Assignments will take the form of contributions (posts and comments) to the class website, and method practice reports. These assignments are designed to engage students on the topics covered in class, through practice and as applied to their research topic, scaffolding towards the final project. Student will work in their Research Team to collaboratively write and publish one (1) research design post, give (5) project posts, along with comments on other teams’ projects. Each student will also submit two (2) method practice reports. All assignments must use APA citation format.
Each research team will publish one post (300-400 words) on a topic related research in children and youth studies. Each research design post should either: summarize and discuss some of the issues/debates related to the topic; or provide an overview of the research method, and outline the benefits and drawbacks to its use. Posts should clearly demonstrate analytical thinking, further inquiry, and/or connections between concepts and application. Posts will be discussed in class so that they can be revised. Research Teams will sign up for the page they will publish during Class 3.
Each Research Team will publish posts presenting the fundamental elements of designing a research project: topic introduction; literature review; sample and ethics; data collection method(s); and data analysis plan. Posts will demonstrate the team’s understanding of each element as applied to their topic of inquiry. The topic introduction, sample and ethics, and data analysis plan posts shall be 200-400 words and worth 5 points. The literature review and data collection method(s) posts shall be 400-500 words and worth 10 points.
Each Research Team must also contribute at least one comment on another team’s post one week after it has been published. Comments can take the form of asking questions to help teams clarify their thinking/writing, offering suggestions, or making connections to other teams’ work or the readings. Commenting is considered part of the team’s post assignment, and would be considered incomplete resulting in point deductions.
Each student will have the opportunity to practice applying two research methods discussed in class. Students may choose between: narrative inquiry, a visual method, observation, mapping, or interview. Students will submit a report including the tool they created, samples of their data collection, and a 200-300 word reflection on their experience with applying the chosen method. Each report is worth 5 points and shall be submitted electronically.
Students will organize into research teams after the first week of class based on shared interests in a topic or issue in children and youth studies. Research teams will be expected to formulate an appropriate name for their project to identify assignments that will contribute to their project. Together, research teams will develop a research proposal by reviewing relevant literature and designing a study that will further the field’s knowledge about the chosen topic or issue. Students are expected to work respectfully and collaboratively inside and outside of class with their peer research team throughout the semester.
Research teams will submit one co-written research proposal that includes a literature review worth 10 points. Portions of the proposal will be introduced throughout the semester and the assignments will contribute to the final project. The literature review must discuss at least six (6) peer-reviewed journal articles, and the research proposal must engage at least five (5) course readings to support the study’s design. The literature review and research proposal should be approximately 8-10 pages double-spaced with 12-point font, 1-inch margins, and use appropriate APA style for report formatting and citation. These will be submitted electronically.
The final project will be presented to class in the last few class meetings (approximately 20-minute presentations). More information on what is expected in both the presentation and final project proposal will be discussed in class.
Class participation will be integral to the success of this course. Students are expected to come to class prepared, having completed the readings, ready to make meaningful contributions to class discussions, and to actively participate class activities. It is important that all students are considerate of one another and the instructor. Please do not carry on distracting behavior while class is in session. Distracting behaviors includes texting, carrying on conversations on the side, among other things.
Each student must submit their profile to initiate their participation in this course. Failure to do so will automatically result in a 5-point deduction. This form will prompt you to tell me your: preferred name, preferred pronoun, (approximate) academic year, direct email address, Brooklyn College email, what you hope to get out of the course, potential topics you are interested in researching, any experience working with children, what you would like to do once you complete your degree, what you would like to be doing career-wise in 10 years, concerns about course logistics (computer access, internet access, digital proficiency, college resource use, etc.), if there are any particular concerns you have regarding course material, situations that may affect your academic performance (difficulty with the English language, learning (dis)abilities, challenging circumstances, etc.), and any other information you think I should know.
Course readings should be completed before the class session for which they are assigned, according to the course schedule. Students must bring copies or have access to the readings during class. Course readings will be available through the class Dropbox and will include journal articles and chapters from books in the fields of critical children and youth studies and social sciences research methodology. All readings will be provided at least one week prior to class, except September 1st & 3rd.
Email. All students are required to keep up to date with course information sent via email. Once Blackboard is set up, announcement emails will be directed to the address listed in Blackboard; students who have not updated their email address will miss them. I will use the direct email address you listed in your profile should I need to correspond with you individually. I will respond to emails noon-7pm each day. Please be mindful of your correspondence etiquette. You may find some tips here: https://owl.english.purdue.edu/owl/resource/694/01/
Late assignments will not be accepted.
Attendance is taken during each scheduled class session. Students are allowed two (2) unexcused absences. Thereafter, absences will require official documentation. Each unexcused absence in excess of two will result in a 5-point reduction in the student’s participation grade.
Computers and tablets are permitted for use during class for access to readings/notes and for in-class research team group work. If computers and tablets become a distraction for students and hindrance to the class as a whole, they will be banned and all students will be required to bring hard copies of readings and materials for group work to class.
Phones are not permitted for use during class, and should not be visible to you or me during a class session. If there is a reason you need to have access to your phone during class, please set up a time early in the semester to discuss this with your instructor.
Trouble-Shooting. If you ever have a question, follow these steps:
CUNY, located in a historically diverse municipality, is committed to values and policies that enhance respect for individuals and their cultures. The university believes that, in order to benefit from this diversity, it must foster tolerance, sensitivity and mutual respect among all members of its community. Efforts to promote diversity and to combat bigotry are an inextricable part of the educational mission of the university. The university does not condone and will not tolerate discrimination in employment or in its educational programs and activities. It continues to recognize the importance of maintaining at each campus equal access and opportunity for qualified students, faculty, and staff.
The faculty and administration of Brooklyn College support an environment free from academic dishonesty, including: cheating, obtaining unfair advantages, plagiarism, and falsification of records or official documents. Each student is responsible for being aware of and avoiding academic dishonesty. The complete text of the CUNY Academic Integrity Policy and the Brooklyn College procedure for implementing that policy can be found at this site: http://www.brooklyn.cuny.edu/bc/policies. If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member must report the violation.
In order to receive disability-related academic accommodations, a student must first be registered with the Center for Student Disability Services. Students who have a documented disability or suspect they may have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell at 718-951-5538, vstewart@brooklyn.cuny.edu, or visit the office located in room 138 Roosevelt Hall. If you have already registered with the Center for Student Disability Services please provide your instructor with the course accommodation form and discuss your specific accommodation with him/her.