Course Syllabus

Spring 2026 | ENG-1020-VN01 - Introduction to Research Methods

In Person Class

Standard courses meet in person at CCV centers, typically once each week for the duration of the semester.

Faculty

Tib Di Giulio
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Heath Fuller

General Education Requirements

Research and Writing Intensive

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

This writing course introduces students to research methods across social science disciplines. Topics include various methodologies (e.g., interviewing, questionnaires, observation, literature search, data collection), presentation formats (e.g., written vs. oral), and APA style documentation procedures. It also examines library and web-based research techniques. This course fulfills the research and writing intensive requirement. Students must complete a final research paper with a grade of C- or better in order to pass this course. Prerequisite: English Composition

Essential Objectives

1. Demonstrate research methodologies commonly used in the social sciences, including formulating and narrowing research questions, observation, survey design, interviewing, and presentation skills (oral & written).
2. Compare and contrast quantitative and qualitative research methods used to study human behavior.
3. Demonstrate information literacy skills: distinguish between and utilize both primary and secondary sources; perform library and web-based literature searches; and evaluate data and resources for credibility, reliability, and validity.
4. Demonstrate the ability to apply APA citation style in academic writing by parenthetically citing sources in the text and correctly compiling them in the relevant end sources page.
5. Compose, revise, and edit a final paper that includes a thesis statement, integrates five or more scholarly and professional sources--including primary and secondary evidence as needed--to address an academic research question, and demonstrates writing proficiency by achieving a grade of C- or better.

Required Technology

More information on general computer and internet recommendations is available on the CCV computer recommendations Support page.

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

*** This is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Allowed: This course's generative AI policy acknowledges technology, including generative AI, plays a supportive role in learning and feedback. During our class, we may use AI writing tools such as ChatGPT in certain specific cases. You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution. Any use outside of these specific cases constitutes a violation of CCV's Academic Integrity Policy.

Artificial Intelligence tools (such as generative AI) may be used in this course in limited, transparent, and ethical ways as part of the research and writing process.

Permitted Uses

Students may use AI tools to:

• Brainstorm or refine research questions
  
• Generate ideas or outlines
  
• Clarify concepts from readings
  
• Check grammar or clarity in drafts
  
• Reflect on organization or structure
  

Not Permitted

Students may not:

• Submit AI-generated text as their own work
  
• Use AI to write full drafts or final papers
  
• Use AI to fabricate sources or citations
  
• Replace required reading, research, or writing with AI output
  

Transparency Requirement

If AI tools are used at any stage of the process, students must:

• Acknowledge their use in a brief note (e.g., in a reflection or assignment footer)
  
• Be prepared to explain how AI was used and how final decisions remained their own
  

This course treats AI as a tool for thinking, not a substitute for learning. Misuse of AI may be treated as an academic integrity violation.

Methods

This course is taught as an active, in-person workshop, emphasizing discussion, writing, and guided practice. Research is treated as a process of inquiry and decision-making, not a single skill or isolated assignment. Students will learn by doing research, talking about research, and writing through research.

Teaching methods used in this course include:

• Short Interactive Lectures
  Brief instructor-led explanations introduce key concepts (e.g., research questions, source evaluation, BEAM, synthesis), always followed by application and discussion rather than extended lecture.
  
• Guided Class Discussion
  Whole-class and small-group discussions are used to examine readings, model academic conversation, and surface multiple perspectives on research decisions.
  
• Writing Workshops
  Students draft, revise, and refine research writing during class time, with instructor guidance and peer feedback. Workshops emphasize revision as a core research practice.
  
• Source Analysis Activities
  In-class exercises focus on evaluating sources for purpose, credibility, and relevance; classifying sources by role; and practicing ethical integration of evidence.
  
• Collaborative Learning
  Students work in pairs or small groups to test research questions, compare sources, practice synthesis, and respond to one another’s developing arguments.
  
• Process-Based Instruction
  Major assignments are scaffolded into stages (question development, background reading, source planning, drafting, revision), allowing students to learn from feedback at each step.
  
• Reflective Practice
  Short reflective writing activities help students articulate what they are learning about research, writing, and their own habits as thinkers and writers.
  

Evaluation Criteria

Students are evaluated on their ability to engage meaningfully in the research process, demonstrate growth as academic writers, and apply course concepts effectively in their writing. Grades reflect both product and process, with emphasis on development, revision, and thoughtful decision-making.

Evaluation is based on the following criteria:

• Research Question Development
  Ability to move from a broad topic to a focused, researchable question that guides inquiry and argument.
  
• Source Selection & Use
  Purposeful selection of sources based on information needs; effective use of sources in appropriate roles (background, evidence, argument, method); and accurate representation of source ideas.
  
• Critical Evaluation
  Demonstrated ability to assess sources for relevance, credibility, bias, and usefulness rather than relying solely on surface indicators (such as publication type).
  
• Argument & Synthesis
  Clear, coherent argument that engages multiple perspectives and synthesizes sources to create new meaning rather than summarizing sources one by one.
  
• Writing Quality & Organization
  Clarity, coherence, paragraph development, transitions, and attention to audience and purpose appropriate to academic writing.
  
• Ethical & Accurate Citation
  Consistent and correct citation practices, including paraphrasing, summarizing, quoting, and reference formatting, in line with academic integrity expectations.
  
• Revision & Process Engagement
  Evidence of meaningful revision based on feedback, participation in workshops, and reflection on research and writing choices.
  
• Participation & Preparedness
  Active participation in class discussions, workshops, and activities; preparation of readings and drafts; and respectful engagement with peers.
  

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Because this is an in-person, discussion- and workshop-based course, participation is a core component of learning and assessment.

Students are expected to:

• Attend class regularly and on time
  
• Come prepared, having completed assigned readings or drafts
  
• Participate actively in discussions, small-group work, and workshops
  
• Engage respectfully with peers’ ideas, questions, and writing
  
• Offer constructive feedback during peer review activities
  
• Remain present and attentive during class activities
  

Participation is evaluated on quality of engagement, not simply speaking frequently. Listening, asking thoughtful questions, contributing to group work, and demonstrating preparation all count as meaningful participation.

Missing & Late Work Policy

This course is structured as a sequenced research process, with assignments building directly on one another and on in-class discussion and workshop activities. Because of this structure, meeting deadlines is essential to both individual learning and the collective work of the class.

• Assignments must be submitted by the posted due date to receive credit.
  
• Late work is not accepted unless there are documented or clearly communicated extenuating circumstances (such as serious illness, family emergency, or other significant disruption).
  
• Requests for extensions should be made as soon as possible, and whenever feasible, before the deadline.
  
• In-class activities, workshops, and discussions cannot be made up if missed.
  
• Work submitted late without extenuating circumstances will receive a score of zero.
  

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

Apply Now for this semester.