PPA205:
Research in Public Policy and Administration
Fall 2005

Public Policy and Administration
California State University, Sacramento

Professor Miguel Ceja
3029 Tahoe Hall
cejam@csus.edu
(916) 278-5591

Office Hours:
Wednesday 4:00-6:00pm & by appointment

Class meeting time and place:
Monday, 6:00-8:50 p.m., Alpine 205

This course focuses on the design of social science research.  Students will be introduced to concepts in qualitative, quantitative, and mixed-methods research in preparation for conducting independent research. This course will enable students to critically understand research methodology and apply it appropriately to various policy issues.  Course topics will include the framing of research questions, identifying data and data sources, using theory in the design process, and analyzing research data.

Important themes of this class can be captured by the following questions:

• What is research?
• What are the assumptions that underlie it?
• How do we know if it’s “good” research?
• What is the relationship between research and theory?
• How can research improve policy and practice?

At the end of this course, it is expected that students will:

• Understand the importance of the “front end” of the research process
• Understand the strengths and weaknesses of qualitative and quantitative research methodologies
• Appreciate the use of literature in developing sound research question
• Understand the principles of survey and interview protocol design
• Appreciate the use of theory in the research design process
• Understand key methods of assessing research reliability and validity
• Understand how to find and use archival data
• Appreciate some of the ethical considerations applicable to social science research
• Develop skills for effective research presentation

The graduate seminar is a space of open discussion, inquiry, and discovery.  The success of the seminar rests on the free and uninhibited intellectual and emotional engagement of all participants.  Effective participation and learning requires that students read class material, reflect on the readings, and come to the seminar prepared to share their ideas with classmates.  Therefore, I request that the class subscribe to three basic discussion rules that I find maximize learning in the classroom.

1. Utmost respect for the thoughts and words of all in the room should be given at all times. 
2. Listen and be heard. Be attentive to the voices of others and share your voice with the group.
3. Be personal but don’t get personal.  I request that you speak from your mind and your heart, but that you speak to issues, not individuals.

In addition to class discussions, there will analytical exercises and individual student presentations.

Required readings:

• David E. Gray. (2004). Doing Research in the Real World. Thousand Oaks, CA: Sage Publications.
• Course Reader.  These will include current readings in qualitative and quantitative methodologies.  Available for purchase at:
• Additional reading may be assigned and distributed throughout the semester

There are four components to students’ grades:

• Class attendance and participation – 10%
• Group project – 15%
• Article critique #1 – 15%
• Article critique #2 – 15%
• Prospectus proposal– 5%
• Final Research Prospectus – 35%
• Final presentation of prospectus – 5%

Late assignments will not be accepted.  At my discretion a student who misses a deadline may be given an extension.  Whether or not a penalty will be assessed on the late assignment depends on the reason.

If you miss class:

• Please tell me in advance, if possible.
• To demonstrate that you have engaged the material for a particular class, write a short analytical essay that critiques one of the readings in depth.

A student with one or more unexcused absence from class will be penalized one full class participation grade.  A student who misses more than three classes for any reason should drop the class.

Classroom participation includes weekly class discussion, prepared questions or comments, and student-led discussions.  Throughout the semester we will divide up responsibilities for leading discussion.  This is your opportunity to influence the pedagogy of the class, to contribute to the learning environment beyond what I might dictate.  Therefore, there are no guidelines for leading discussions.  Be creative.

1. Develop primary research questions that address the topic at hand;
2. Identify literature review focus areas;
3. Develop interview/survey protocol; and
4. Identify appropriate sample population

This assignment will be due on November 21^st.  Prepare to present assignment in class on this date as well.  Additional details regarding this group project will be handed out during the semester.

You will be given 2 research articles to critique (3-5 pages, dlb-spaced).  The first article critique is due on September 26^h.  The second article critique is due on November 14^th.  In your critiques, please consider the following:

1. Is the problem clearly stated?
2. Does the review of the literature adequately address the topic?
3. Is the particular methodology appropriate?
4. Are key variables described?
5. Are the results clearly presented?
6. Are conclusions drawn substantiated by the results?
7. Are policy implications addressed?

