Public Administration

• What is Public Administration?
• About Us
• Courses
• MPA Program
• Undergraduate Program
• Faculty and Staff
• News and Events
• PCEL
• Contact Us

 

pspa 2330-01: Introduction to Theory and methods in political science

Spring, 2009
Prof. Michael Hawthorne
Department of Public Administration
217 BA Building
Voice: 910.521.6660
E-mail: michael.hawthorne@uncp.edu 
Office Hours: 1:00-2:00 T, 3:15-4:15 Th and by appointment

As a careful observer of the (political) world, you are inundated with data, speculations, and explanations. Some of this information is useful, and helps you make sense out of the world. Much of what we "know" about the world, however, is based upon shoddy evidence (or no evidence), making this information often worthless. Too many people accept information without assessing its quality, but use the information to make decisions. Making decisions and drawing conclusions based upon bad data or explanations can lead to ineffectiveness, waste, even serious harm. Yet individuals fail to see the importance of understanding how we know what we know -- the essence and purpose of research methodology.

Understanding how we know what we know is fundamental to those seeking to learn about politics. Politics is a process for making value judgments. In making those judgments, political decision makers use data in a variety of forms, speculations about causes and effects, and explanations of outcomes proposed by a variety of sources. Those who will make decisions should be particularly conscious of the quality of this information, and should be able to discern "good" from "bad" information.  One need only think about recent policy failures to see blatant examples of bad decisions produced by poor or non-existent data, overt efforts by policy makers to ignore/deny evidence indicating likely failure, and complete "amazement" when research "surfaces" predicting the failure before its occurance.  For those who wish to study the political process, we have vast amounts of data about behavior, speculations about the causes and effects of political behavior, and explanations of particular outcomes. A careful observer must sift through many alternative sources of data, speculations, and explanations, each claiming to offer the "best" view of the political process. If you want to understand political phenomena, you must develop ways to observe behavior and make sense of it. Claims are frequently made about political matters without sufficient evidence to justify those claims. In some cases, the lack of evidence is unintentional, but in other cases, the intent is to mislead or confuse. Understanding how evidence is developed, how one can generalize about political phenomena, and when to recognize that existing information is insufficient to make particular claims will help you avoid being misled, either intentionally or unintentionally.

The purpose of this course is to introduce you to ways of thinking about politics and policies. Some might think of this as a course in "better thinking." I want to go beyond that to make you a good "critic" of arguments and a "careful consumer" of information. One benefit of the course will be to sensitize you to the ways in which political scientists (and most social scientists) convince you something is true, and to help you learn when you should challenge their conclusions.

The benefits of becoming a more careful and analytical thinker extend to other aspects of life. Individuals working in the private or non-profit sector can also benefit by becoming a more careful observer of all kinds of human behavior, and a more thoughtful critic of what you read and hear. If your future involvement with politics concerns only local issues immediately impacting upon you or your family, knowing how to observe situations carefully, understand processes, and select sound options will allow you to affect those issues positively. These skills can even be attractive to employers, but we all know you take classes only for "the love of learning," without any consideration of personal advantage! (Getting a job when you graduate is unimportant!) Those of you considering graduate or law school upon graduation should recognize immediately the benefits of becoming a more careful and analytical thinker. Not only are these skills and abilities measured in LSATs and GREs, analytical thinking (and communicating that thinking) is at the heart of being a lawyer, policy analyst, or manager. If you want one of those jobs, you should learn this stuff. If your goal is to influence policy, either as a participant in the policy process or just an interested observer, understanding how to observe the world carefully and gain knowledge and insight from your observations is vital if you want to promote good policy and defeat bad policy-making.

