Course Syllabus

Fall 2025 | ENG-1020-VU01 - 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

Erik Kaarla
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Ashraf Alamatouri

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 course uses one or more textbooks/books/simulations.

Fall 2025 textbook details will be available on 2025-05-19. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

ENG-1020-VU01 Link to Textbooks for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

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.

Integrated: This course's generative AI policy acknowledges the use of AI is an essential skill in today's world. By using genAI for specific purposes, students become equipped with relevant skills and tools necessary to thrive in a technology-driven society. Emphasizing the mastery of generative AI should empower you to harness its potential, enhancing your problem-solving abilities and preparing you for future challenges and opportunities. Be aware, however, that any time generative AI is used at any point in the assignment without attribution it may be considered a violation of CCV's Academic Integrity Policy.

I am offering you the ability to use AI in this class, BUT you have to have a citation in all of your work that you are doing so: (ChatGBT “free jazz definition”). The example here shows that you used AI in writing up a definition for your topic. You are showing that you are interacting with AI.

Please also include this in-text citation in the Works Cited / References at the end of your paper. This is the standard reporting back convention of academic writing. AI seems to be a tool that is here to stay; please use it responsibly in composition and research class. Avoid charges of plagiarism and faulty attribution by using MLA / APA citation style correctly.

Methods

Introduction to Research Methods reflects many of my core values in the classroom. As a result many learning activities take place in groups and through greater classroom sharing. I don't believe in abundant quizzing and testing. Students in Introduction to Research are primarily expected to do plenty of reading and to raise questions in the classroom!

Pedagogy Statement

and

Biography for Erik Kaarla

My personal belief is that the classroom can and should be a forum for free

thinking and intellectual inquiry. Within its "four walls" exists the

opportunity for students and instructor to weigh all ideas and methodologies.

The instructor brings in academically accepted models and the students should

challenge these models in order to see if they hold water; the competent

instructor welcomes this process. It is within this learning dynamic that

magnificent events can occur. The wisdom of the academe is tested in this way

and the instructor proves his or her mettle by leading the class through a

mutually respectful process of inquiry.

It is the instructor’s role to facilitate the creation of the proper atmosphere

in the classroom through offering powerful and honest guidance. The materials

that an instructor uses should be of great quality and the result of careful

forethought. Through using only the best support materials does an instructor

do the students justice.

A classroom should be a safe and focused environment for all its members. There

should be a time and place for silence and for euphoric moments alike.

I am a great advocate of modeling – giving the students a sense of the form of

things allows them to understand what may be considered "classic" or an

archetype. From there they are able to develop further towards the creation of

something completely original. Reaching all the students equally may not always

be possible, yet it must be attempted every time when “having class.”

Erik Kaarla is an educator with experience in teaching English and writing in a variety of environments including the University of Massachusetts, Pine Manor College, Burlington College, Community College of Vermont and Champlain College. He has also taught classes with a special focus towards Special Education and ELL students. Erik Kaarla enjoys literature, tennis, and playing the bass and the guitar.

Evaluation Criteria

CRITERIA FOR EVALUATING ASSSIGNMENTS

CONTENT My assumption is that the quality of your written work indicates: a) the amount of time, effort and thought you have put into the assignment and b) the grade you hope to receive. I read and listen to determine whether your written work:

• Answers the questions, or carries out the tasks, given in the assignment.

• Shows clear evidence that required informational sources have been carefully read and understood.

• Adds depth and breadth to the assigned core by drawing on additional, related library or electronically-accessible resources, interviews, or description of relevant personal experience.

• Relies on current research with proper notation of sources.

• Possesses a professional appearance.

• Employs proper English (i.e., is not written in broad generalities, slang or street language).

• Contains original ideas that go beyond the questions asked or the tasks assigned (i.e., is imaginative and creative; takes the assignment and runs with it).

  
  

  
  

  STYLE & MECHANICS My assumption is that you want to better your writing and to improve your thinking processes. Please have your essays reflect this. I will look for:

  • Grammatically correct construction of sentences and paragraphs (i.e., the paper reads easily; communicates clearly).

