Introduction to Research and Information Utilization

RES 110 Introduction to Research and Information Utilization

Your facilitator:

Christopher Lash BA UCLA ‘91 MA CSUN ‘94

res110r4 RES 110 Introduction to Research and Information Utilization

Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program.

Copyright Copyright  2003, 2005, 2006 by the University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States /or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices.

Course Syllabus RES 110 Introduction to Research and Information Utilization

April 9 to May 7, 2007

Palmdale Learning Center 6-10 pm PD06ICS07 Sabin, W. (2005). The Gregg Reference Manual: UOP Edition (w/passcode card) (10th ed.). New York: McGraw-Hill. American Psychological Association (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, D.C.: American Psychological Association. Note: The Gregg Reference Manual and the APA Manual are program textbooks to be acquired at the beginning of the degree program to be used throughout the course of the degree program. Paul, R., & Elder, L.. (2002). The miniature guide on how to detect media bias and propaganda in the national and world news. Dillon Beach, CA: The Foundation for Critical Thinking. Paul, R., & Elder, L. (2003). The miniature guide to the foundations of analytic thinking. Dillon Beach, CA: The Foundation for Critical Thinking. Pemberton, M., Ruszkiewicz, J., &Walker, J. (2006). Bookmarks: A guide to research and writing (3rd ed.) New York: Pearson Longman.

Christopher C. Lash

661-722-6300 x2002

[email protected]

Assignments will not be accepted via email

1 hour before and after class by appointment

You are to be commended for your bravery. It is not easy to balance all the complicated elements of today's world and be a student. I hope to make this class worthy of your sacrifice by fostering honest and stimulating academic discussion This syllabus is our contract. Please be aware that in university study we often handle sensitive, and controversial themes. This is necessary in order to have an academically honest discussion, and is not intended in a manner to force you to alter your viewpoints. The views and opinions expressed by the authors in the required texts or any of the affiliated web sites are for instructional purposes only, and are not always shared by myself. It is my goal to give you a class that will help you succeed in college and in life. In order to accomplish this, I believe we must examine a broad field of information

Reasonable Accommodation: If you have a legally protected disability under the Americans with Disabilities Act (ADA) or California discrimination law, and you believe you need reasonable accommodation to participate fully in this class, please make an appointment to see me during my office hours to discuss your need.

Instructor’s Academic Mini- Bio Mr. Lash holds a BA in History from UCLA. The focus of this degree was the Protestant Reformation. He also holds an MA in History from CSUN. The focus of this degree was the misapplication of Christology to the person of the “Fuhrer” .Mr. Lash is currently developing his PhD thesis The Millerites 1840-48: Concepts in U.S. history on the Return of Jesus Christ . He was an Area Department Chair for UOP in the History/Humanities Department. He enjoys attending the lectures of his colleagues.

This course introduces students to the research process with emphasis on academic applicability. Students will gather and utilize primary and secondary data and information through the exploration of digital libraries, the Internet, and other sources of information. Students will analyze and evaluate sources in the course of preparing a research paper, with an additional focus on the responsible use of information and correct

TOPICS AND OBJECTIVES

Examine the purpose of research. Explain the connection between critical thinking and research applications. Differentiate between primary and secondary research. Information Retrieval and Data Collection Practice methods for collecting data. (Primary) Practice methods for retrieving information. (Secondary) Utilization of Information and Data Apply critical thinking skills to evaluate sources of information. Utilize primary information in a research project. Utilize secondary information in a research project. Synthesize data and information effectively in a research paper. Responsible Use of information and Data Assess the credibility of sources. Maintain standards of academic integrity. Present information in a responsible, academic manner. Documenting Sources and Formatting Apply the requirements for formatting papers, citing sources, as outlined in the approved style guide. Apply methods for documenting sources in essays and articles.

Point Values for the Course Assignments

DUE POINTS

All 300

Thesis, Outline, and List of Sources W3 10

W4 170

Individual Research Paper Rough Draft W4 10

Submit Individual Research Paper W5 200

Learning Team Research Project Topic and Annotated Sources W2 25

Learning Team Research Project Outline W3 25

Learning Team Research Project Rough Draft W4 50

Learning Team Research Project Final Paper (150pts)and Presentation (50pts) W5 200

Please note that the instructor’s assignments may vary. Assignments in this document take priority. While the reading assignments and learning objectives remain the same, some of the assignments in this syllabus have been customized for this particular section

Attendance policy is set by the University. The University of Phoenix’s teaching/learning model includes mandatory class attendance. The instructor intends to strictly enforce the University’s policy. Remember that individual participation is required of each student for the successful completion of this course to demonstrate familiarity with the assignments and the ability to transfer theory into practice. ABSENCE FROM CLASS WILL HAVE A PROFOUND NEGATIVE EFFECT ON YOUR GRADE. No second absences will be allowed. If you miss a second class, please contact your academic counselor. In the event that you have missed more than one class, you will receive a grade of “W”.

