syllabus mps570 fall 2010 tavanti

COURSE DETAILS

Course: MPS 570-750: RESEARCH METHODS IN PUBLIC SERVICE

Focus on Appreciative Inquiry (AI) methods for Participatory Poverty

Assessments (PPAs) and Participatory Action Research (PAR)

Credit Hours: 4 CREDIT HOURS. Additional credit could be obtained with

appropriately approved and specific research in relation to urban

sustainability, sustainable community development, urban poverty

reduction, participatory poverty assessment and Daniel H. Burnham’s

Manila-Chicago connections. Please consult the instructor for an

additional independent study (MPS600) or 4 or 2 credit hours, preferably

to the registered in the Winter Quarter.

Quarter: Registration in the Autumn Quarter 2010-2011. The preparatory classes

will be held at the end of Fall; travel during the December Intercession

and the final assignments extended in the Winter Quarter. See course

calendar for details.

Instructor: Marco Tavanti, Ph.D. Associate Professor

Office Hours: Mondays and Wednesdays 2:00-4:00PM (email appointments preferred)

Office Location: 16th

Floor 14 E. Jackson Blvd, Office 1614

Email: [email protected]

Phone: +1.312.362.8463

DePaul University

School of Public Service

14 E. Jackson | 1600

Chicago, IL 60604

312.362.8441

mailto:[email protected]

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DEPAUL UNIVERSITY – SCHOOL OF PUBLIC SERVICE TAVANTI – SYLLABUS MPS 570 – AUTUMN QUARTER 2010-2011

312.362.5506 FAX

http://las.depaul.edu/sps

ISL Coordinator: Ashley Perzyna

International Service Learning Coordinator, SPS-SAP Manila Program

DePaul University, Office of the President

55 E. Jackson Blvd., Chicago, IL 60604

(w) 312-362-8834 (c) 708-601-5394 (f) 312-362-7577

[email protected]

Hotel: Pearl Lane Hotel

1700 M. Orosa St., Corner Gen. Malvar St.

Malate, Manila, Philippines

Telephone: (632) 523-2000

Fax: (632) 524-6255

Website: www.pearllanehotel.net


Local Coordinador: Ms. Grace S. De Guzman,

Adamson University

900 San Marcelino Street. Ermita, Manila 1000 Philippines

Phone: +63(2) 524-2011

Mobile: 09164034900

Website: www.adamson.edu.ph


VCSR Coordinator: Fr. Afiliano Fajardo, CM (Fr. Nonong)

Director, Integrated Community Extension Services,

Adamson University;

The Vincentian Center for Social Responsibility (VCSR)


PROGRAM OVERVIEW:

The School of Public Service Manila-Philippines study abroad program (Manila Program) is the

result of an ongoing institutional collaboration between DePaul University and Adamson

University, the third largest Vincentian higher education institution in the world. In line with the

Vincentian values of service learning, social responsibility and poverty reduction, the Manila

Program is a unique learning experience for students interested in collaborative and applied

research for poverty reduction, community development and systemic change. The program

focuses on experiential learning and professional collaborations through adapted methods in

Participatory Action Research (PAR), Participatory Poverty Assessments (PPA), and

Appreciative Inquiry (AI) adapted to Vincentian urban poverty reduction. Given the expertise

and interests of the graduate students in public service at DePaul University, the program offers

opportunities to tackle poverty through social impact analysis of micro-savings and community-

http://las.depaul.edu/sps


http://www.adamson.edu.ph/



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social entrepreneurship programs organized by the Vincentian Center for Social Responsibility

(VCSR). The Manila Program reflects DePaul University’s commitment to educate students

about international problems and to become ethically and socially responsible global leaders, as

expressed in the Strategic Plan Vision Twenty12. In addition, the collaboration between our

Vincentian universities contributes to DePaul University’s commitment to further institutionalize

its Vincentian and Catholic identity by developing academic partnerships.

COURSE DESCRIPTION:

Research is an essential component in public services management, particularly for

organizational development, policy design, and social change. This fundamental course is

designed to introduce students to practical applications of qualitative, quantitative and other

research methods applied to the organizational needs of non-profit and community based

organizations engaged in urban poverty reduction. Through preparatory sessions, immersion in a

cross-cultural urban poverty environment and collaborative process students will learn about

research approaches, methods and tools in the field of development research. The theoretical,

collaborative and experiential components of this program are designed to prepare students to

develop a research project for poverty and social impact analysis. The research approaches

utilized in this program include Participatory Action Research (PAR), Appreciative Inquiry

Approach (AIA), and Participatory Poverty Assessment (PPA) among others. Through

appropriately selected readings and research toolkits and in the collaborative processes with

Adamson University’s faculty, Vincentian Center for Social Responsibility (VCSR)’s volunteers

and displaced informal settlers community leaders, students learn research methods such as

participant observations, intercultural focus groups, collected and semi-structured interviews and

other useful techniques in (international/intercultural) public service research.

WHAT ARE RESEARCH METHODS IN PUBLIC SERVICE?

The tradition of separating scientific research methods from community intervention and

organizational consultation is deeply rooted in academic culture. Many researchers build their

careers on this assumption while some professionals still give more value to quantitative and

basic research than to qualitative and applied research. The urgency of the world’s problems and

the interconnectedness of our organizations and sectors challenges today’s managers and leaders

of public service to recognize the validity of all research methods that can produce organizational

development and social change. This course attempts to dissolve this long standing tension by

reframing the study of research methods within the context of professional service learning and

engaged collaborative and action research. In this framework, research methods, tools, theories

and techniques are learned not in a vacuum but immersed in the concrete needs and challenges of

organizations and leaders operating in impoverished social contexts.

WHY PARTICIPATORY ACTION RESEARCH (PAR)?

Participatory action research best describes the mission of doing research in public service

research and the Vincentian values of making a difference in society. PAR is not just a method

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but a family of research methodologies which pursues collaboration (or participation), action (or

change) and research (or understanding) at the same time. PAR is a collage of attitudes and

innovative inquiry frameworks for social change. Although still misrepresented by many, PAR

has emerged as a significant methodology widely used by university programs, development

agencies and community organizations interested in making a positive change in societies around

the world. PAR is a collaborative approach to inquiry that provides people the means to take

systematic actions to resolve specific problems. The basic steps in participatory action research

(look, think and act) reflect traditional research practices of gathering data, analyzing/theorizing,

and plan, report and evaluate. This course exposes students to the theories and practices of PAR

as applied to community-based action research and organizational capacity building for poverty

reduction.