  • Correct spelling and thoughtful attention to detail including neatness on the page: There are few/no typos, misspelled words, or incorrect names. There is attention to inclusive language, gender agreement, agreement of tense.

  • Quotations and citations are handled properly, including citation of Web resources. We will review MLA and APA format early on in the semester.

  • Format & layout of paper: Paper has a title; long quotations are indented and single-spaced; there are section headings and references; a Works Cited section is included with the research paper.

  
  
  

  
  
  

  Breakdown of Essay Components
  Grade	Thesis	Organization	Evidence	Mechanics
  A	The writer knows what he/she wants to say and why he/she wants to say it. The thesis is the governing idea that clearly determines what goes into the entire essay, and the writer uses the thesis to change the reader's vision.	Every paragraph supports the main argument in a coherent way, and clear transitions point out why each new paragraph follows the previous one.	Concrete examples support general points within the essay. The essay explains the source and significance of each example.	The essay uses correct spelling and punctuation. In short, it generally exhibits a good command of academic prose.
  B	The essay has a solid, consistent focus, but it doesn't quite know why it does what it does. The essay includes some imaginative ideas that hint at a convincing and important argument, but they are not yet working as an argument.	The essay as a whole works in a logical way, but the paragraphs within it do not always follow a consistent logic. Some paragraphs do not offer a reason why they appear where they do.	The essay offers a mix of solid evidence and unsupported generalizations. It uses most evidence well, but the essay needs some more or needs to clarify the significance of some of what is already there.	The essay contains occasional but limited errors in syntax, agreement, pronoun reference, and/or punctuation.
  C	The essay replaces an argument with a topic, giving a series of related observations without suggesting logic for their presentation or a reason for presenting them.	The observations of the essay are listed rather than organized. Often, this is a symptom of a problem in developing the thesis, as the framing of the essay has not provided a path for evidence to follow.	The essay offers very little concrete evidence, instead relying on plot summary or generalities to talk about a text. If concrete evidence is present, its origin or significance is not clear.	The essay contains frequent errors in syntax, agreement, pronoun reference, and/or punctuation.
  D	The essay lacks even a consistent topic, providing a series of largely unrelated observations.	The observations are listed rather than organized, and some of them do not appear to belong in the essay at all.	The essay offers no concrete evidence or misuses a little evidence. It does still try to support its thesis, though.	The essay contains consistent and basic errors in syntax, agreement, reference, spelling, and/or punctuation.
  F	The essay shows little sign of a thesis or a single controlling idea.	The essay loses the reader. Both essay and paragraphs lack coherence.	The essay uses plagiarized or inapplicable evidence.	The essay contains constant and glaring mechanical errors.

  
  

  
  

  
  

  
  

  
  

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

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

Students should attend the course with the expectation that they will be asked to fully participate in discussions, presentations and in learning experiences that require interaction. All of us may have low energy days as this is the human experience, but please don't choose to passively sit through the course as you will not have the most optimum learning experience in this fashion. Please attend class willing to make a contribution!

Missing & Late Work Policy

Part I: Preparation & Participation are evaluated as Good Faith

Effort/ Not Good Faith Effort.

All students must participate when the class is to meet LIVE and all students must keep up online when the class assignments and discussions are unfolding. Please stick to the schedule.

If you fail to make approximate assignment deadlines over time, then you may be informed that it will be difficult for you to continue in the course.

All assignments must be completed in order to pass the course Introduction to Research Methods

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Part II: Graded Work:

Assignment #1 Research Project Proposal Speech (spoken research proposal)

Assignment #2 Research Project Description and Analysis Presentation (basic web site creation)

Assignment #3 The Poster Board Presentation (synopsis of research paper findings and developments) You will explain and present your poster board ONLINE either LIVE or RECORDED

Assignment #4 The Research Paper and Final Presentation

Policy on late work: Assignments may be turned in up to 24 hours late only if absence from class is unavoidable and (except in an emergency) prior arrangements are made.

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.