Learning Teams are an essential part of the academic experience for students and Learning Team members need to make the necessary commitment to working together to meet the criteria for Learning Team Assignments. In addition to providing supplemental learning environment for mastery of course content, learning teams provide students with an opportunity to develop and refine teamwork skills. Learning Teams are comprised of three to five students and will meet weekly outside of class times in person, via teleconference, real-time electronic conferencing, or asynchronous conferencing. Team grades will be awarded for Learning Team assignments.

Each week, starting in Workshop One, each Learning Team must complete a Learning Team Log to be turned in to the faculty member. Teams are still expected to spend between 4.5 – 5.5 hours per week outside of class.

Students are still required to complete a Learning Team Log for each week to document the Learning Team meetings, whether held face-to-face or electronically. Students must turn in the logs to the faculty member.

The Teaching/Learning Model used at the University of Phoenix is based on the assumption that in preparation for every course, students will satisfy all prerequisites. During the course itself, students will achieve certain learning outcomes. All performance assessment will depend upon the accomplishment of these outcomes. Students are graded on achievement rather than effort. It is the responsibility of the student to be prepared for each workshop.

The University trusts each student to maintain high standards of honesty, ethical behavior, and academic integrity. It is assumed that students will perform professionally in preparing work required for this class. All assignments submitted in fulfillment of course requirements must be the student’s own work. All assignments, except those designated as “group,” are meant to represent the effort of each individual student. Group projects and assignments should represent equal efforts by all group members. While the University’s Teaching/Learning Model emphasizes the sharing of professional experiences in the context of analyzing relevant course materials, it is against the policy of the University of Phoenix for students or faculty members to share information in class about present or past employers that would be considered proprietary, confidential, company sensitive, or a trade secret.

Out of consideration for others, please turn your cell phone and pagers to the silent mode. If they do not have a silent or vibratory mode, please turn them off. These items tend to distract the other students when they ring during class discussions or learning team activities.

Late arrival and early departure will constitute the loss of all participation points for that evening, at the discretion of the instructor.

It is plagiarism to go to the Internet, find an article, copy it to the clipboard and then drop it into your word processor. Listing the article as a reference on the last page will not cover you. This is plagiarism. There are a few things that you can do that will help you to avoid charged with academic dishonesty. Carefully refer to the APA MANUAL. It has an excellent explanation of plagiarism. Secondly, note the following: Anytime that you use the words or ideas of another person without giving credit, it is considered plagiarism, WHETHER YOUR ACTIONS ARE INTENTIONAL OR NOT! Differences between direct and indirect quotes: A. Direct Quotes: Includes the exact wording from the source. B. Indirect Quotes: Summarizes or paraphrases the content from the source. APA in-text requirements: A. Direct Quote: Author’s last name, publication date, and page number. B. Indirect Quote: Author’s last name, publication date. Punctuation requirements: ALL word-for-word quotations MUST be placed in quotation marks. Exception to the rule: Common Knowledge – if the same information can be found in three or more sources and those sources do not cite an earlier source, the information is considered common knowledge. Also, commonly known facts (e.g., Washington, D.C. is the capital of the U.S.) do not need a citation, even if you had to look them up. When in doubt, CITE.:)

The instructor may routinely use a plagiarism scanning process for work submitted for grading. If plagiarism exists in any written work, that paper or activity will receive ZERO points and further academic penalties will be pursued.

All papers are to be typed, spell-checked and grammar checked, well written with a logical flow of thought. Submit double-spaced with 1" margins, and prepared in the APA format found in the APA Publication Manual. Papers should be in 12-pitch font, using Courier or Times Roman. Indent paragraphs five spaces to indicate a new paragraph. Please include a title page in APA format on all papers so that the instructor can identify the student, assignment, course number, and workshop number. Although numbered, the title page does not count toward the required number of content pages. Please staple your papers together in the upper left hand corner. Do not put them into a folder, binder, or plastic cover. To accommodate faculty and students in making APA more user friendly, a highly useful 21 page complementary document has been prepared for ease in learning and applying the APA style. This document is titled, APA Style Quick Reference Guide (undated but released on March 1, 2000). Accompanying the APA Style Quick Reference Guide are two other useful tools: APA Grading Tool and APA Sample Paper. Students may download each of these three invaluable resources from the ecampus student web site.

