Undergraduate Research at Sinclair Community College by xqo30826

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									Undergraduate Research at
Sinclair Community College
 Katherine R. Rowell
 Director, Center for Teaching and Learning
 Professor of Sociology
 Tonya Barnes, Student, Sociology and Social Work
Enrollment
 23,000 credit students       Percentage of
                                Students by
                                 Residence

   35,000 – 40,000           31%
                                          17%


    unduplicated students
    annually
                                          52%

   65,000 individuals      City of Dayton
                            Other Montgomery County
    served through non-     Out-of-County
    credit programming
Sinclair Students
                                      100% commute
        60% female                                     20% minority




                                                     Most work while
32% evening and                                       taking classes
weekend students




                                                     41% between the
                                                      ages of 20-29
                     35% are taking less
                     than 6 credit hours
Programs
Fully accredited by The Higher Learning Commission
of the North Central Association

 Degrees
    –   Associate   of Applied Science
    –   Associate   of Arts
    –   Associate   of Science
    –   Associate   of Technical Study
    –   Associate   of Individualized Study
   Career Programs
   University Parallel
   Certificates
   Short Term Technical Certificates
   Specialized Courses
Why a Research Course at the
Community College Level?
 American Sociology Association and SSDAN
    along with NSF Funding…
   The Integrating Data Analysis Project (IDA)
   Service Learning
   Honors Program
   We know this helps students learn!!!!
   The major impetus is that research in the
    undergraduate curriculum increases student
    learning
Sociology Department
Experience
 For the past five years, the departments
  has intentionally been integrating data
  analysis throughout our curriculum
 Students who have had this experienced
  asked for an opportunity to have a
  research course
Description of the Class
 10 students registered for the course
 All had at least one course with me and
  had experienced an integrating data
  analysis module
 We do not have a major in two year
  degrees, most were liberal arts majors and
  one was business
 4 of the 10 were honors students
Why did students take the
course?
 Since there is no guarantee that a new
  course will transfer, students knew this up
  front.
 They had developed a real interest in
  research.
 All of the students were actively involved
  in the class.
Course Description
   As sociologists, we conduct research for the primary
    purpose of providing trustworthy information and
    evidence about society. There are two types of
    sociological research-academic and applied. Academic
    researchers typically work in a university or college
    setting and conduct research to primarily focus on
    research to help expand the scientific understanding of
    human society. Applied Research is research that
    focuses on meeting the research needs of an
    organization like a business or social agency. Research
    is an important part of any career.
Course description continued
   This course will provide you as a student a basic
    introductory understanding of how to conduct
    survey research and use secondary data
    analysis to understand the society and world
    around us. Students will have an opportunity to
    complete an academic research project, applied
    research project, and write a research proposal
    for a future research project.
Course Objectives Part I
 Understand the scientific research method and the types of research
    methods used to study society.
   Develop social responsibility and an ethic of service: attitudes and
    understandings needed to live in society as responsible citizens and
    to contribute to building a caring and just society.
   Demonstrate critical thinking thru the use of the sociological
    perspective of the major social institutions, and social change
    mechanisms.
   Demonstrate professional effectiveness and teamwork by exhibiting
    leadership, cooperation, and making productive contributions to
    group written and oral assignments. Students must also
    demonstrate a respect for diverse view points within the group.
   Interpret statistical tables, graphs, charts as they apply to an
    understanding of the major institutions and social change.
Course Objectives Part II
 Calculate and interpret the measures of central tendency as a
    means of processing data sets.
   Learn the basics about survey research including sampling, survey
    construction, anonymity, confidentiality.
   Examine the rules of ethics in research and how to effectively deal
    with the Institutional Review Process.
   Develop and understanding of both academic and applied research
    through experiences in both types of research.
