GEO391: Research Techniques Winter DePaul University Department of Geography

Transcription

1 GEO391: Research Techniques Winter DePaul University Department of Geography 1. Meeting Time: Tues/Thurs 4:20-5:50 pm Location: Schmitt Academic Center 224 (GIS Lab) 2. Instructors Sungsoon (Julie) Hwang - Contact: shwang9@depaul.edu, (773) Office: Rm# 4513, 990 W Fullerton Ave, LPC - Office hour: Mon/Wed 2-3 pm or by appointment 3. Course Description GEO391 provides an introduction to basic methods and analytical techniques in geography. Topics include quantitative and qualitative field and lab techniques which can be applied to the analysis of spatial phenomena. PREREQUISITE(S): GEO 241 or instructor consent. 4. Learning Goals/Objectives Grasp fundamental concepts related to scientific research in geography o Understand the nature and role of scientific inquiry o Understand conceptual elements of scientific research o Comprehend steps involved in conducting scientific research Understand different ways to collect data in geographic research o Learn how surveys are employed to conduct research o Learn different ways in which existing data are used for research o Learn how experiments are designed to test hypotheses Comprehend fundamental concepts of statistics applied to geographic problems o Define and calculate measures of descriptive statistics o Understand characteristics of different probability distributions with potential applications in geography o Understand logics of and steps in hypothesis testing Master methods of statistical data analysis for geographic research o Learn how to test the difference in mean between samples statistically o Learn how to test the association between variables statistically 5. Learning Outcomes Assess the suitability of data collection methods when presented with a geographic research problem Determine statistical tests appropriate for a given geographic problem/situation, conduct tests, and interpret test results appropriately Develop a worthwhile research problem by applying fundamental concepts of scientific research Lay out the plan for research by conducting literature review, applying methods of data collection and statistical data analysis 1

2 6. Course Text(s) J. Chapman McGrew Jr. and Charles B Monroe, 2000, An Introduction to Statistical Problem Solving in Geography, Second Edition, Waveland Press Required; available at the college bookstore Daniel R Montello and Paul C Sutton, 2006, An Introduction to Scientific Research Methods in Geography, Sage Publications Some scanned chapters are provided on the Desire2Learn course site Earl Babbie, 2010, The Practice of Social Research, Twelfth Edition, Wadsworth Some scanned chapters are provided on the Desire2Learn course site 7. Outline of Topics & Tentative Schedules Wk Date Topics Research Proposal Research group meeting 1 1/4 Course overview 1/6 [M01] Scientific approach to geography Form research 2 1/11 [M02] Fundamental research concepts groups, and explore 1/13 [M03] Research design research topics 3 1/18 Test 1 Define a research 1/20 [M04] Survey research problem, and gather 4 1/25 [M05] Unobtrusive research literature 1/27 [M06] Experiments 5 2/1 Test 2 Compile literature 2/3 [M07] Descriptive statistics review 6 2/8 [M08] Probability 2/10 [M09] Hypothesis Testing Literature Review 7 2/15 Test 3 Determine data 2/17 [M10] Mean difference test and ANOVA collection methods 8 2/22 [M11] Correlation 2/24 [M12] Regression Problem Statement 9 3/1 Test 4 Determine data 3/3 Help for research proposal analysis methods 10 3/8 Help for research proposal Method Write up research 3/10 Help for research proposal proposal 11 3/17 2:45-5:00 pm Groups talk about research proposals Research Proposal 8. Grading Scheme Grading Breakdown Research proposal 26 % Tests 40 % Exercises 20 % Participation 14 % Grading Scale A = % A- = % B+ = % B = % B- = % C+ = % C = % C- = % D+ = % D = % F = % 2