The choice of an abstract or executive summary requirement for business reports, major projects, or research papers is at the discretion of the faculty. However, a short paper, one or two-page assignment should not normally require an abstract or executive summary. It is up to the instructor to define the format in the syllabus following the APA guidelines.

Participation in all workshops is required. An absence for whatever reason will result in the complete loss of the participation points for participation that night. If a student is absent, he/she does not gain the benefit of class involvement and is not contributing to the learning of other students in the class. Tardiness(after 6:45pm) will result in the total loss of participation points for that evening.

PARTICIPATION GRADING

Participation is graded on individual and Learning Team contributions to class discussions and participation in the Learning Team itself. The vast majority of managers' interactions with others are oral. They generally spend very little time reading and even less time writing reports. For this reason, the development of oral skills is given a high priority in this course. The classroom should be considered a laboratory in which a student can test their ability to convince their peers of the correctness of their approach. Some of the characteristics of effective class participation are: Are the points that are made relevant to the discussion in terms of increasing everyone's understanding, or are they merely regurgitation of

Do your comments take into consideration the ideas offered by others earlier in the class, or are the points isolated and disjointed? The best contributions following the lead off tend to be those, which reflect, not only excellent preparation, but good listening, and interpretative and integrative skills as well. Do your comments show evidence of a thorough reading and analysis of the case? Does the participant distinguish among different kinds of data; that is, facts, opinions, assumptions, and inferences? Is there a willingness to test new ideas or are all comments cautions/"safe"? Is the participant willing to interact with other class members by asking questions or challenging conclusions? 7. Is there a commitment to be a truth seeker?

Outstanding Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually substantive, provide one or more major insights, as well as, direction for the class. Arguments, when offered, are well substantiated and persuasively presented. If this person were not a member of the class, the quality of the discussions would be diminished significantly.

Contributions in class reflect thorough preparation. Ideas offered are usually substantive, provide good insights and sometimes direction for the class discussion. Arguments, when presented, are, generally, well substantiated and are often persuasive. If this person were not a member of the class, the quality of the discussion would be diminished considerably.

: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights, but seldom offer a major new direction for the discussion. Arguments are sometimes presented, and are fairly well substantiated and sometimes persuasive. If this person were not a member of the class, the quality of the discussions would be diminished somewhat.

This person has said little or nothing in this workshop or class. Hence, there is no adequate basis for evaluation. If this person were not a member of the class, the quality of the discussions would not be changed.

Unsatisfactory Contributor: Contribution in class reflects inadequate or non-existent preparation. Ideas offered are seldom substantive; provide few, if any, insights; and rarely provide a constructive direction for the class discussion. Integrative comments and effective arguments are completely absent. Class contributions are, at best, “time fillers” efforts to make isolated, obvious, or confusing points. If this person were not a member of the class, valuable class time would be saved.

Example of things that cause one not to earn the full amount of participation points:

Not reading assigned material

Cell phone/pagers going off during class

NO LATE ASSIGNMENTS WILL BE ACCEPTED. The instructor reserves the right to amend this rule at his discretion. Build in time for the unexpected events of life to avoid those embarrassing "Please may I turn it late because my……" conversations. Thank you.

Academic honesty is highly valued at the University of Phoenix. You must always submit work that represents your original words or ideas. If any words or ideas used in a class posting or assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Please see the UOP Catalog for more information about academic honesty, including consequences of academic dishonesty

Privacy and Confidentiality in the Classroom One of the highlights of the University of Phoenix academic experience is that students can draw on the wealth of examples from their organizations in class discussions and in their written work. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature. You must be mindful of any contracts they have agreed to with their companies. WRITTEN ASSIGNMENTS Description Percentage Content and Conceptualization 60% Logical organization of thoughts, ideas and structure 20% Spelling, Grammar, APA format, etc. 20% 100% INDIVIDUAL ORAL PRESENTATIONS Description Percentage Relevancy to class objectives 30% Clarity and conciseness of principles stated 30% Evidence of preparation, including the ability to field questions 20% Presentation skills, including compliance with time limits 20% 100% LEARNING TEAM ORAL PRESENTATIONS Description Percentage Relevancy to stated objectives 20% Appropriateness of examples as an illustrative vehicle 10% Evidence of contribution of each team member 10% 10% Presentation skills including compliance with time limits 10% Evidence of substantive research 10% Identification of principles 10% Practical applications 10% Mechanics of presentation 10% 100%

How Points and Percentages Equate to Grades

Examine the purpose of research. Explain the connection between critical thinking and research applications. Differentiate between primary and secondary research.

