Lesson Report:
### Class Summary Report
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#### **Title**
“Navigating the Second Semester of Senior Thesis: Structuring Research, Data Collection, and Defense Preparation”
**Synopsis:**
This class served as the orientation session for the second semester of the senior thesis seminar sequence. The instructor outlined the semester’s structure and key assignments, with a focus on data collection, data analysis, and developing the final thesis and defense. The session also involved reflective exercises emphasizing challenges and successes from the previous semester, preparing students to address the hurdles ahead.
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#### **Attendance**
– **Number of Absentees Mentioned:** 0
Attendance appears normal for both in-person and online participants.
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#### **Topics Covered**
1. **Course Orientation and Expectations for the Second Semester**
– **Overview:**
The instructor began by detailing the objectives and structure of the second semester, emphasizing the focus on transitioning from chapter one (methodology, framework) to chapters two (data collection), three (data analysis), conclusions, and defense preparation.
– **Major Assignments:**
– **Drafts of Chapters 2 and 3: Data Collection and Analysis**
– Chapter 2 focuses on the systems used to collect data, including methodologies, filtering mechanisms, and addressing bias.
– Chapter 3 builds on analysis: interpreting collected data for answering the research question.
– Combined word count: ~2,000 words (1,000 per chapter).
– Submission Deadline: By mid-semester (before spring break).
– Feedback will be provided by the instructor, not the supervisors, though close collaboration with supervisors is encouraged.
– **Mock Defense (Weeks 12 and 13):**
– Simulated defense exercises to prepare for the actual defense.
– Evaluation: Confidence in presenting the thesis and fielding sharp questions effectively.
– **Final Thesis Submission:**
– Tentative deadline: May 2nd.
– Total target length: ~60 pages (double-spaced, 12-pt Times New Roman), covering all research, conclusions, and final analyses.
– **Schedule:**
– The weeks leading up to March: dedicated to data collection and analysis.
– April: polishing and defense prep.
2. **Reflective Writing Exercise on First Semester Challenges and Successes**
– **Activity Structure:**
Students responded to three questions:
1. What were your greatest successes?
2. What were your greatest challenges?
3. Which sections or tasks were the most difficult in Chapter 1, and why?
– **Sample Student Responses:**
– **Successes:** Students highlighted finalizing their research questions, effectively completing their theoretical framework, and drafting quality literature reviews.
– **Challenges:**
– Major difficulties included refining research questions, grappling with dense theoretical texts, and producing coherent literature reviews.
– A specific issue raised by multiple students was the complexity of identifying appropriate hypotheses linked to data and method design.
– Some voiced struggles with drafting clearly structured paragraphs and abstracts.
– **Instructor Feedback:**
– Emphasis on revising ineffective paragraph structures and improving topic sentence clarity.
– General advice on aligning research questions and hypotheses with the overarching thesis topic.
3. **Introduction to Data Collection and Data Analysis**
– **Definition and Importance:**
– The instructor clarified the significance of systematic data collection and analysis, stressing the need for an organized approach rather than ad hoc decisions.
– Data collection systems directly influence the validity of conclusions in both process-oriented and variable-oriented research designs.
– **Types of Data Sources:**
– **Primary Sources:** Direct sources such as interviews, surveys, field observations, government documents, archival materials, and first-hand accounts.
– **Examples:** Archival government policy documents, embassy notes, interviews with policymakers.
– **Cautionary Note:** Students conducting interviews or surveys must obtain Institutional Review Board (IRB) approval.
– **Secondary Sources:** Scholarly literature, books, journal articles, critical studies, or biographies.
– **Systemization of Sources:**
– The instructor emphasized creating filtering mechanisms for both primary and secondary data to ensure reliability and relevance.
– Examples included ensuring primary sources reflect direct expertise in the research field and ensuring secondary sources reflect established literature.
– **Reflective Exercise:**
– Students identified their research questions, hypotheses, and a list of expected primary and secondary data sources.
– Specific Tips for Students:
– Align interviews/surveys to research questions.
– Consider access to policymakers and government records as key to effective data collection.
4. **Guidance on Contacting Primary Sources in the U.S.**
– **Advice:**
– Students interested in government data or interviews with policymakers were informed that U.S. senators and representatives have public offices designed to liaise with academics and respond to inquiries.
– The instructor offered support in guiding students on how to connect with these resources effectively.
– **Use Case Example:**
– Tuba’s project on special education funding was discussed, with recommendations to seek interviews with representatives, Department of Education officials, or advocacy organizations.