3 Research proposal At the end of the class, you are required to submit a research proposal. In the proposal, you will define a research problem, and lay out the plan for conducting research. More specifically, you should address why research is needed (contexts/intellectual merits), what has been said about your research problem (literature review), what will be accomplished (research objectives or questions), and how data will be collected and analyzed (data collection & analysis). Research proposal can be submitted either by groups or individuals. Individual work is recommended when you have a relatively well-defined research problem and/or there is a compelling reason that you should develop your own research project (e.g. writing a master s thesis). Group work is recommended when you don t have a well-defined research problem and/or you think you flourish through collaboration. Even when you work alone, other individual workers will be paired with you during the in-class research group meeting when each of you serves as a peer reviewer. If you opt to work as a group, you will work together to complete tasks as scheduled. See the rightmost column in Section 7 for agenda. To keep you from procrastinating work until the last minute, you are required to submit three milestone reports as scheduled; that is, you should submit literature review on the 6 th week, problem statement on the 8 th week, and method on the 10 th week. An instructor will provide feedback if the work is submitted in a timely fashion. Each milestone report carries two points totaling up to six points, and research proposal itself carries 20 points out of 100 points. As the minimum requirement, research proposal should be concerned with geographic problems/situations, employ scientific methods, and include sections on theory or literature review, problem statement (why and what), and method (how). Further guidelines will be provided later. Tests There are four tests to be held every two weeks. Each test covers three modules taught most recently, but due to the link among modules, you will need to study materials covered earlier. For instance, modules 1-3 are closely related to modules 4-6, so you will profit from re-studying test 1 materials for test 2. Similarly, modules 7-9 are closely related to 10-12, so you benefit from re-visiting test 3 materials for test 4. Each test carries an equal weight, that is 10 points out of 100 points. Exercises Exercise materials will be usually provided after lecture and discussion, and should be completed by a group of three assigned in the class. If exercises are not completed in the class when expected (e.g., a majority of students was done), it is expected that your group turn them in by the beginning of the next class unless noted otherwise. Participation In order to encourage effective participation, I list detailed outlines of topics and assigned readings in Section 9. The average amount of readings assigned for each module is 22 pages. Whenever possible, use class time for verifying, and reinforcing answers that you have found. Your participation will be evaluated on the basis of preparedness, enthusiasm or thoughtfulness, and attendance. 3

4 Late Work Policy: Late work will be accepted with 25% of the total grade deducted (for instance, 2 becomes 1.5) for each class being late. Extensions, if needed, should be requested via an instructor consultation in a timely fashion, and can be granted at an instructor discretion. Makeup Test/Incomplete Grade Policy: A makeup test or an incomplete grade can be arranged or granted only when credible dire and documented medical or family situations arise and these circumstances are communicated in a timely fashion. Attendance/Absentee Policy: Consistent with university s policy, all students are expected to attend class meetings. Unless absence is explained on medical or compassionate grounds (documentation is required), absence from any classes is grounds for a grade adjustment. 9. Detailed Plan of the Class PART I. FUNDAMENTALS OF SCIENTIFIC RESEARCH Module 1: Scientific Approach to Geography Science o Nature of scientific inquiry (cf. non-scientific way of knowing) o Goals of science Geography o Subjects of geography (e.g., human-physical, systematic-regional) o Major developments in geography during the 20 th century (positivistic vs. post-positivistic approach) o Type of questions that geographers ask Montello & Sutton Chapter 1: 1-13 McGrew & Monroe Chapter 1: 3, 7-12 Module 2: Fundamental Research Concepts Idea concept o Theory (cf. paradigm, law, model) o Hypothesis (cf. theory) o Causality (cf. correlation) o Variable (cf. attribute) Empirical concept o Level of measurement {nominal, ordinal, interval, ratio} o Quality of measurement {validity, reliability} o Scale Montello & Sutton Chapter 2: Montello & Sutton Chapter 11: Module 3: Research Design Classifying research design (or dialectics of research) 4