A one-page proposal for final prospectus will be due on October 24^th.  Topics for prospectus are open but should be discussed with me prior to submitting your prospectus proposal.  I highly encourage you to meet with me to discuss your prospectus ideas before submitting your prospectus proposal.

Final Prospectus (12-15 pages, dbl-spaced max) are due on December 12^th.  Additionally, final prospectus will be presented to the class (conference style) and orally peer-reviewed by the class on December 5^th.  Detailed guidelines for the prospectus will be distributed during the semester.

OUTLINE OF TOPICS AND ASSIGNMENT

Part I: Basic Principles of Social Science Research

• August 29^th  
  Introduction, course objectives and course overview.
  
  No Required Reading
  
• September 5^th
  Theoretical constructs in social science research
  
  Required Reading:
  -Gray, chapter 1: Introduction
  -Gray, chapter 2: Theoretical perspectives and research methodologies
  -Course Reader: Hossler, D., Schmit, J., & Vesper, N.  (1999).  Going to college: How social, economic, and educational factors influence the decisions students make (appendix).  Baltimore: The John Hopkins University Press.
• September 12^th
  Designing research projects
  
  Required Reading:
  -Gray, chapter 3: Selecting and planning good research projects
  -Course Reader: Giillemin, M., Gillam, L.  (2004).  Ethics, reflexivity, and “ethically important moments” in research.  Qualitative Inquiry, 10(2), 261-280.

Part II: Alternative Approaches to Social Science Research

• September 19^th
  Quantitative Research Design
  
  Required Reading:
  -Gray, chapter 4: Experimental and quasi-experimental research design
  -Gray, chapter 5: Designing descriptive and analytical surveys
  
  **Article to be critiqued, due next week:
  -Course Reader: Belenko, S., Sprott, J.B., & Petersen, C.  (2004).  Drug and alcohol involvement among minority and female juvenile offenders: Treatment and policy issues.  Criminal Justice Policy Review, 15(1), 3-36.

• September 26^th
  Qualitative Research Design
  
  Required Reading:
  -Gray, chapter 6: Designing case studies
  -Gray, chapter 7: Designing evaluations

[Article Critique #1 Due]

Part III: Collecting Data

• October, 3^rd
  Quantitative data collection
  
  Required Reading:
  -Gray, chapter 8: Collecting primary data: questionnaires
  -Course Reader: Ferraiolo, K., Hess, F., Maranto, R., & Milliman, S.   (2004).  Teacher’s attitudes and the success of school choice.  The Policy Studies Journal, 32(2), 209-224.

• October 10^th
  Qualitative data collection
  
  Required Reading:
  -Gray, chapter 9: Collecting primary data: interviewing
  -Gray, chapter 10: Collecting primary data: observation
  -Course Reader: Ward, K., & Wolf-Wendel, L.  (2004).  Academic motherhood: Managing complex roles in research universities.  The Review of Higher Education, 27(2), 233-257. 
      
       [this will be used for your second article critique due on November 11^th]
  
• October 17^th
  Locating and using secondary and archival data
  
  Required Reading:
  -Gray, chapter 11: Collecting primary data: unobtrusive measures

Part IV: Data Analysis

• October 24^th
   Analyzing quantitative data
  
  Required Reading:
  -Gray, chapter 12: Analyzing and presenting quantitative data

PROSPECTUS PROPOSAL DUE

• November 7^th
  Analyzing Qualitative Data
  
  Required Reading:
  -Gray, chapter 13: Collecting and Analyzing qualitative data

• November 14^th
  Putting the Research Prospectus Together
  
  Required Reading:
  -reading for Article Critique #2
  -Independent reading and research for your final prospectus

[Article Critique #2 Due]

• November 21^th
  Translating research into policy
  
  Required Reading:
  -Gray, chapter 15: Action research and change

Group Project Due

• November 28^th
  -We will not meet formally as a class this week.  Instead you will be required to meet with me individually to discuss the progress of your prospectus.  Individual student meetings for this session will be schedule during the semester.
  
  Required Reading:
  -Independent research reading for final papers
  
• December 5^th:  Final Presentations of Prospectus
  
• December 12^th:  Final Prospectus Due