Clarence C. Gravlee

Course Description and Objectives

This seminar is an introduction to research design and proposal writing in anthropology. It is organized around elements of research design that cut across subdisciplines: the logic of scientific inquiry, ethics, conceptualization and measurement, sampling, and elementary analysis of qualitative and quantitative data. Much of what we learn is the result of discussing participants’ research proposals. The focus on proposals is useful not only because grant writing is an important skill in its own right, but also because an effective proposal involves all elements of research design—from statement of the problem to data analysis.

By the end of the course, you should be able to:

1. Formulate a feasible research question, and design research to answer it.
2. Discuss the ethical implications of research.
3. Select appropriate methods of data collection and analysis for given problems.
4. Critically evaluate your own research and that of other social scientists.
5. Submit a grant proposal for extramural funding of your dissertation research.

Course Format

Research is a craft, and like any other craft, it takes practice to do it well. Therefore, you will learn by doing in all aspects of the course. Most of our time will be divided between hands-on exercises and discussion of your research proposals. I expect you to have studied the required readings prior to class. Take time to digest the new methods and ideas before you come to class, and be prepared to apply them or to ask about points that remain unclear. Each week, at least two of you will update us on the development of your research plans and solicit feedback from the group. Everyone must come to class prepared to offer constructive criticism and suggestions.

Course Materials

Required Readings

There is one required book, available locally at the UF Bookstore. Additional required readings will be made available electronically on the course website.

Bernard, H. Russell. 2011. Research Methods in Anthropology: Qualitative and Quantitative Approaches. Lanham, MD: AltaMira Press. [ISBN: 9780759112421]

Supplementary Readings

The following texts are recommended as supplementary reference materials, if you wish to deepen your skills in research methods and design.

Agar, M. (1996). The Professional Stranger: An Informal Introduction to Ethnography (Second Edition). Academic Press.

Bernard, H. Russell and Gery W. Ryan. 2010. Analyzing Qualitative Data: Systematic Approaches. Thousand Oaks, CA: Sage Publications.

Dewalt, K. M., & DeWalt, B. R. (2010). Participant Observation. A Guide for Fieldworkers (Second Edition). Lanham, MD: Altamira Press.

Emerson, R., Fretz, R., & Shaw, L. (1995). Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press.

Handwerker, W. P. (2001). Quick Ethnography. Lanham, MD: AltaMira Press.

Johnson, J. C. (1990). Selecting Ethnographic Informants. Thousand Oaks, CA: Sage Publications.

LeCompte, M. D., & Schensul, J. J. (2010). Designing and Conducting Ethnographic Research: An Introduction. Ethnographer’s Toolkit (Second Edition). Lanham, MD: AltaMira Press.

Locke, L., Spirduso, W., & Silverman, S. (2007). Proposals That Work: A Guide for Planning Dissertations and Grant Proposals (Fifth Edition). Thousand Oaks, CA: Sage Publications.

Spradley, J. (1979). The Ethnographic Interview. New York: Holt, Rinehart and Winston.

Spradley, J. (1980). Participant Observation. New York: Holt, Rinehart and Winston.

Weller, S. C., & Romney, A. K. (1988). Systematic Data Collection. Thousand Oaks, CA: Sage Publications.

Course Outline

1. Introduction
2. Foundations of social research
3. Developing research questions
4. Ethics
5. Experimental thinking and research design
6. Sampling and probability
7. Participant observation
8. Direct and indirect observation
9. Unstructured and semistructured interviewing
10. Structured interviewing
11. Analyzing qualitative data
12. Analyzing quantitative data
13. Proposal workshop
14. Proposal workshop
15. Proposal workshop

Course Requirements and Grading

Your final grade has four components: class participation (20 percent), final research proposal (40 percent), proposal sections and assignments (30 percent), and peer review (10 percent). Final grades will be A (90-100), A- (87-89), B+ (84-86), B (80- 83), B- (77-79), C+ (74-77), C (70-73), C- (67-69), D+ (64-66), D (60-63), D- (57-59), E (<57).

1. Class participation (20%). I expect you to attend each class meeting and to take an active part in discussions and activities. Active participation requires that you read all assigned readings and prepare thoughtful questions and critical discussion points. You will also be expected to take an active part in all hands-on data analysis exercises. I will evaluate your class participation on the quality of your contributions, not just on how often you speak in class.
2. Final research proposal (40%). The final product of the course is a research proposal written in the format of a NSF Doctoral Dissertation Improvement Grant. The proposal, including a completed IRB application, is due to me by email on December 7.
3. Proposal sections and assignments (30%). To help you make steady progress on your proposal, you will be required to submit sections of the proposal throughout the semester. The page lengths for each proposal section should conform to the advice from NSF reviewers available on the NSF website. See the summary of assignments due (below) for the required sections and their due dates.
4. Peer review (10%). You will provide written feedback on the submitted drafts of two classmates’ proposals, using guidelines that will be distributed in class. You will be expected to read the proposals carefully and to provide comments that are thoughtful, respectful, and constructive. In addition to the direct benefit of getting feedback on your paper, you will also find that the process of reading and thinking critically about others’ proposals will help you analyze and refine your own.
5. Course web site. You are responsible for all materials posted on the course web site, including required readings, announcements, details on assignments, and other supplementary material.

Policy on Late Assignments

You are required to complete all assignments by the stated due dates. Late assignments will lose one half-letter grade for each day past the deadline. There are no make-up opportunities for any assignment, as you will have ample time to complete each requirement. I will not assign grades of “incomplete” except in the most unusual, extreme circumstances of incapacitating illness, death of family members, or other university-approved excuses. You must provide documentation of such circumstances from a medical doctor, funeral home, or other appropriate authority.

Academic Honor Code

Unless it is specifically connected to assigned collaborative work, all work should be individual. Evidence of collusion (working with someone not connected to the class or assignment), plagiarism (use of someone else’s published or unpublished words or design without acknowledgment) or multiple submissions (submitting the same paper in different courses) will lead to the Department’s and the University’s procedures for dealing with academic dishonesty. All students are expected to honor their commitment to the university’s Honor Code.

Accommodation for Students with Disabilities

Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. Please make any requests by the second week of class.

UF Counseling Services

Resources are available on-campus for students having personal problems or lacking clear career and academic goals that interfere with their academic performance. These resources include:

• University Counseling Center, 301 Peabody Hall, 392-1575, personal and career counseling
• Student Mental Health, Student Health Care Center, 392-1171, personal counseling
• Sexual Assault Recovery Services (SARS), Student Health Care Center, 392-1161, sexual counseling
• Career Resource Center, Reitz Union, 392-1601, career development assistance and counseling.

Syllabus Change Policy

This syllabus is a guide for the course and is subject to change with advanced notice.