WHY APPRECIATIVE INQUIRY?

Developed by Dr. David Cooperrider at Case Western Reserve University, Appreciative Inquiry

(AI) is an inquiry method widely used in the evaluation of organizational development strategy

and implementation of organizational effectiveness tactics. Rather than fixing “problems” of an

organization, the basic idea of AI is to improve organizational performance around what works.

This approach attempts to produce change and engagement by acknowledging the contribution of

individuals at different levels of the leadership ladder. AI is a particular method of asking

questions and envisioning positive future for individuals and their organizations. AI fosters

collaboration, trust and change by implementing four stages: Discover (IDENTIFYING) the

organizational processes that works well; Dream (ENVISIONING) the process that would work

well in the future; Design (PLANNING) the process that would work well; and Deliver

(IMPLEMENTING) the proposed design. This course uses AI as a research framework to shape

the questions, gather information and to communicate the findings. It also adapts the notions of

AI to evaluate practice, and build evaluation capacity in community leaders in poor and

marginalized social sectors.

COURSE ANDRAGOGY1

The andragogy of the course and experiential learning connected to the Manila Program aim at

engaging our students as adult learners in a real life learning experience. Five characteristics

define and distinguish the adult learning process of this study abroad program and course on

Research Methods in Public Services:

1) Competent: The learning of this course is centered around sound literature, techniques and

contemporary approaches in research methods for development research.

1 The term “Andragogy”, meaning adult education, originally used by German educator

Alexander Kapp in 1833, was developed into a theory of adult education by the American

educator, Malcolm Knowles. His theory is most commonly associated with his groundbreaking

book Self-Directed Learning: A Guide for Learners and Teachers, published in 1975.

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2) Experiential, the experience (including mistakes and learningby doing) are a central

component of the learning process;

3) Participatory with the involvement of students, community leaders and colleagues from other

institutions in the preparation, adaptation and evaluation of the collaborative nature of this

program;

4) Applied as the research methods theories and techniques are crafted and usefully adapted to

the social, organizational and cross-cultural needs;

5) Practical research driven by a common interest to make a positive impact in social and

organizational contexts. In line with the practical, professional and adult learning mission of the

School of Public Service, the content and learning goals of MPS 570 Research Methods in Public

Service is designed to incorporate the practical, applied, participatory content of this study

abroad course.

PREREQUISITES

For the International Public Service (IPS) Graduate Program:

MPS 500: Introduction to Public Service Management.

MPS 613: Comparative Public Policy or MPS 542: Policy Design and Analysis

For the other MPS, MPS and MPA degrees:

MPS 500, MPS 501, MPS 514 (or MPS 515), MPS 542

For the MNM please consult with your advisor.

LEARNING OUTCOMES

COURSE GOALS

1. Recognizing and appreciating the benefits that applied and participatory research methods

can offer to organizations engaged in alleviating urban poverty

This outcome will be measured by the student’s level of engagement and participation in the

collaborative projects, research teams and in-class and Blackboard discussions.

2. Acquiring familiarity with the fundamental benefits and the ability to discern the appropriate

methodologies, designing feasible research plans and effective tools for organizational

evaluation.

This outcome will be measured by the preparatory assignments and final research plans students

and small teams create at the end of the course.

3. Demonstrate competency in identifying contextual and organizational needs, adequately

responding with conceptually sound, practically adapted and ethically prepared sustainable

solutions through applied research.

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This outcome will be measured by student’s (and groups) creativity in adapting research methods

and tools to the organizational needs and contextual diversity of research participants.

RESEARCH SKILLS

1) Understanding the methodical processes of inquiry

2) Recognizing the advantages and challenges of participatory approaches to inquiry

3) Linking research with capacity building processes

4) Learning the basic action research interacting spiral (look, think, act)

5) Designing feasible, participatory and effective research plans

6) Identifying stakeholding groups, key people and seeking consensus

7) Gathering information through a review of literature and appreciative fieldwork

8) Interpreting and analyzing data through interpretative questions, organizational review,

concept mapping and problem analysis

9) Appreciating potentials for planning sustainable change and development

10) Developing appropriate, simple and intercultural effective tools for gathering data

11) Analyzing an empirical study for its strengths and weaknesses in both design and

execution;

12) Utilizing and assessing the appropriateness of various research methodologies;

13) Evaluating reliability, validity and applicability of research methods, findings and quality

of research results

14) Presenting ethical and political issues involved in research.

COURSE READING MATERIAL

REQUIRED TEXTS:

Mikkelsen, Britha. Methods for Development Work and Research: A Guide for Practitioners.

New Delhi, by Sage Publications, 1995.

Manila Program Reading Package: Program participants will receive an electronic course

reading package with essential resources and readings in research methods and

background resources for the Manila contexts and activities.

Applied Research Toolkit. By Marco Tavanti, DePaul University – Adamson University, 2007

Available as electronic text on Blackboard.

Program Evaluation Toolkit. By Marco Tavanti, DePaul University – Adamson University,

2008 Available as electronic text on Blackboard.

Development Research Toolkit. By Marco Tavanti, DePaul University – Adamson University,

2009 Available as electronic text on Blackboard.

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SUPPLEMENTAL READINGS:

The instructor’s PowerPoint lectures and additional online material referenced on Blackboard

draw from the following texts and online resources. The Blackboard site, under Course Material,

includes several organized readings and useful resources for your research and additional

understanding of specific topics. Please consult the instructor for specific readings in relation to

your assignment focus and research topic. The following is a selected list of essential and useful

readings integrating your learning on research methods and the topics of the Manila program:

ON RESEARCH METHODS IN PUBLIC SERVICE:

Schutt, Russell K. Investigating the Social World: The Process and Practice of Research. 6th ed.

The Pine Forge Press Series in Research Methods and Statistics. Thousand Oaks, Calif.:

Pine Forge Press, 2009.

McNabb, David E. Research Methods in Public Administration and Nonprofit Management

Quantitative and Qualitative Approaches. Armonk, N.Y.: M.E. Sharpe, 2002.

ON PARTICIPATORY POVERTY-ACTION RESEARCH:

Brock, Karen, and Rosemary McGee. Knowing Poverty : Critical Reflections on Participatory

Research and Policy. London ; Sterling, VA: Earthscan Publications, 2002.

Robb, Caroline M. Can the Poor Influence Policy? : Participatory Poverty Assessments in the

Developing World. Rev. ed. Washington, D.C.: World Bank, 2001.