The course begins by thinking about ways of modeling behavior and the consequences of the types of models and theories we choose. We will then spend time learning some terminology used in research; although it is not exciting, a common vocabulary helps in communicating ideas and concepts. Next we consider how to go about observing behavior, first through learning how to use past research to give direction to our efforts, then through considering how we measure and define what we observe. Finally, we consider how to collect that information, and how to look for patterns in the information. Your final projects for the class will be an opportunity to apply these skills by examining real data.  Throughout the course, we will focus upon written communication of our theories, models,and explanations.  We do so because writing is a fundamental skill, one you must develop if you have serious intent to pursue careers in administration, law, policy, or any other position not involving "supersizing combos."  We also do so because writing forces a clarity of thinking unmatched through any other learning process.  In order to communicate our ideas to other in writing, we must subject our ideas to more careful scrutiny than we might otherwise, give greater thought to alternative ideas, and determined how best to organize our thoughts.  These are the characteristics of intelligent, thoughtful people, so emphasizing writing helps you develop the very skills most valued in professional settings.

The very best way to learn how to apply methods is to go out and use them in the real world. In an ideal situation, every student would have an opportunity to apprentice with a faculty member engaging in interesting research, and observe/participate in using these methods to answer questions. (A wise student will immediately recognize that this opportunity is available if the student acts to create this opportunity!) We will employ the second best way to learn how to apply methods. We will frequently use opportunities to work individually, in groups, or as a class, on applications of the methods we are learning. This is in addition to the actual “labs” on Thursday, when we will consider examples and practice the skills we are learning. Obviously, missing these exercises will affect grades on any assignments linked to these activities and labs, and on the participation portion of the course grade, so you should make every effort to attend on these days, as you do for every other class meeting

Research methodology can be dreadfully boring or incredibly exciting. It is easy to make it exciting if there is active participation by class members. For example, I encourage you to report to class on examples of both good and bad methodology you find in other classes, and even from your experiences. Your active involvement will make the class better, and help you make sense out of this apparent nonsense. You will only get out of this material what you put into it. As someone should have told you previously, most learning in any class occurs outside of the classroom. Students believing they need not come to class, do the assigned readings, complete assignments, and make no effort to learn will face a difficult semester. Students willing to complete the readings and assignments can learn much. I will do everything possible to help you in this learning process, but my contribution will be wasted if you make no effort. Expect to work, but expect to learn a great deal in the process.  

Any student with a documented disability needing academic adjustments is requested to speak directly to Disability Support Services and the instructor, as early in the semester (preferably within the first week) as possible. All discussions will remain confidential. Please contact Disability Support Services, DF Lowry Building, 910-521-6695.

Learning is a challenging, serious, and fun process.  To facilitate this process and help you learn, I need you in class.  You should be attending ALL of your college classes on a regular basis.  As this class builds directly on material learned earlier in the class, attendance is crucial.  I will maintain attendance records for use in evaluating class participation, and in case questions arise about possible causes for poor performances.  Treat your class attendance as you would showing up for a serious job you wish to retain and you will not likely have any problems.  This means we would expect an attendance rate of 90% or higher, as would any real employer.  You are strongly advised to use your absences wisely; as with employers, you will not be given "extra" absences when you have a "real problem" after having used up your "free" absences for other reasons. Major health and family issues necessitating absences longer than this time period will be considered only with documentation, and should include consideration of dropping the course due to the absences.

Responsibilities

The class will operate as a mixture of seminar and lab, with some lecture material, meaning that you will be expected to discuss readings, contribute ideas, and ask questions. Being able to enroll in an undergraduate seminar is an advantage not enjoyed by students at many other universities, but it does bring with it particular responsibilities. Most of these should be common to all classes, but to avoid any confusion, a list appears below. As a faculty member, I am responsible for creating the best possible class to teach you about research methods. As a student, you have responsibilities; these appear below.

