Colleagues,
Here is some blatant self-promotion, but the work is directly relevant
to this thread. See below.
Peri Schwartz-Shea
Those interested in this general topic might also want to consult:
"Symposium Introduction--Methodological Pluralism in Journals and
Graduate Education? Commentaries on New Evidence," PS: Political
Science and Politics, 2003, 36 (3) which includes my: "Is This the
Curriculum We Want? Doctoral Requirements and Offerings in Methods and
Methodology."
Another piece with more detail by program:
Schwartz-Shea, Peregrine. 2005. "The Graduate Student Experience:
'Hegemony' or Balance in Methodology Training?" In Kristen Monroe, ed.,
Perestroika! The Raucous Revolution in Political Science. New Haven, CT:
Yale University Press, 374-402.
And for those interested in the rigor of interpretive empirical (i.e.,
non-variable research) research:
Yanow, Dvora and Schwartz-Shea, Peregrine, eds., Forthcoming May 2005.
Interpretation and Method: Empirical Research Methods and the
Interpretive Turn, M.E. Sharpe.
The "interpretive turn" of the 1970s and 1980s across the social
sciences in the United States had an uneven theoretical impact, with
some disciplines (such as political science, economics, and urban
studies) barely influenced by what in other fields constituted a major
intellectual shift. Yet even in many of those fields, that shift had
little effect on the teaching of methods or on methods textbooks, and
methodological positivism still holds sway in their thinking about
research and about science. This book details what could happen in
practice if scholars and teachers in such disciplines took the
interpretive turn seriously, providing them with the means for
demonstrating the relevance, rigor, and creativity offered by
interpretive research methodologies and methods. Unlike most treatments
of research methods that present only tools and techniques, this book
situates methods questions within the context of broader methodological
questions - specifically, the character of social realities and their
"know-ability." Subsequent chapters provide engaging and nuanced
discussion of methods of data access and generation, from varieties of
interviewing approaches to the "low data" of popular culture. As
important, the book presents a rich array of methods of interpretive
data analysis in chapters ranging from reflexive historical analysis to
a semiotics of built space, from interpretive content analysis to
critical ethnography. Contributors build on their own research
experiences to offer an inside, applied perspective on how topics,
evidence, and methods intertwine to produce social-scientific knowledge
about the variety and subtlety of human meaning-making processes.
"Judging quality: Evaluative criteria and epistemic communities."
Forthcoming. In Dvora Yanow and Peregrine Schwartz-Shea, eds.,
Interpretation and Method: Empirical Research Methods and the
Interpretive Turn. M.E. Sharpe.
Shawn Treier wrote:
>Actually, the UGA sequence is slightly different from what Stephen
>described. It is also partially multi-tracked, since most students are
>admitted first as MAs before being admitted as PhDs. The current
>sequence looks like
>Ia. Research Design/Univariate Statistics
>Ib. Introduction to Stata (1/3 course)
>IIa. Bivariate Statistics/Regression (one week logit/probit)
>IIb. Math prep (calculus and matrix algebra) (2/3 course)
>III. Advanced stats/MLE
>
>MA students must take Ia, Ib, IIa
>PhD students must also take IIb and III in addition to the MA required
>courses.
>
>We also have a methods minor, but are still in the process of offering
>advanced courses beyond III.
>
>Stephen is probably correct that the FSU sequence probably is more
>sensible, but we are currently revising this sequence. The most likely
>proposal (starting next year) looks very similar to UC Davis I-IV,
>with the actual division of content between the four courses still
>subject to discussion:
>I. Research Design
>II. Basic Statistics/Probability/Stata
>IIIa. Regression
>IIIb. Math prep
>IV. Advanced stats/MLE
>We will also begin offering topics courses beyond the MLE course that
>can be applied to the methods minor. Initially, something simple like
>duration analysis or TSCS.
>
>
>
>
>
>
>
>
>>Stephen Shellman: University of Georgia
>>
>>Hi George.
>>
>>I am at Georgia and we require 3 courses - scope and methods, baby
>>stats, and regression (with some logit/probit).
>>
>>I prefer the Florida State model where I did my grad work.
>>
>>4 courses:
>>I. Scope & Methods
>>II. Quantitative Analysis(Baby Stats - paired sample t-tests,
>>chi-square/contingency tables, ANOVA, basic multivariate regression)
>>III. Regression (with some simulataneous equation stuff & structural
>>equation modeling)
>>IV. Advanced Quantitative Analysis (MLE/Time Series)
>>
>>To get a minor, I believe you have to take 3 additional courses - one >of
>>which may be at ICPSR. One of which may be "Game Theory"
>>
>>They also offer advanced courses like: Time Series Analysis
>>
>>So to get my Methods Minor, I took the 4-course sequence (required by
>>all Ph.D. Students), Game Theory, Simultaneous Equations at ICPSR,
>>and Time Series in my Dept.
>>
>>They also allowed you to take advanced courses in the Econ or Stats depts
>>for credit if approved.
>>
>>Hope this helps.....
>>
>>Steve
>>
>>Stephen M. Shellman
>>Director, Project Civil Strife
>>Director, Summer Workshop On Teaching about Terrorism
>>
>>Assistant Professor
>>Department of International Affairs
>>University of Georgia
>>[log in to unmask]
>>http://www.arches.uga.edu/~smshel
>>
>>
>>
>>
>-------------------------------
>Shawn Treier
>Assistant Professor
>Political Science
>University of Georgia
>-------------------------------
>
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--
Peregrine Schwartz-Shea
Associate Professor
University of Utah
Political Science Department
260 South Central Campus Drive Rm 252
Salt Lake City, UT 84112-9152
(801) 581-6300 phone mail
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