct
words of someone else and not including these words in quotations marks. I am lenient on most things, but not this. Using someone else‟s words is theft. It devalues their work and it robs you the chance of processing and learning the material yourself. Read someone else‟s words and think about them. Step away from the computer or put down the book if you need to. Write/type your own notes and then attempt to put in your own words what the author was saying. Then, cite the author as the original source in an in-text citation and include a full reference in your bibliography. For a more in-depth look at the problem of plagiarism, please read: Trip Gabriel. Generation Plagiarism? New York Times Upfront (October 25, 2010). http://library.standrewsde.org/lists/IdPWebPage/PlagiarismResources_files/generationplagiarism.pdf Sources: You will have several writing assignments throughout the course. These assignments will be academic in nature and thus require outside research. This means that your papers should NOT be solely based upon your opinion. Instead, you should use your text and other academic sources to help inform your analysis. As you write, you will need to include properly formatted in-text citations and end references (MLA style is preferred.) While attention should be paid to formatting, it is even more important to pay attention to the sources you use. Not all sources are created equal! Wikipedia, for example, is not a valid source, nor is about.com. Extra Credit: (+2 points to final grade) In the second half of the course, we will dive into quantitative research. The movie “The Joy of Statistics,” is a fantastic introduction to the subject. To have two points added to your final grade, watch the movie (available for free at: http://www.gapminder.org/videos/the-joy-of-stats/) and write a one page single-space synopsis, tying the concepts presented in the film with what we have learned in class. I will not give credit for a general summary like one you could find online. Due by 11/30. (+3 points to final grade) You may earn an additional three points by volunteering to solve problems on the board when asked. Each time you volunteer, you earn one point.