5. **Break and Final Notes on the Day’s Coverage**
– The class ended by reiterating two main concepts:
– The need for a systems-based data collection approach.
– The importance of structuring primary source research to align with the thesis’s main objectives.
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#### **Actionable Items**
1. **Immediate: Join e-Course Platform**
– Ensure all students have joined the e-course using the enrollment code “ICP406” and have downloaded the syllabus.
2. **Short-Term: Support for Primary Source Collection**
– **Urgent:** Students conducting interviews or surveys must begin the IRB approval process immediately if they have not already.
– Instructor to investigate options for obtaining government archives or policy documents in Kyrgyzstan for local projects.
3. **Medium-Term: Research Support**
– Provide guidance to students needing assistance contacting U.S. policymakers or representatives.
– Schedule a future session focused entirely on paragraph structures to improve clarity in thesis writing.
4. **Assignments and Reminders:**
– Drafts of Chapters 2 and 3 should have clear research questions, hypotheses, data collection methodologies, and plans by early March.
– Encourage students to consult with their supervisors consistently throughout February while finalizing their designs.
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This report provides the necessary details for the instructor to track the session and plan future adjustments accordingly.
Homework Instructions:
### ASSIGNMENT #1: Draft Chapters 2 and 3 of Senior Thesis
For this assignment, you will draft two crucial chapters of your senior thesis—Chapter 2 (Data Collection) and Chapter 3 (Data Analysis). These chapters build upon your existing methodology section and serve as essential parts of your research project. The purpose is to clearly document how you gathered your data and how you interpreted it to address your research question. These drafts will be reviewed and graded as part of this course.
**Instructions:**
1. **Review Your Chapter 1 Methodology:** Return to your methodology section from Chapter 1. Make sure you are clear on the research design you previously outlined (e.g., variable-oriented vs. process-oriented), as you’ll need to expand on this in Chapters 2 and 3.
2. **Draft Chapter 2: Data Collection (Approximately 1,000 words)**
– **Begin with an Overview:** Briefly summarize your research question, primary hypothesis, and the overall context for your study.
– **Describe the Data Collection Methodology:**
– Explain whether you used a variable-oriented or process-oriented approach.
– Specify the methods you used to gather data (e.g., interviews, surveys, government documents, archival materials).
– Detail the system you followed to gather your data.
– Address how you sourced secondary data (e.g., academic journals, reports, books).
– If you used primary data (e.g., interviews, surveys), describe your approach to reaching participants or accessing necessary documents, including any permissions (e.g., IRB approval).
– Discuss filtering mechanisms to ensure the reliability and relevance of your data.
– **Reflect on Challenges:** Discuss any obstacles you faced during the data collection process and how you overcame them.
– **Conclude with a Summary:** Summarize the significance of your collected data for addressing your research question.
3. **Draft Chapter 3: Data Analysis (Approximately 1,000 words)**
– **Introduction:** Restate the research question and the purpose of your analysis. Briefly highlight the types of data collected in Chapter 2.
– **Outline Your Analytical Approach:**
– Specify whether you used quantitative methods (e.g., statistical, numerical analysis) or qualitative methods (e.g., thematic analysis, case study comparisons) based on your research design.
– Describe the tools/software you utilized (e.g., Excel, SPSS for quantitative analysis, NVivo for qualitative work).
– Explain step-by-step how you interpreted or analyzed the data to address your hypothesis.
– **Present Preliminary Results:** Discuss findings from your analysis and how they align or conflict with your hypothesis.
– **Acknowledge Limitations:** Highlight any limitations in your analysis and how they might affect your conclusions.
– **Conclude with Implications:** Summarize the relevance of your findings to the discussion of your broader research topic.
4. **Formatting Guidelines:**
– Both chapters combined should be approximately 2,000 words (1,000 words per chapter).
– Use 12-point Times New Roman font, double-spaced, with 1-inch margins.
– Include appropriate citations for secondary data sources.
5. **Submission Deadline:** The drafts of Chapters 2 and 3 are due on **[insert specific date mentioned during the lesson—e.g., March 1st, right before spring break]**. Ensure you upload them as a single, coherent document.
6. **Work with Your Supervisor:** Though these chapters will be assessed by the course instructor, they must also be submitted to your thesis supervisor for review and feedback. Incorporating their input will greatly contribute to finalizing these sections for the complete thesis.
7. **Resources:** Consult the course syllabus and Chapter 1 feedback for additional guidance. If you have any questions, reach out to the instructor as soon as possible during this drafting period.
Good luck with Chapters 2 and 3! The clarity and rigor of these sections are crucial to successfully crafting your final thesis.