Somekh, Bridget. Action Research: A Methodology for Change and Development. Maidenhead:

Open University Press, 2006.

ON INTERNATIONAL-ASIAN RESEARCH:

Cartwright, Susan, Cary L. Cooper, and P. Christopher Earley. The International Handbook of

Organizational Culture and Climate. Chichester ; New York: Wiley, 2001.

Schak, David C., and Wayne Hudson. Civil Society in Asia. Aldershot: Ashgate, 2003.

ONLINE REFERENCES:

Action Research International, an on line journal:

http://www.scu.edu.au/schools/gcm/ar/ari/arihome.html

Basic Business Research Methods, Carter McNamara, MBA, PhD, Authenticity Consulting,

LLC. Copyright 1997-2007. Adapted from the Field Guide to Nonprofit Program Design,

http://www.scu.edu.au/schools/gcm/ar/ari/arihome.html

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Marketing and Evaluation and Field Guide to Consulting and Organizational

Development. http://www.managementhelp.org/research/research.htm

Survey Research Methods: on line peer reviewed journal. This journal "is the official journal of

The European Survey Research Association" http://esra.sqp.nl/esra/journal/

The International Journal of Qualitative Methods: "The journal is multilingual and

multidisciplinary, with a focus on qualitative research methods."

http://www.ualberta.ca/~ijqm/

The Praxis Project for Public Policy and Community Research

http://www.thepraxisproject.org/home.html

.

COURSE ASSIGNMENTS

Active participation, leadership, teamwork and collaboration will demonstrate your effective

capacity in engaging in participatory research. This, along with an online training exercise, a

written assignment, a fieldwork exercise, and a final project (research design) will demonstrate

progress toward achieving course objectives. Justified late assignments will be penalized by a

minimum of 5 point penalty. Please consult the instructor if you need further explanation of the

assignments or the criteria of evaluation. The instructor and the supervisory team at Adamson

will be available to give suggestions or answer specific questions regarding your work in

progress.

1. RESEARCH ETHICS REPORT (weight 20%): This assignment requires you to complete

a human subject training and critically reflect on it along a specific theme on research ethics.

A) Critical Reflection: You will write a critical reflection on one specific subject related in

general to the ethics of research and specifically to the social responsibility that researchers

have toward a stakeholder community and human subject participants. You could, for

example, focus your reflection on the challenges and responsibility of community

participation in action research, or the issue of power in conducting research in an

impoverished social context. The reflection should also reference and comment on the ethical

values learned during the required training (see below). The critical reflection should be of a

minimum of 4 pages and a maximum of 5 (Times New Roman, double spaced, one inch

margin throughout) and include at least 8 in-text references (at least two should be from your

required texts). You will submit your critical reflection on Blackboard Digital Drop box, with

the file name beginning with your last name and the title of the course assignment. B) IRB

training: You will attach to your assignment a proof of your successful completion of the

Collaborative Institutional Training Initiative CITI Basic Training for the protection of

human participants in research (if you have already completed this training, please submit a

proof of completion). Such trainings, required by the DePaul University’s Internal Review

http://www.managementhelp.org/research/research.htm

http://esra.sqp.nl/esra/journal/

http://www.ualberta.ca/~ijqm/

http://www.thepraxisproject.org/home.html

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Board (IRB), are mandatory under the Federal Wide Assurance. They should demonstrate a

basic ethical knowledge preventing inappropriate behavior while promoting protection and

suitable procedures in researching social (and animal) subjects. Given the social types of

subjects commonly involved in Public Service research, our IRB office suggests taking the

on-line mandatory training available at

http://research.depaul.edu/IRB/Mandatory%20%20Training.html The step by step

instructions for how to complete the training are available in this document

http://research.depaul.edu/IRB/forms/Instructions%20for%20CITI%20Training-

%20Version%202-19-2010.doc Please make sure you keep record of the completion of this

training as it will be useful to you in future research projects. Please read additional

information on research classification and procedures for the human subject research

protection at http://research.depaul.edu. The completion of this online training will take you

approximately 3 hours and can be done in different steps. This assignment is due at the

beginning of Session 2 Monday November 15, 2010 (5:45PM).

2. RESEARCH PROJECT ANALYSIS (weight 15%): You will review ONE development

research project either completed during the previous Manila programs (available on

Blackboard) or by another center or institution in Manila (e.g. see

http://www.dlsu.edu.ph/research/centers/sdrc/projects.asp). With an internet based

background research on the subjects, methods and prospected outcomes of the research you

will summarize and critically analyze the project in a ONE full page (maximum two, single

spaced, pages) report in which you highlight the project’s strengths, weaknesses,

opportunities and threats (SWOT). If available and applicable, your report should include the

followings: 1) The title and contact information of the people who worked in the selected

project; 2) A one-two sentences summarizing the project; 3) Divide the page into a table or

four cells (two rows and two columns), summarizing your SWOT analysis. 3) At the bottom

of the page, you should offer one-two sentences evaluating the project in its feasibility,

applicability and utility for urban poor and marginalized sectors in Manila. You will share

your analysis during Session 3 and may be asked about it during the Manila trip. This

assignment is due at the beginning of Session 3 Monday November 15, 2010 (5:45PM).

3. PARTICIPATORY OBSERVATIONS NOTES (weight 15%): During the Manila

program you will visit communities of relocated informal settlers. You will speak to the

leaders of popular organizations and observe and learn about their needs, challenges and

hopes. Your task is to be a participant observer and reflect on the things you observe and

words you listed during your visit. During the community visits you will have the possibility

to listen to community leaders in collective and individual informal interviews. You should

make a record of your observations though field notes. Please consult the HOW-TO guide on

how to write field notes in ethnographic research and participant observation research

(available on Blackboard under course documents / how to). Your task is to understand the

contexts with its organizational, leadership, political and economic needs as manifested

http://research.depaul.edu/IRB/Mandatory%20%20Training.html

http://research.depaul.edu/IRB/forms/Instructions%20for%20CITI%20Training-%20Version%202-19-2010.doc

http://research.depaul.edu/IRB/forms/Instructions%20for%20CITI%20Training-%20Version%202-19-2010.doc

http://research.depaul.edu/

http://www.dlsu.edu.ph/research/centers/sdrc/projects.asp

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and/or observed during your community visits. You will be asked to share your initial

observations on day 3 of the Manila program and we will begin together the analysis. You

will reorganize your handwritten field notes into TWO reflections on two subjects (about 500

words each) to be posted on the Program Blog http://manilaprogram.blogspot.com/. Each

blog entries will include: 1) A appropriate and comprehensive title; 2) A text of 500 words

minimum; 3) Hyperlinks embedded in the text for further references on the mentioned

organizations and important subjects; 4) A list of additional resources at the bottom of the

entry (books, organizations, reports, etc.); 5) A list of selected labels; or keywords / subject

that best synthesize your post; 6) At least one photo that best illustrates your observation /

reflection; 7) At the end of each blog post you should write: Text credit: Your Name and

Photo Credit: You or others. Please send your two reflections to Dr. Tavanti by email to get

approved for the posting. Attach also a sample page of your field-notes (scanned or

transcribed). You will be receiving an invitation to become a co-blogger and post the

reflections yourself, after your receive the instructor’s OK. Alternatively, you could ask for

assistance from other classmates or the ISL coordinator. You will be sending this as an email

with the attachments to Dr. Tavanti by December 15, 2010. Once you receive his approval,

the Blogs need to be posted by December 31, 2010.