Information Retrieval and Data Collection Practice methods for collecting data. (Primary) Practice methods for retrieving information. (Secondary)

Read Chapters 1 through 4 in the text Bookmarks: A Guide to Research and Writing Pre-Class Survey (due Week One) Based upon your experience only, write your responses to the following questions. Be prepared to discuss.

What is the purpose of research? What is good research? What is your understanding of the differences between primary and secondary research? What is your experience with collecting research information? What is your experience with utilizing research information?

Can you think of any decisions that had undesirable outcomes due to incorrect, incomplete, or insufficient research? What primary and secondary research methods are used in your workplace? How effectively are they used? How is the research process similar to the process of forming opinions? How can egocentricity and ethnocentricity skew research? What are the dangers of group think and conformity to academic investigation? To business? Which of the problems identified in the reading seems most problematic to your chosen research topic?

Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.) Review the objectives from Week One, and discuss additional insights and questions that may have arisen. Learning Team Research Project Each Learning Team will complete a 1400-word learning team research paper and 20 minute presentation to be due in Week Five. Refer to the University of Phoenix Material “Learning Team Research Project Overview.”

Utilization of Information and Data Apply critical thinking skills to evaluate sources of information. Utilize primary information in a research project. Utilize secondary information in a research project. Synthesize data and information effectively in a research paper.

Read Chapters 5 through 8 and chapters 11 and 12 in the text Bookmarks: A Guide to Research and Writing Library Handbook. Individual Research Paper (due Week Five) The following is the topic for your individual 1400-word research paper. The rough draft of the paper is due in Week Four and the final draft in Week Five. Please read read The Miniature Guide on How to Detect Media Bias and Propaganda in the National and World News, pages 16-19. before you begin this assignment. Media Bias Topic: Revivalist Movements have been a part of US history from the start right up to the present day. (ie 1st and 2nd Great Awakenings, the work of Aimee Semple McPherson, Billy Sunday, and Billy Graham). Write a 1400 word paper (body of text excluding reference section, any notes, and quotes larger than 16 words) examining the bias of these two current web examples of revivalism. How are their bias similar and yet different from each other? Each example must be done in a minimum of 700 words: http://www.billygraham.org/SH_StepsToPeace.asp http://www.notreligion.com/ In addition to the paper there will be an in class group discussion of your findings. Thesis, Outline, and List of Sources Complete a thesis, outline, and list of sources for instructor approval.

Draw parallels between use of information and data in an academic setting and in the workplace. What are the similarities, and what are the differences? Provide examples. In a future course, your instructor has given you a broadly worded assignment. How do you narrow it to find your specific research question?

Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.) Review the objectives from Week Two, and discuss additional insights and questions that may have arisen. Learning Team Research Project Continue working on the learning team research project. Refer to the University of Phoenix Material “Learning Team Research Project Overview” for details on completing this project.

Responsible Use of Information and Data Assess the credibility of sources. Maintain standards of academic integrity. Present information in a responsible, academic manner.

Read chapters 9 and 10, chapter 13, and chapter 15 through 17 in the text Bookmarks: A Guide to Research and Writing The Miniature Guide on How to Detect Media Bias and Propaganda in the National and World News, pages 16-19. Read “Author’s Reasoning” on page 29 of The Miniature Guide to the Foundations of Analytic Thinking. Critical Issue Analysis Paper (due Week Four) Critical Issue Analysis Paper to be due Week Four. Refer to the University of Phoenix material “Critical Issue Analysis” to complete a 1450-word

Individual Research Paper Continue working on your individual research paper.

As a learning team member, how do you make sure your learning team project maintains academic integrity? How do you assess the credibility of the information on a Website? How can one avoid crossing the line between using sources to persuade and using them to manipulate?

Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.) Review the objectives from Week Three, and discuss additional insights and questions that may have arisen. Learning Team Research Project Continue working on the learning team research project. Refer to the University of Phoenix Material “Learning Team Research Project Overview” for details on completing this project.