5 o Purpose of research {exploratory, descriptive, explanatory} o Method {qualitative, quantitative} o Approach {nomothetic, idiographic} o Logic {inductive, deductive} o Relation with subjects {reactive, non-reactive} o Data source {primary, secondary} o Time scale {cross-sectional, longitudinal} Research processes o Conceptualization e.g., theory, hypothesis o Operationalization e.g., indicator, dimension, index o Sampling {random, systematic, stratified, cluster sampling} o Observation (data collection) e.g., survey, archives, experiments o Analysis and interpretation e.g., coding, regression Babbie Chapter 4: 90-94, , Montello & Sutton Chapter 3: McGrew & Monroe Chapter 6: PART II. DATA COLLECTION Module 4: Survey Research Topics appropriate for survey research Constructing questionnaires: type of questions, guidelines for effective questions Administrating questionnaires {self-administered, interview, telephone, internet} Strengths and weaknesses of survey research Montello & Sutton Chapter 5: Montello & Sutton Chapter 6: Babbie Chapter 9: , Module 5: Unobtrusive Research Topics appropriate for unobtrusive research Content analysis coding Analyzing existing statistics history and geography of U.S. Census Strengths and weaknesses of unobtrusive research Montello & Sutton Chapter 5: Montello & Sutton Chapter 6: Module 6: Experiments Topics appropriate for experiments Three elements of experiments {variables, testing, groups} Designing experiments Strengths and weaknesses of experiments Babbie Chapter 8: , ,

6 PART III. FUNDAMENTAL CONCEPTS OF STATISTICS Module 7: Descriptive Statistics Role of statistics in the geographic research process Descriptive statistics vs. inferential statistics Graphic procedures: histogram, cumulative frequency, and scattergram Measures of central tendency and dispersion Spatial data and descriptive statistics (e.g., modifiable areal unit problem) Spatial measures of central tendency and dispersion McGrew & Monroe Chapter 1: 4-7, 13-14; Chapter 2: 31-33; Chapter 3: 37-44, 46-50; Chapter 4: Module 8: Probability Deterministic vs. probabilistic processes in geography Probability concept of relative frequency Binomial probability distribution Poisson probability distribution Normal distribution Z scores McGrew & Monroe Chapter 5: Module 9: Hypothesis Testing Null hypothesis and alternative hypothesis Directional and nondirectional hypothesis testing Type I error and Type II error Significance levels, test statistics, and p-value Steps in hypothesis testing Issues involved in selecting the appropriate inferential statistical test McGrew & Monroe Chapter 8: PART IV. INFERENTIAL STATISTICAL TESTS Module 10: Mean Difference Two-sample difference of means tests Dependent-sample difference tests Analysis of variance (ANOVA) McGrew & Monroe Chapter 9: , ; Chapter 10: Module 11: Correlation Nature and purposes of correlation analysis 6

7 Direction and strengths of association between variables Pearson s correlation coefficient Spearman s rank correlation coefficient Impact of aggregation and ecological fallacy on correlation McGrew & Monroe Chapter 13: Module 12: Regression Nature and purposes of regression analysis Least-square regression line Coefficient of determination Residual analysis Multiple regression McGrew & Monroe Chapter 14: Miscellaneous Academic Honesty and Plagiarism: Academic honesty and integrity are expected at all times. Academic dishonesty, such as cheating or copying during exams, will be punished severely. Plagiarism using someone else s work without acknowledgment and, therefore, presenting their ideas or quotations as your own work is strictly forbidden. DePaul University officials will be informed of any instance of academic dishonesty and notification will be placed in your file. Please read the DePaul Academic Integrity Resources page ( for definitions and explanations of plagiarism and the University s Academic Integrity expectations for students. Cutting and pasting text taken directly from a web-site without appropriate referencing and quotation marks is plagiarism and is forbidden. Submitting work that has any part cut and pasted directly from the internet is grounds for an automatic grade of zero. Accommodations: Any student who requires assistance is asked to contact the University s Office of Students with Disabilities (Phone 773/ , TTY 773/ , Fax 773/ , website will be able to assist both student and faculty. If you have a condition that requires accommodation from the Productive Learning Strategies program (PLuS Program) please contact them at the Student Center room 370 (Phone 773/ or online: University Center for Writing-Based Learning: Collaborates with writers from all disciplines, backgrounds, levels of expertise, and roles within the University community. Their goal is to help develop better writers along with better writing and reflection through continual revision. If you need assistance with writing assignments, they can be contacted at: (LPC) or wcenter@depaul.edu 7