4. DEVELOPMENT RESEARCH PROJECT (weight 50%): The purpose of this

assignment is to serve our partners at Adamson University and the Vincentian Center for

Social Responsibilities (VCSR) by writing a publishable research paper analyzing the VCSR

work in a specific subject (women leadership, multi-sector partnerships, micro-savings,

community entrepreneurship, urban poverty reduction, slum upgrading, etc.). In close

collaboration with the instructor and with the assistance of your assigned teamwork of

Adamson faculty, VCSR volunteers and community leaders, you will be responsible for the

organization of the research paper, with a good quality and specific literature review, and

with the possible integration of data provided by VCSR. At Adamson University you will be

receiving a printout with updated VCSR data. Please use it to make your analysis more

inherent to the VCSR’s methodologies, approaches and activities. Your task is to do more

than simply “describing” their work. Rather, your need to analyze their methods, outputs,

outcomes and impact in relation to the existing literature on the selected topic. You will be

able to integrate their data with your own observations and collective interviews based on

questionnaires / instruments prepared by other students. In Manila we will do a collective

exercise to prepare and adapt such questionnaire. You are invited to select the topic of your

research in dialogue with the instructor before the arrival to Manila.

* Please note: Be aware that the development research project assignment may receive some

adjustments or additional specifications after our immersion in Manila and we receive an

updated need assessment from the Adamson-VCSR coordinators.

** Please note: In agreement with the instructor and according to the needs of our partners, some

of you may fulfill this requirement with an alternative but equivalent development research

project that would produce for example a toolkit in an area of development research. Please

consult with the instructor for further instructions.

http://manilaprogram.blogspot.com/

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The quality of your development research project will be assessed primarily on the basis of its

originality, relevance, quality, depth (especially in the secondary data literature review),

collaboration (when applicable and in relation to the possible integration of primary data

provided by our VCSR counterpart). In line with the participatory methods, collaborative

approaches and community development values of the Manila Program, you have the

opportunity and responsibility to produce a high quality writing analyzing, highlighting,

comparing and assessing the innovative works of VCSR.

The research paper should be of no less than 15 pages (times new roman, double spaced, 1 inch

throughout) with the title page and excluding the appendices. With the appendices, the entire

assignment should be no longer than 20 pages and include the following sections (the page

numbers are just a suggestion on the length):

Page 1: TITLE PAGE: Project title, subtitle, team members, supervisors, stakeholders, contact

information, etc. (See Blackboard for Title Page Template). You should include here your email

along with the names of the people at Adamson you have been working on to develop this

proposal.

Page 2: ABSTRACT: Project Abstract (about 200 words) single space.

Page 3-4: CONTEXT: You should introduce your topic in relation to your observations and the

database documentation on the work of VCSR. This section should clearly and synthetically

express how the topic is relevant in relation to development research and to the work of VCSR.

However, you should avoid simply “describing” VCSR unless inherently related to your topic.

You should look into your notes and observations in the community immersion and/or ask your

Adamson partners to help you with some quotations from the Southville partners. This section

should clearly frame the subject, focus, purpose and application of your research (see your

Mikkelsen).

Page 5-8: LITERATURE: You will review relevant academic literature and other similar

projects in the Philippines and worldwide. This is the bulk of your project as you are expected to

conduct a focused, analytical and well organized literature review on your topic in relation to

poverty alleviation and social impact analysis for the VCSR programs. You should review

relevant studies and research-related best practices in your topic.

Page 9-10: METHODS: You will be describing the approaches and methods of the research. In

particular you want to describe the participatory, appreciative, community development and

poverty reduction approaches utilized in the assessment.

-12: INDICATORS: [this can be a subsection of the methods]. You will describe the

indicators utilized in your analysis and relevant to your subject. An indicator is something that

helps you understand where you are, which way you are going and how far you are from where

you want to be. Expanding on your literature review, what are the indicators that best measure

your topic? For example, some recognized indicators for international development are 1)

Literacy, education, and skills; 2) Health (life expectancy, maternal and infant mortality, quality

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of life, and the levels of health care available in situations of morbidity); 3) Income and

economic welfare (employment, incomes, GNP, etc); 4) Choice, democracy, and participation; 5)

Technology (the capacity to develop technological innovations and to make technological

choices). You are invited to utilize (and adapt) preexisting indicators and assessment instruments

as prepared by your predecessors in this program or existing in the development research

literature. There is not a fixed number of indicators but I expect them to be between 3 and 5.

Page 13-15: ANALYSIS OF RESULTS: You will be conducting an analysis of the pre-existing

data and observations in Manila. Your quantitative analysis (and in some cases also qualitative,

mixed methods, or comparative) should be conducted keeping in mind the assessments of

VCSR’s outcomes and impact in the community.

Page 16: CONCLUSION: Your conclusions will include a few recommendations as emerging

from the analysis of the data.

Page 17 and forward: APPENDIXES: Your appendixes should include the assessment

instrument you and VCSR utilized in the research. Beside the assessment instruments elaborated

by other students in the previous years, you can see other examples of questionnaires in the

Empowerment Indicators for the Development Research Toolkit.

Please use Turabian in-text parenthetical references for citations and endnotes for explanatory

annotations. Your project should be professionally formatted and clearly organized with sections

and sub-sections. Due to the participatory and international service nature of this program, your

research project will be elaborated along the following deadlines and processes:

a) Present a work plan to the instructor by January 15 (a word document attached to an

email will do it).

b) You will submit your first draft to the instructor by January 30.

c) Your final paper must be submitted in the Blackboard Digital Drop Box by February

15, 2011 (Midnight).

