I am teaching a graduate research class at New York University that begins tonight–Research Process and Methodology (Y51.1900.002.FA08). The course is an introduction to research, and is a required class in the Human Resource Management and Development MS degree program.
I am using 3 texts for this class:
- Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
- Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2004). Reading and understanding research (2nd ed.). Thousand Oaks, CA: Sage.
- Publication manual of the American Psychological Association (2001). (5th ed.). Washington, D.C.: American Psychological Association.
While I have more formal learning objectives than I can count, there are really only 3 things I am hoping to achieve in this class. I really want my students to:
- understand that research can help inform and explain practice
- know that there is not a single “right” way to engage in research
- realize that research does not have to be scary
I suppose the main reason I am so excited to teach this class is because of my own three personal objectives for this class that I am finally articulating above. I suffered through numerous research courses, and when I finally learned those three points, research was suddenly very accessible and valuable to me. I only wish somebody would have told me and helped me understand those points earlier in my academic work. They would have saved me from much pain and suffering all on my own.