• You are expected to arrive on time, and if you are not present when attendance is taken, your subsequent arrival will NOT change your status as absent.  Attendance records will be maintained for mutual benefit in analyzing class performance, and will serve as a significant component of the participation grade.  Students with more than four absences in a class with only approximately 30 meeting days (13% or worse absence rate) will not likely be evaluated as making a reward-worthy contribution to class.
• When you attend class, you remain for the entire class.  Students will not be given permission to leave early except in the most unusual circumstances.
• Do not leave class during the class period unless you are experiencing a significant medical problem.  Feeling you just need to get up and move around and take a quick trip to the bathroom does NOT constitute a significant medical problem.  Students will NOT be allowed to leave class during an exam.
• You need to complete class readings on time if you are to understand and contribute to class discussions.  Sometimes you must read something more than once for full benefit.
• The classroom is a place for learning and discussing. Students engaging in rude, inconsiderate, and unnecessary behavior disrupt these activities. Eating, passing notebooks and notes, private conversations, reading non-class materials, leaving during class, arriving after class has started, etc. are disruptive behaviors. Therefore, I will penalize students engaging in disruptive behavior after an initial warning. 
• No cell phones,music replay, or non-note taking electronic devices should be operating or visible during class. Recorders and computers are allowed  with my permission. Students displaying any part of these devices during class without the instructor's permission will be asked to leave class and counted as absent.
• As you read and prepare for class, think about what you are reading, and what you already know; be prepared to bring questions, comments, reactions to class, rather than sitting passively waiting to be told what you should know.
• Take advantage of office hours to have questions answered, learn how to explore topics in greater depth, and to clarify assignments and requirements. The purpose of office hours is to eliminate the "didn't understand something" or “I don't know how to do this” problem that can occur in class, but that will require you to take the initiative and stop in during office hours or arrange an appointment. I will do all I can to help, but you must let me know when you need help. However, remember that office hours are not intended to allow you to skip class, and then stop in to find out what we discussed while you were "busy" with other matters.
• Electronic mail and forums are great ways to ask questions as they occur to you. I will try to check my e-mail frequently, and you should feel free to use e-mail to ask questions, pursue additional information on topics, or even to request that we spend some additional time in class on some topic. I will also maintain forums on Blackboard for the class to share questions during the semester, and will encourage their use for substantive questions about the class material, assignments, etc..
• All assignments should be completed on time and submitted no later than the due dates; late assignments are penalized. You should turn in all writing assignments electronically through the Drop Box in Blackboard ; lab assignments must be submitted during the lab period. No assignments are to be submitted without explicit permission by leaving them in my departmental mailbox!  If you do not know how to submit papers through the Drop Box, it is YOUR responsibility to learn!   Assignments submitted more than three days past the due date will NOT be graded.
• Exam/quiz dates are not "suggested" -- those are the days exams will be given. NO MAKE-UP QUIZZES/EXAMS WILL BE GIVEN! You must notify me before the exam and provide me with written documentation explaining the extraordinary circumstances (such as hospitalization or death in family) that justifies your absence from the exam. This does not mean a note you or your friend wrote restating your absence, or you wanted to get an early start on your vacation! All documents must be provided within one week of the scheduled exam date. Students making such a claim for a second time during a semester will be denied. 
• In the event of a missed quiz/exam, if you properly notified me about the absence, you will be required to complete a research paper. I will determine the  paper's topic, length, format, and due date. Failure to meet all specifications will result in a zero for the missed exam grade. If you complete the paper by the due date, I will entertain shifting some of the final grade weight assigned to the missed exam onto the other exams. The paper may serve as the grade for some of the remaining weight assigned to the missed exam. In no case will the reassigned weight equal the missed exam weight (a penalty for missing!). I will solely determine the specifics of all paper-related matters, re-weighting and assignment of grades, etc. Failure to meet any deadlines for notification or completing tasks related to these assignments will result in a grade of zero.
• Pay attention to the Academic Honesty statement following this section. ANY violation of the code, including plagiarism in a paper, will be punished by assigning a zero for the assignment containing the plagiarism; all remaining assignments in the course will be given an automatic zero. IF YOU DO NOT KNOW HOW TO PROPERLY CITE MATERIAL IN PAPERS, seek help on campus or consult one of the many sources available on citing material for papers. You are a college student, and have been (or should have been) taught how to write papers properly, so a plea of ignorance regarding citation rules will not allow you to escape punishment.
• View the class as an opportunity to learn, engage in stimulating analysis, and exchange ideas with other thoughtful individuals. Treating class as a chore, and treating learning as a burden, isn't nearly as cool as friends make it out to be.

Class participation (and attendance) is crucial to learning. These will play a key role in grades for those on borderlines. Improvement during the semester is always given special consideration.