In agreement with the instructor, you have the option of completing all the course requirements

earlier by December 31, 2010. Once all the required course assignments are completed the

instructor will administer a change grade from the “R” (research) grade temporarily placed at the

end of the Fall quarter.

COURSE CALENDAR

The Preparatory and Post-Immersion classes are mandatory and essential for preparation and

coordination in the activities and assignments associated with this program.

Orientation: DEPAUL ADAMSON MANILA PROGRAM

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TBA: September 2010

Manila Program Alumni will illustrate the nature and values of the program. They will also offer

insights on the participatory research nature of this program. They will illustrate the students’

role as “research consultants” for projects carried-on and lead by Adamsonians and community

leaders.

Session 1: MANILA PROGRAM & RESEARCH METHODS

Monday November 1, 2010 (5:30pm-8:30pm) | Classroom: SPS Conference Room (Loop

Campus)

Themes PPT00: INTRODUCTION TO RESEARCH METHODS - BASIC

CONCEPTS

PPT01: MANILA PROGRAM & RESEARCH METHODS

Introduction to practical application of research methods in the fields of public

services and poverty reduction. With specific interactive PowerPoint

presentations, lectures and assignments students will be introduced to the

basics of research methods including: participant observations, focus groups,

interviews, surveys and specific issues in participatory methods. The pedagogy

behind this teaching is based on experiential learning through case study

analysis. Students will learn about these research methods by submitting a

draft proposal of a research design based on their own research interests and

public service. Some of the themes of this session include:

The characteristics and applications of research

The research process

Formulating a research problem

Reviewing the literature

The research process

Developing research questions

The nature, challenges and applications of action research

Traditional research methods and PAR: ethical and scientific

considerations

Readings Mikkelsen, Ch. 1 and 2

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Tavanti, Applied Research Toolkit

In-class

discussion

Is participation necessary in development research?

What are the necessary steps to formulate appropriate research questions?

What ethical implications and social responsibility are there in doing research

for the world’s benefit?

Session 2: PHILIPPINES CULTURE & APPROACHES TO RESEARCH


Campus)

Themes PPT02: PHILIPPINES CULTURE & APPROACHES TO RESEARCH

Exploration of practical organizational analysis research methods. This class

will be exploring the qualitative, quantitative and mixed methods in the

context of Participatory Poverty Assessments (PPA), Participatory Action

Research (PAR) and Appreciative Inquiry (AI) as applied to (non-profit/for-

profit) organizational development. Students will be learning about the social,

cultural and economic contexts of Manila along with the expressed

organizational needs (to be identified by the instructor in dialogue with

participating organizations).

Conceptualizing a research design

Constructing instruments from data collection

Participatory and action research methods (PAR)

Identifying stakeholders, building consensus and engaging partnerships

The Appreciative Inquiry (AI) Framework

Applied research methods and evaluation through appreciative inquiry

The paradigms and applications of Participatory Poverty Assessments

(PPA)

Consideration of applying PPAs to urban extreme poverty settings


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Tavanti, Project Evaluation Toolkit

In-class

discussion

What are the essential research tools that you (and community leaders) need to

know in order to promote transformative and appreciative changes?

What is so unique and important about the participatory approach in research?

When is Participatory Action Research an appropriate method and when is it

not appropriate?

Can research reduce poverty? What is PPA? How would you adapt these

methods for urban settings?

Assignments Research ethics report: This assignment is due at the beginning of Session 2

Monday November 15, 2010 (5:45PM). Be prepared to share this assignment

in class.

Session 3: COMMUNITY DEVELOPMENT & EVALUATION RESEARCH


Campus)

Themes PPT03: COMMUNITY DEVELOPMENT & EVALUATION RESEARCH

Understanding the field of evaluation research in relation to the participatory

approach in development research. Overview of the field of community and

international development through the Participatory Rapid Appraisal methods

and the Poverty and Social Impact analysis techniques. Topics include:

Development Research: Sustainability, Empowerment, Asset Building

Asset Based Community Development (ABCD): Social Capital, Social

Capital Assessment Tool (SOCAT)

Evaluation Research: Participatory, Stakeholders evaluation

Systemic Change Approach: Vincentian systemic change

Urban Poverty Research: Poverty and Social Impact Analysis (PSIA);

Participatory Poverty Assessment (PPAs)


Tavanti, Development Research Toolkit

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In-class

discussion

What is M&E and how can these methods help urban poverty reduction?

How can the Appreciative Inquiry Approach help to perform interviews and

evaluations?

Assignments Research Project Analysis: This assignment is due at the beginning of Session

3 Monday November 22, 2010 (5:45PM).

MANILA-PHILIPPINES STUDY ABROAD IMMERSION TRIP

Beginning of the program: Sunday early afternoon November 28, 2010

End of program: Saturday night December 4, 2010

Day 1 SUNDAY: Tour of Manila and Welcoming Dinner

Afternoon session: The program will include an overview of the most important elements of

Philipino history, culture and values. Students will be able to see the Spanish and American

influence and the contrast in urban landscape between Spanish urban planning, informal settlers

and wealthy areas in the business districts of Makati.

Evening session: Welcoming dinner with Adamson coordinators (Greenbelt Mall, Makati)

Day 2 MONDAY: Introductions of Context and Partners.

Morning Session: Meeting and presentation by Rev. Fr. Gregg Banaga Jr., CM, president of

Adamson University. Panel of presenters from Adamson University includes: Fr. Afiliano

Fajardo, CM (Fr. Nonong), Director, Integrated Community Extension Services; Ms. Grace S.

De Guzman, Director, Organizational Development and Training; Introduction to the socio-

cultural and urban context of Metro Manila extreme situations of poverty. Selected speakers

from NGOs and academic communities (to be selected by Adamson University).

Afternoon Session: Presentation of the history, needs, works and evolution of the targeted

displaced informal settlers communities of Southville, Cabuyao. Community leaders and VCSR

volunteers will be speaking. DePaul students will be asking questions and begin a dialogue in

preparation to the first Fieldwork.

Evening Events: Welcoming Dinner and cultural dances at Adamson University (St. Vincent de

Paul Plaza).

Day 3: TUESDAY: Fieldwork I: Participatory Observation / Focus Groups

Morning Session: Travel to the Squatter Relocation Settlement of Southville in Cabuyao.

Meeting with community leaders. DePaul students will be accompanied by VCSR volunteers

and Adamson faculty. They will be welcomed by and introduced to the community group and

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popular organizations (POs) in the area.