Documenting Sources and Formatting Apply the requirements for formatting papers and citing sources as outlined in the approved style guide. Apply methods for documenting sources in essays and articles.

Read Chapters 14, 18, and 25 in the text Bookmarks: A Guide to Research and Writing The Miniature Guide to the Foundations of Analytic Thinking, pages 1-17. Individual Research Paper Rough Draft (due Week Four) and proof that the paper was sent to the Center for Writing Excellence.

Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.) Review the objectives from Week Four, and discuss additional insights and questions that may have arisen. Learning Team Research Project Continue working on the learning team research project. Refer to the University of Phoenix Material “Learning Team Research Project Overview” for details on completing this project.

Review of all topics and objectives for the course.

Read chapters 19 and 21 in the text Bookmarks: A Guide to Research and Writing The Miniature Guide to the Foundations of Analytic Thinking, pages 18-47. Individual Research Paper: Submit final Individual Research Paper. Learning Team Research Project Submit final paper and deliver presentation.

LEARNING TEAM PROJECT OVERVIEW

Learning Team Research Project Each learning team will complete a 1400-word Learning Team Research Paper and presentation due in Week Five. Annotated Bibliography (due in Week Two) Each learning team will select a topic from Opposing Viewpoints and develop a list of annotated sources. members are to locate and read at least three articles regarding the research topic. For each of the chosen articles, each team member will write a 50 to 75-word annotated bibliography with descriptions of key points and an explanation of their relevance to the topic and this research project. The annotated bibliography will be due in Week Two. An annotated bibliography looks the same as a reference page with one small difference: After the source is listed, write a 50-75-word summary of the article. Below is a sample presentation of an annotated bibliography:

Writing with precision: How to write so you cannot possibly be misunderstood. (3rd ed.) Washington, DC: Acropolis Books. Discusses the principles of clear, effective writing; offers help on preparing and writing specific kind of materials, such as letters, memorandums, and

will pick one, without duplicating, of the following topics: pros and cons of three cures in Kevin Trudeau’s More Natural Cures examine three natural cures of Dr. Bob Marshall at www.healthline.cc Photo Light tickets work and the pros and cons of their legality. Examine the pros and cons of the link between vaccines and childhood autism. Examine the pros and cons of the link between growth hormones in milk and meat and health problems such as cancer. Submit a copy of the annotated bibliography to your instructor in Week Two. Learning Team Research Project Outline (due Week Three) Continue collecting research on the Learning Team Research Project topic. Confirm that all team members select at least one peer-reviewed in the learning team research project. For information on peer-reviewed articles, refer to the University of Phoenix’s University Library Handbook. Based on your learning team’s choice of topic and sources in the previous learning team meeting, create an outline of the paper and presentation for the instructor’s review. The outline will be due in Week Three.

Learning Team Research Project (due Week Four) Complete a rough draft of the learning team research project and submit it for your instructor’s review. The rough draft is due in Week Four.

Background (overview of the situation) Provide a brief introduction of the case, including the ethical dilemma and an assertion on the topic.

Analysis “in Favor of” (pro side) Provide a synopsis of the pro side by identifying facts and opinions (at least two of each). Providing direct quotes is very helpful, then analyze the text. Identify as many problems with the pro side of the argument. Reveal any propaganda that you might have found in your readings. If there is evidence of logical fallacies (errors of perspective, procedure, or reaction) in any of the pro/con stances that you read, explain where and how. Finally, characterize the credibility of the authors of the articles that you read. (credentials) Analysis “in Opposition to” (con side) Provide a synopsis of the con side by identifying facts and opinions (at least two of each). Providing direct quotes is very helpful, then analyze the text. Identify as many problems with the con side of the argument. Reveal any propaganda that you might have found in your readings. If there is evidence of logical fallacies (errors of perspective, procedure, or reaction) in any of the con stances that you read, explain where and how. Finally, characterize the credibility of the authors of the articles that you read. (credentials)

Provide a framework for alternatives that flow naturally from the analysis. The pro and con of each alternative needs to be considered. Prescription (what should be) Recommend a logical solution to the issue that is clearly and specifically described. The recommendation must clearly support the issues and demonstrate that all stakeholders’ interests are considered. Consideration for implementation should be explained, and any barriers should be and appraised. The solution you propose must be workable and plausible.

Learning Team Research Project (due Week Five) Using the feedback from the instructor, complete the learning team research project and presentation. It is recommended that the learning team practice the 10 slide presentation and prepare for questions from the class.

res110r4