Academic Honesty

Student Academic Honor Code: Students have the responsibility to know and observe the UNCP Academic Honor Code.  All students should review the Academic Honor Code carefully.  This can be found at:

• View Academic Policies (html | PDF - requires Adobe Reader)

with particular attention to pages 52-56.  Violations of the Code will be reported and pursued with extreme vigor.  If you do not understand any part of the Code, it is your responsibility to seek answers to your questions and concerns.

Grades

Grades will be assigned based upon one of the following weight schemes:

"Quizzes" -- 30%
First writing assignment -- 15%
Analysis paper and related assignments -- 25%
Class participation -- 15%
Group and lab activities - 15%.

Course texts

The assigned texts are:

• Hawthorne, Michael. 2005. Research Methodology for the Uninitiated. Unpublished manuscript. Available through Blackboard.
• Schmidt, Diane.  2005.  Writing in Political Science: A Practical Guide. Pearson Longman.
  

Additional readings to be placed upon reserve, provided through Blackboard, or distributed in class.

In addition, you will be reading selections from:

Lave, Charles and James March. 1975. An Introduction to Models in the Social Sciences. New York: Harper and Row. (Referred to below as L&M) (On reserve in library)

You are also to select (at least) one other book to read during the semester that is not required for any class you are taking. (In other words, a "fun" book!) You will give brief reports to the class on an occasional basis about the book(s).

Reading assignments should be completed before the date listed in the schedule!

READING ASSIGNMENTS AND CLASS SCHEDULE

Why Research? The Value of Knowing and Careful Thinking Models, Theories, Variables, and Causality
Week of...	Reading
Jan 5 Jan 12	Why Me Worry? -- Observing and making sense out of the world -- Theories and Models Hawthorne, Introduction, Ch. 1,2 L&M, pp. 10-43  Schmidt, Ch. 1-2
Jan 19	Applying Theories and Models; Conducting and Reporting Research 1 Hawthorne, Ch. 3 Schmidt. Ch. 6-7
The Tools for Making Claims and Generally Understanding Things
Jan 26	Observing the World: Conceptualization and Measurement Issues Hawthorne, Ch. 4 L&M, pp. 52-78 Schmidt, Ch. 8   Group Assignment One Due - Thurs, Jan. 29
Feb 2	Approaches to Knowing Things: Research Designs Hawthorne, Ch. 5 Schmidt, Ch. 14 QUIZ 1 Feb 5 in Lab
Feb 9	Applying Research Designs; Conducting and Reporting Research 2 Other readings TBA Schmidt, Ch. 9
Building On Existing Knowledge: Avoiding Reinventing the Wheel
Feb 16	Using Existing Knowledge Wisely Hawthorne, Ch. 6 Schmidt, Ch. 10
Feb 23	Libraries, the Internet, and What Do We Already Know (And How To Find Out) Hawthorne, Ch. 7 Schmidt, Ch. 4
Mar 2	SPRING BREAK - NO CLASSES
How to Observe the World and Find Patterns in Observations
Mar 9	Methods of Observing Hawthorne, Ch. 8 Schmidt, Ch. 12 Writing Assignment Final Draft Due -- Mar. 12
Mar 16	More Methods of Observing and Working with Data Hawthorne, Ch. 9 Schmidt, Ch. 3   QUIZ 2 March 19 in lab
Mar 23	Analyzing Real Data; Conducting and Reporting Research 3 Hawthorne, Ch. 10 Schmidt, Ch. 11
Mar 30 Apr 6	Descriptive analysis and comparisons -- patterns and relationships Hawthorne, Ch. 11 Schmidt, Ch. 5, 15
Apr 13	Applications and Ethics Hawthorne, Ch. 12 Schmidt, Ch. 13
Apr 20	Conveying results and thoughts Hawthorne, Ch. 13 Final project Due -- TBA
***Quiz 3 - FINAL EXAM - April 28, 10:45 am -- 1:15 pm

 

Updated: Monday, October 18, 2010

Return to Faculty and Staff

Loading

About Site | Campus Directory | Ask UNCP | University Calendar