Afternoon Session: Focus group among Southville community leaders. The focus of the analysis

and guiding questionnaire for the focus group discussion will be assessing the organizational

development and leadership development needs. The discussion will be coordinated (and

translated) by VCSR volunteers. Student will have the opportunity to observe, ask questions in

the focus group / collective interviews.

Day 4: WEDNESDAY: Community Learning and Capacity Assessment

Morning Session: Fieldwork debriefing and small group guided exercises for community

capacity assessments. Small group activities analyzing organizational needs and other research

needs emerged during the fieldwork activities.

Afternoon Session: Special session facilitated by the instructor. PPT04: METRO MANILA

ANALYSIS & PARTICIPATORY OBSERVATIONS (in reference to the Development

Research Toolkit). Program participants, VCSR volunteers and Adamson University faculty will

conduct small group activities to prepare a questionnaire for semi-structured and thematic

interviews to be conducted during Fieldwork II.

Day 5: THURSDAY: Fieldwork II: Thematic Panels and Semi-structured Interviews.

Morning session: Accompanied by the VCSR volunteers, DePaul students and Adamson faculty

will be able to ask questions to a panel of community leaders. They will be selecting THREE

questions among those indicators and questions prepared during the previous day following the

provided template.

Afternoon Session: Students will go back to their respective blocks and engage community

participants in thematic semi-structured interviews.

Day 6: FRIDAY: Community Engagement Action Plan and Conference Day

Morning Session: Comparative analysis on university-community engagement.

Personal/professional reflections on (international) public service / community engagement.

Afternoon Session: Presentations from leaders of the Relocated Communities Federations and

from Government officials from the National Housing Authority. Discussion on the relocation

plans.

Evening Activities: Final dinner and celebratory cultural events at Adamson University (St.

Vincent de Paul Plaza).

Day 7: SATURDAY: Visit to communities and POs along the dumpsite of Payatas, Quezon

City. Visit to the ECO park in Quezon City.

Session 4: DEVELOPMENT RESEARCH REPORTS

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Wednesday December 15, 2010 (5:30pm-8:30pm) | In-class face to face (F2F) participation in

the SPS Conference Room (Loop Campus) with the optional WIMBA ONLINE

PARTICIPATION (in case you are travelling). The session will be recorded. Please see

assignments deadlines.

Themes We will be debriefing the Manila experience and conduct an action plans for

the final projects. Students will share about their evaluations of the program

(see special evaluation form). The class will be held online through Wimba.

An optional in-class session will be held in the SPS conference room. The

session will be devoted to reviewing the experiential learning of research

methods and approaches in light of the development research framework and

participatory poverty assessments. We will review effective methods and best

practices in development research reporting. Some of the research methods

contents that will also be reviewed in this session are:

Interpreting and analyzing

Fundamentals of qualitative data analysis

Developing a framework of analysis: conceptualization and documentation

Editing data collected through unstructured interviews

Managing and analyzing data collected through surveys

Coding descriptive / qualitative data

Authenticating and validating instruments

Research Evaluation and Reporting

Research writing and report sharing

Publications and peer-reviews in publications

Writing outlines and referencing properly

The action research report

The intervention-development-evaluation process

The appreciative approach on evaluations


Discussion What have we learned about applied research methods?

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Themes What have we learned about participatory methods?

What have we learned about appreciative inquiry?

What is next?

Assignments PARTICIPATORY OBSERVATIONS NOTES

You will be sending this as an email with the attachments to Dr. Tavanti by

December 15, 2010. Once you receive his approval, the Blogs need to be

posted by December 31, 2010.

DEVELOPMENT RESEARCH PROJECT

JANUARY 15: Present a work plan to the instructor by January 15 (a word

document attached to an email will do it).

JANUARY 30: You will submit your first draft to the instructor by January

30.

FEBRUARY 15: Your final paper must be submitted in the Blackboard

Digital Drop Box by February 15, 2011 (Midnight).

* You have the option of completing the final project for this class by the end

of December. Please contact the instructor for this option.

Final celebratory dinner: TBA, optional during the week end of January 12-14, 2011)

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EVALUATION CRITERIA

The student’s responsibility is to prepare adequately through the assigned readings, course

assignments and in-class individual and group exercises. The instructor will not assess your

performance in relation to your value but in the successful completion of the requirement.

Respectful, coherent but critical reflections (even when conflicting with the majority or the

instructor’s views) are very welcome in this course and are indicative of the student’s capacity to

think critically, independently and toward moral decision making. The course assignments are

designed to stimulate your moral intelligence and capacity to comprehend and synthesize ethical

principles into the complexity of (international) public service and human nature. Your

performance in the course assignments will be weighed in the following manner:

RESEARCH ETHICS REPORT 20%

RESEARCH PROJECT ANALYSIS 15%

PARTICIPATORY OBSERVATIONS NOTES 15%

DEVELOPMENT RESEARCH PROJECT 50%

________________________________________________

COURSE GRADE 100%

The instructor will give additional explanation on the expectations for the course assignments in

class and on Blackboard. It is your right and duty to ask explanations on the requirements.

Remember that the syllabus is your contract. Therefore, both students and instructor should refer

to the syllabus as the contractual explanation of what the requirements and expectations are for

this course. Please keep track of your progress through Blackboard’s Grade book. If you are

concerned about your performance or have questions about your evaluation, feel free to contact

the instructor. Please remember that just fulfilling all the assignment does not qualify you for an

“A” grade level which is reserved for excellent performances that clearly exceeds expectations.

Fulfilling all the requirements in a good manner simply satisfy the “B” level. Please refer to the

following grading scale for score details on each grade level for this course:

Exceeds Expectations

[Excellent]

A 94-100 A- 90-93

Meets Expectations

[Good]

B+ 87-89 B 84-86 B - 80-83

Below Expectations

[Satisfactory]

C+ 78-79 C 76-77 C- 73-75

Misses Expectations

[Barely Pass or Fail]

D 70-72 D- 67-69 F 0-66

I grade written assignments both on content and good writing.

Written work. To help students meet graduate-level and SPS standards, we pay more-than-usual

attention to writing as an academic and managerial skill. We judge papers on the understanding

they reflect as well as on their organization, clarity and use of language. We value clarity and an

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economy of words. If you need help on this matter, please ask for it. If you do come for

assistance, be sure to read Murphy’s “On Writing and Thinking” (available on Blackboard) first.

