A Revised Approach for

Undergraduate Research Methods

New Elements

Changing definitions

WHAT I USED TO DO

I have been teaching research methods since 1985. I am always looking for new ways to each more effectively. This semester my approach represents a departure from what I have done in previous semesters. It also represents an extension of some things I have been doing the past couple of years.

In the past, the course has included three major sections: the logic of scientific inquiry (how do we frame an investigation?); benchmarks of scientific quality (how do I know if a particular study, or a particular piece of empirical information, is any good?); and the different types of tools available to researchers for collecting information (surveys, experiments, quasi-experiments, content analyses, simulations, and so on).

In past semesters I also have tried to engage students in more "hands on" data collection. I have found that you (the students) are more likely to believe the information presented if you were there when it was collected, and you can understand each step in data collection and analysis. Your attitude was well summed up the last time I taught this course when one student suggested:

there are two kinds of information out there. Information that I can read about in books and articles when I go to the library. And information that I know is real because it happened to me or to someone I know.

ELEMENTS OF A NEW APPROACH

I have taken these comments to heart. What I am going to try and do is to make data collection and analysis more "real" for you by -- hopefully -- engaging you deeply in specific problems that are important for criminal justice research and policy.

Empirical research on teaching effectiveness has argued for a closer integration of research methods with content and policy issues. (See, for example: Gulley (1982) in Taching Sociology 10 65-70; or Johnson and Steward (1997) Teaching Sociology 25 168-175). In addition, articles on the teaching of research methods has argued for involving students in specific research projects. Although enrollments in 160 have typically been too large to devote students to individual research projects, I have in the past attempted to involve students in small scale research projects. In addition, I have attempted to more closely focus the course by focusing on two specific issues that have both theoretical and policy relevance.

I began this new approach starting in the Spring 1999 semester. I chose two topics for the focus: drunk driving, and guns. Students were generally positive to the approach, and found learning about these problems to be an interesting endeavour. I am continuing with that approach this semester.We are going to work our way through these two different problems that are important to the criminal justice system and for the larger society. I will spend a lot of time

CHANGING DEFINITIONS OF BEING A RESEARCH CONSUMER

As you can see from the last two points above, you will be spending time learning about criminal justice data sources on the Web, and in the Sourcebook, as well as in journals. The Web represents increasingly an important source of information. If you go on to work in the field, and do not go to graduate school, you are more likely to use the Web to help you make a decision related to your job, than you are to look up a journal article in the library. I am not saying this trend is good or bad, it's just what's happening.

Therefore, I think it is important for you to be able to learn how to find and evaluate web ources. We will spend a fair amount of time learning about evaluating web sites.