8 11. Frequently Asked Questions A. Where and when can I use GIS software on campus? Name Location Hour # Computers GIS Lab SAC 224 Check the door 27 QRC Lab SAC 268 See QRC website 27 GEO Lab 990 W Fullerton, Rm# Richardson Lab* 2350 N Kenmore See Library website? *Effective as of Winter Quarter of AC 1011, ArcGIS 10 is available in Richardson Library s computer lab. Be advised that library staff is not trained in GIS, and is not expected to trouble-shoot any problems specific to GIS. instructors if that happens. B. Is there any way that I can have ArcGIS 10 installed in my personal computer? Yes. Order 60-day evaluation copy at C. I lost my USB drive. What should I do? It s most likely that your flash drive is at QRC (SAC268) unless somebody took it. Contact a QRC (Quantitative Reasoning Center) lab manager, Jennifer Galka by phone (773) or by JGALKA1@depaul.edu. To help her identify who a lost flash drive belongs to, I suggest that you put a text file called Open if Lost in the main directory of your flash drive. In the text, you can put your name and an address so that you can be contacted in case the flash drive is found. D. Is there any existing base map or data layers from which I can build maps or databases of my own? Yes. Check out the folder C:\StreetMap05 in GIS Lab and GEO Lab. 8

9 Appendix A: Department of Geography Learning Goals Keywords relevant to GEO391 are highlighted, and learning outcomes addressed in GEO391 are underlined. Courses in the Department of Geography teach students: 1. Understand spatial patterns and processes of modification of the Earth s physical and cultural landscapes (a) As social constructions. (b) As systems that link the Earth with human society in interdependent, dialectical relationships, and (c) Through mapping and visualization. 2. Understand the concept of scale as a spatial phenomenon that ties the local, the regional, the national, the transnational, and the global in a system of interaction. 3. Understand the phenomenology of the discipline of Geography most importantly, space, "place", "landscape," "region," and "location". 4. Distinguish that spaces, places, and so on, may have both objective and subjective/symbolic dimensions. 5. Develop research and writing competences that would allow you to: (a) Formulate a cogent research question about the spatial character of a physical, socio-cultural, or environment-societal phenomenon, (b) Write about it in ways that reflect analytical and critical thinking, and (c) Ethical concern over social and environmental justice, consistent with the University s social mission. 6. Engage competently in qualitative and quantitative spatial analysis, and with exercises that are concerned with explaining spatial regularities (for example, the spatial calculus behind the location of retail commerce in Chicago, or transnational flows of capital). 7. Learn the basic utility and use competently one or more of the information technologies that are now redefining the logistical limits of spatial analysis: geographic information systems (GIS) and remote sensing. 8. Achieve greater general knowledge of the world, its regions, its physical systems, its cultures, and political-territorial divisions. 9

10 Appendix B: Harvard Referencing Style Reference Lists: Reference lists must be in alphabetical order by author s last name. Items by the same author must be in chronological order. Indent all but the first line of the citation. Please use the following style: When referencing a direct quotation: Knox and Pinch (2000: p.172) argue that social polarization has been taking place. When referencing an idea: According to Knox and Pinch (2000), there has been social polarization. Books: Knox, Paul and Steven Pinch Urban Social Geography: An Introduction.4 th ed. Englewood Cliffs, NJ: Prentice Hall. Book chapters in an edited collection: Beauregard, Robert A The Chaos and Complexity of Gentrification. In Smith, Neil and Peter Williams, eds. Gentrification in the City. Boston: Allen and Unwin: Journal articles: Borchert, John R American Metropolitan Evolution. The Geographical Review 57(3): Internet articles: Gray, Geoffrey Bad for Business: Budget Cuts Threaten Small Manufacturers. City Limits Weekly # Accessed May 5,