We also recommend an old standard, Strunk and White, Elements of Style available online:

http://www.bartelby.net/141/ . Also, you may consider getting help from the DePaul University

Writing Centers (available in person at Loop and Lincoln Park Campuses and on line).

We include written assignment instructions elsewhere.

Double-space all papers;

Use one inch margins;

Use Times New Roman or Arial font;

Use 11 or 12 point;

Paginate in the upper right hand corner.

Please note the due dates. Anticipate all possible contingencies (computer failure, family illness,

heartbreak or heartburn). Papers received after the due date will receive grades no greater than

the lowest grade given to papers received on time.

All assignments should include the class name and number, the assignment name or number,

student name, and the date the assignment is due. The only exception to this is when we specify a

format for a particular assignment.

Unless notified otherwise, send all assignments to Blackboard via the digital drop box.

All assignments are due by the start of class on the day assigned.

This course includes diverse assignments designed to develop your personal and professional

moral intelligence. The instructor will not judge or base his performance evaluation on your

moral character or personal values. Please see assignment descriptions for specific evaluation

criteria. Please use the reflections, readings and discussion emerging from this course as

reflection tools for your ethical leadership development. The evaluation of your academic

performance has not much to do with your real understanding and practice of ethics, morals and

values. The written assignments and presentations will be evaluated not on the character or

values but on the actual fulfillment of course assignments, the appropriateness of the selections,

and their alignment with the topics of ethical leadership. The following explanation of the level

of performances for written assignments may be helpful to understand the general criteria that

the instructor will use in the evaluation of your work.

An A (above average) level performance paper is unique, original, engaging, and full. It will

have virtually no grammatical, usage, punctuation, or spelling errors. It is a unique and original

contribution and speaks with authority and clarity. It is rich in detail, showing a clear

understanding of differences in levels of specificity; it provides justification or support for all

general assertions. It addresses all the assignment with all the specific requirements and excels in

writing structure, clarity, focus, style, analytical systematization, critical analysis and creativity.

The B (meets expectations) level paper falls short of an A paper usually in style and analytical

development. It has some errors in grammar, usage, punctuation, or spelling, but usually very

few; or it has some awkward phrases--but in neither case enough to impede the reading of the

paper. Its development is consistently strong, with detail and support present in most, but

http://www.bartelby.net/141/

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perhaps not every, instance. Its sense of audience is clear. The B paper addresses the assignment

directly and satisfies almost all of its requirements.

The C (below expectations) level paper addresses the assignment relatively clearly but without

significant depth or clarity. Stylistic errors may be noticeably present, but not in such quantity as

to impede the reading in a significant way. A C paper generally provides some support for

assertions, but not enough to give the impression of complete thoroughness. The tone and voice

of a C paper usually lack a sense of individuality of author or sense of authority. A C paper often

has an "anonymous" quality to it, restating standard opinion or assertions without going into

significant depth.

A D level grade is assigned when students avoid assignments or completely miss the specific

requirements. An F grade demonstrates a combination of basic incomprehension of the assigned

topics and an insufficient effort to overcome these problems.

DEPAUL UNIVERSITY POLICIES

1. Policy on Grade of IN (Incomplete)

According to DePaul University’s incomplete policy, the “IN” grade is a temporary grade

indicating the student has a satisfactory record of work completed, but for unusual or

unforeseeable circumstances not encountered by other students, and acceptable to the instructor,

the student cannot complete course requirements on time. The student must formally request the

incomplete grade and the instructor must approve it. At the end of the term following the term in

which the instructor assigned the incomplete grade, the IN grade automatically convert to “F”

grades. Students requesting the IN grade should present a plan and schedule to complete the

course along with the formal request for the IN grade. Students should work out the plan with the

instructor, usually scheduling completion within a few weeks of the end of the term in which the

IN grade occurs.

2. Academic Integrity

Academic integrity is an essential component in the development of ethical leaders and

professionals. Plagiarism is defined as a major form of academic dishonesty involving the

presentation of the work, ideas, etc. of another as one’s own. Integrity is expected of every

student in all academic work. The guiding principle of academic integrity is that a student’s

submitted work must be the student’s own. Students engaging in academic dishonesty diminish

their education and bring discredit to the academic community. Students who study together

should be especially careful to avoid plagiarizing each other.

Students in this course, and in all courses where independent research and writing play a vital

role in the requirements, must be aware of the strong sanctions carried out as a result of

plagiarism, as stated in the DePaul University’s Code of Student Responsibility

(http://studentaffairs.depaul.edu/handbook).

http://studentaffairs.depaul.edu/handbook

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Instructors are able to check each paper with Turn-It-In: Plagiarism Detection Software. If

proven, a charge of plagiarism could result in an automatic “F” in the course and possible

expulsion. If you have any questions or doubts about what plagiarism entails or how to properly

acknowledge source materials, be sure to consult the instructor. Please check Blackboard’s link

to Academic Integrity for details. Please check Blackboard’s link to Academic Integrity for

details.

Violations of Academic Integrity: Violations of academic integrity include but are not

limited to the following categories: cheating; plagiarism; fabrication; falsification or

sabotage of research data; destruction or misuse of the university's academic resources--

alteration or falsification of academic records; academic misconduct; and complicity.

This policy applies to all courses, programs, and learning contexts in which academic

credit is offered, including experiential and service-learning courses, study abroad

programs internships, student teaching and the like. If an instructor finds that a student

has violated the Academic Integrity Policy, the appropriate initial sanction is at the

instructor's discretion (cf. Section Q). Actions taken by the instructor do not preclude the

college or the university from taking further action, including dismissal from the

university Conduct that is punishable under the Academic Integrity Policy could result in

criminal or civil prosecution.

Cheating: Cheating is any action that violates University norms or instructor's guidelines

for the preparation and submission of assignments. This includes but is not limited to

unauthorized access to examination materials prior to the examination itself, use or

possession of unauthorized materials during the examination or quiz; having someone

take an examination in one's place-copying from another student; unauthorized assistance

to another student; or acceptance of such assistance.

Plagiarism: Plagiarism is a major form of academic dishonesty involving the

presentation of the work of another as one's own. Plagiarism includes but is not limited to

the following:

The direct copying of any source, such as written and oral material, computer

files, audio disks, video programs or musical scores, whether published or

unpublished, in whole or part, without proper acknowledgement that it is

someone else's.

Copying of any source in whole or part with only minor changes in wording or

syntax, even with acknowledgement.

Submitting as one's own work a report, examination paper, computer file, lab

report or other assignment that has been prepared by someone else. This

includes research papers purchased from any other person or agency.