   Increase understanding of information literacy including how to use
    the library to search for academic resources and how to read journal
    articles.
   Examine the role of institutional planning and research and grants in
    higher education and how research is used on a college campus to
    make decisions.
   Learn how to enter data into SPSS and Microsoft Excel.
Major Course Projects
 House of Bread Service Learning Project
 Replication of an Academic Study
 Each student developed a research
  proposal
 3 Secondary Analysis Projects
 Learned SPSS and Excel
 We filmed the experience
House of Bread: Lessons Learned
 Overall, this project was the most successful of the projects
    completed in the course. Our findings helped the House of Bread
    make a case with the City of Dayton for homeless assistance.
   Face to face interviewing was difficult for some students. Some
    students were better at conducting interviews than others.
   We learned that to get participants we had to give interviewees
    something. We ended up giving each interviewee a personal hygiene
    product gift bag.
   Qualitative Data is time consuming to enter and analyze
   Direct participation in a research project is a great way to learn how
    to do research and we felt that our research made a difference.
Study We Chose to Replicate
   “Comparative Study of Traditional and Nontraditional
    Students, Identities and Needs”
   Authors: Mary Scheuer Senter and Richard Senter, Jr.
   NASPA Journal Volume 35, no. 4, Summer 1998
   Authors were kind enough to share a copy of their survey with
    us
   Original study examined the differences between traditional
    and nontraditional students on a 4 year campus
   We hypothesized that there might be differences if we
    examined nontraditional students at a community college
   Original study found that traditional students had as many
    needs as nontraditional students (there was more to this
    study). Our class thought we might find different outcomes if
    we studied nontraditional at a community college.
Brief Findings of Replication Study
 Our study sample includes a total of 135
 University and Community College
 students.
      98 Sinclair Community College Students
      37 Wittenberg University Students
      96 White, 24 African American, 14 Other
      29 Males and 106 Females
      90 Students Identified as Traditional
      42 Students Identified as Non-Traditional
Academic Replication Study:
Lessons Learned
 Our survey asked way too many questions (we added to
    many to the original)
   Entering all that data by hand is very tedious and time
    consuming
   Finding students to take our survey seriously and take
    the time to complete it was difficult because of the length
    of the survey
   We did not find any significant findings due to problems
    with the sample and many students not completing the
    survey
Research Proposals developed in
Class
   Lisa O’Hearn— Unlearning Prejudice in Situations of Project
   Deborah Wenger—Effective Teaching Strategies for Young Latino Immigrant
    Children
   Colleen Lim—Selling Obesity on the Campus of Sinclair Community College
   Caroline Jentleson—Self Image of Children in Poverty
   Tonya Barnes—The Effectiveness and Outcomes of Church Outreach
   Mathew Eviston—Barriers to Health Care
   Gary Scott—Juvenile Attitudes towards the Police in the Inner City vs. the Suburbs
   Brandon Fennell—Prejudice Against Body Art and Modification in the Work Place
   Jessica Emmrich—Changing Religious Attitudes Among College Students
Three students completed research proposals
they developed in the next quarter
   Tonya Barnes went on to complete a research project
    and worked with another faculty member on Achieving
    the Dream Data. She presented at STARS and the North
    Central Sociological Association
   Lisa O’Hearn went on to complete her research project
    Winter Quarter 2009 and presented at the STARS
    conference
   Gary Scott went on to complete his research project
    Winter Quarter 2009 and presented at the STARS
    conference
Student Perspective
 Tonya Barnes shares her experiences with
  research over the past two years while at
  Sinclair Community College
 Why did she get involved?
 How has it been beneficial?
 Has it affected her future plans?
Institutional Issues at
Community Colleges
   IRB ( Five years ago we did not have an IRB because of
    the department interest in undergraduate research, we
    now have an IRB)
   Funding for student travel ( I was able to find funding
    through Honors Program and STARS program in Ohio)
   Academic culture that seems to suggest research should
    be saved for third and fourth year students
   Transferability
Future of a Research Methods
Course
 We are focusing on integrating data
  analysis in all our courses
 We would like to offer a research methods
  course but the issue of transferability with
  4 year institutions is problematic
 Will continue to offer it every other year
Concluding thoughts
 Why is it worthwhile to faculty?
 Why is it worthwhile to students?
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