About

Table of contents

1. Description
   1. Target Learning Outcomes
2. Course Expectations
   1. Classroom Organization
   2. Students can expect from the instructor
   3. I expect from students
3. Assessment
4. Acknowledgements

Description

This course will introduce students to research design considerations and how they fit into the scientific method, focusing on applications to environmental social scientific questions. Specifically, we will explore the logic of making inferences about relationships between different socioecological factors and how these inferences lead to the accumulation of scientific knowledge. Students will consider the role of various quantitative and qualitative methods in this process, but the course will not focus on how to conduct specific methods (e.g. statistical modeling, network analysis, ethnography) per se.

The course is organized around hands-on learning, with the goal that by the end of the course, students will have produced by themselves or with their peers a publication-level and implementable research design on an environmental social science question.

Target Learning Outcomes

At the end of this course, students will:

• be familiar with current research standards in environmental social science
• be familiar with fundamental research design considerations in the social sciences
• have produced a research design that can be developed into a paper
• have practiced critically assessing research designs proposed by their peers

Course Expectations

Classroom Organization

This course is held in-person as a seminar. Generally speaking, the instructor or that week’s designated student discussion leaders will begin each session with a short overview of the week’s topic and set the stage for discussion with some questions. The remainder of each session will be for open discussion, which can be about anything relevant to the week’s topic, including how the design questions raised during the week are relevant to student research design projects. In some specifically designated weeks, we will spend a larger portion of our time on the projects.

Students can expect from the instructor

• I am trained in quantitative political science, and I have additional specializations in environmental social science and network science. How I approach research is naturally influenced by my background, but I will strive to present a wide variety of materials that are in line with current standards in environmental social science research.
• I will respect students’ backgrounds and strive to make the course an inclusive learning environment by following the course Code of Conduct.
• I am willing to continue to help students with their research after the course if it makes sense. This can be in a variety of capacities ranging from providing feedback to formal collaboration.

I expect from students

• Commitment to research and hands-on learning. This is a discussion and research-based course, where lectures are designed as supporting material.
• Respect for everyone involved with the course (i.e. students, instructor, guest lecturers), and follow the course Code of Conduct. It is especially important to understand that the class will comprise individuals from diverse and multidisciplinary backgrounds. Communication and patience are paramount.
• Basics: do the readings; come to class; contribute to team work.

Assessment

Here is a summary of how assignments weigh in the course score. More information on these tasks can be found on the assignments page.

Here is how course scores correspond to letter grades.

Acknowledgements

This course design is based heavily on PLSC 501 (Pennsylvania State University) by Christopher Fariss. It also draws on EVPP 632 (George Mason University) by Susan A. Crate. Some reading selections are contributed by students from previous EVPP 632 classes.