The paraphrasing of another's work or ideas without proper acknowledgement.

3. Attendance Policy

Class attendance is mandatory. Students who must miss class for personal or professional

reasons should inform the instructor via written communication. We may require students who

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must miss a class session write a three-page paper on the topic of the class missed. Students who

miss more than 30 percent of the course are likely to fail and should drop the course.

4. Universal Design for Learning

SPS is committed to helping students achieve to their full potential by removing barriers to

learning and making reasonable accommodation when appropriate. Please help us by identifying

barriers and suggesting ways we can diminish or remove them.

Students with special learning needs or who are in circumstances which necessitate special

consideration, must contact the instructor at the beginning of the course or earlier. Students with

a documented disability who wish to discuss academic accommodations should contact the

instructor as soon as possible and immediately contact the DePaul University’s Office of

Students with Disability at http://studentaffairs.depaul.edu/studentswithdisabilities/

5. Human Subject Research

DePaul University is committed to guarantee the protection of human subjects that may be

involved in your research. The applied research activities relative to your applied capstone

project (not a thesis option) fall under the Non-Reviewable Activities of students conducting

research for class and training purposes. These conditions, reviewed by the Local Review Board

(LRB) of the School of Public Service, do not apply if you have the intentions of communicating

your data through publications, public presentations, or if you target protected human subjects

categories. In those cases you should probably obtain a review and approval from DePaul

Institutional Review Board (IRB). Please review the information websites and the FAQ on the

type of research in intend to conduct. http://research.depaul.edu/

STUDENTS RESPONSIBILITIES

Cross-cultural intelligence: The cross-cultural context of this course requires students to be

particularly sensitive to cultural diversities and local customs. This is particularly needed during

your fieldwork and community engagement but it also applies to your respectful, listening,

emphatic and open attitudes during the entire participation in this program. Your cultural

intelligence, expressed in your respectful and considerate attitude should be visible during class

discussions, lectures, and presentations. Respectful and open discussions will make the

classroom a privileged space for comparative and critical analysis. Cross-cultural intelligence is

an important component for a successful and learning experience in this study abroad program.

The emphasis of this course is therefore more on collaboration rather than competition. Students

are encouraged to engage in responsible and collaborative participation welcoming the richness

of a cross-cultural and comparative nature of this course.

Travel and Safety: When travelling abroad, it is the student’s responsibility to comply with

laws and regulations of the host country. You are also responsible to comply with the laws and

recommendations of the US Embassy in the host country. Please follow DePaul University’s

Study Abroad Office’s policies and regulations for health insurance, travel itinerary disclosure

and travel safety at http://studyabroad.depaul.edu/HealthSafety/ For additional information on

http://studentaffairs.depaul.edu/studentswithdisabilities/

http://research.depaul.edu/

http://studyabroad.depaul.edu/HealthSafety/

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country-specific travel information, warnings and recommendations consult the US Department

of State – Bureau of Consular Affairs http://travel.state.gov/ For health information and

requirements for visiting a country check the US Department for Health and Human Services –

Center for Disease Control and Prevention at http://wwwn.cdc.gov/travel/

Class Discussions: Class discussions are an opportunity to work on oral communication skills.

During class discussions students will talk and listen. With respect to speaking, students are

responsible for contributing to overall quality of class discussions by making useful and

informed comments, asking clarifying questions of fellow students or the instructor, and, helping

to move the discussion along in productive ways. With respect to listening, students are

responsible for listening attentively to the ideas of others, being respectful of people who hold

opinions different from their own, and synthesizing for themselves the disparate ideas that class

discussions may generate. Students should be prepared to use the materials from readings,

assignments, and lectures to inform class discussions.

Teamwork: Professionalism requires you to develop teamwork skills, such as effective

communication, cooperation, productive interaction, respectful dispute resolution, and tactful

supervision skills. Each student must actively look for ways to contribute to classroom learning

and to help cultivate a cooperative class culture. Group assignments require disclosing planned

and resulted individual contributions by filling the Group Work Report Form (available on

Blackboard) and submitting it along with the assignment to the instructor. When group

assignments are not required, students are allowed the opportunity to suggest it to the instructor.

TURABIAN RECOMMENDATION

The MPS program has adopted the Turabian Style (a simplified version of the Chicago Style) as

the standard citation and writing style reference. For additional information, please refer to

Marco Tavanti’s Quick Reference (PDF document available on Blackboard). For additional and

specific citations please consult the Turabian manual. If the simplified manual does not contain

any instructions for your specific reference please consult with the instructor. See Kate L.

Turabian, A Manual for Writers of Term Papers, Thesis and Dissertations (6th

Edition).

The general guidelines for Turabian Bibliographical references (this apply to your annotated

bibliography assignment) is:

Author last name, Author first name. Title. Location of Press: Press Name, Year Published.

Sample of book bibliographical citation in Turabian Style:

Greenleaf, Robert K., and Larry C. Spears. Servant Leadership : A Journey into the Nature of

Legitimate Power and Greatness. 25th anniversary ed. New York: Paulist Press, 2002.

Sample of Article bibliographical citation in Turabian Style:

Putnam, Robert. D. "Bowling Alone: America’s Declining Social Capital." Journal of

Democracy 6, no. 1 (1995): 65-78.

http://travel.state.gov/

http://wwwn.cdc.gov/travel/

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Please note that many disciplines are abandoning the citation system using footnotes with a

corresponding bibliography in favor of the parenthetical references and reference list (or works

cited). Generally your explanations should be included in your text. Footnotes and endnotes

(preferred by most journals) are used to cite authority for statements made in the text and to

amplify, qualify, or comment on material in the text that would break up the flow of the text if

included there.

The general guidelines for parenthetical and reference citations (this applies to your literature

review, papers, thesis, etc.) would be:

(Author last name Year Published, page number)

Under REFERENCES at the end of your paper, there will be (note the different position of the

date).

Author last name, Author first name. Year Published. Title (with only first word capitalized).

Location of Press: Press Name.

PARENTHETICAL REFERENCE (Preferably placed at the end of your sentence in your

paper – note that the comma is only after the year and in the case of a page citation):

(Putnam 1995, 68-69)

REFERENCE LIST (at the end of your paper, note the difference in capitalization and the

disappearance of the Number of the journal):

Putnam, Robert. D. 1995. "Bowling alone: America’s declining social capital." Journal of

Democracy 6: 65-78.

With the proper tools

and information

everyone is a researcher

syllabus mps570 fall 2010 tavanti

Documents