Peter Ward

Description

This upper-division class is designed to offer a complement to positivist quantitative methods and basic statistics classes to which most UT students are exposed in their undergraduate careers. It therefore forms an opportunity for students to extend their understanding and expertise in research design and experience in a wider set of method that form part of everyday social science research.  Qualitative Methods can either standalone (ethnography for example), or form part of mixed-methods research design (as in this class), and seeks to provide insight and nuanced understandings of social processes that go beyond data findings borne of quantitative analyses and statistical modelling.  Qualitative analysis, therefore, does not rely upon measures of statistical significance, but takes a hermeneutics (interpretive) approach, and requires the triangulation of various research methods and approaches in order to substantiate (or challenge) the research propositions/questions posed in the design. Information and data gathering invariably require direct engagement with human populations, and are therefore subject to close scrutiny by Human Subjects Research Boards such as the University’s IRB.

This course will provide you with a “hands-on” training of many of the qualitative methods used in “mixed methods” research in contemporary social science including: application and use of case studies; archival analysis; content analysis; participant observation & ethnography; key informant (“elite”) interviewing; focus groups; social psychological testing; and how to design and run surveys.  Working in small groups (3-4), students will apply these methods to a “dummy” research project design, developing and applying each method in turn, as well as exploring how the data and information gathered may be mobilized to address, and to provide, insights around the research questions that form part of their design.  All students will be expected to undertake IRB (Human Subjects) ethics training, and then relate it to their “dummy” research projects throughout the semester.   Classes will combine formal lectures and in- (and outside) class group work. 

Required Texts (the Dean’s Office will not accept “Course Packet” or “TBA”)

Carol Bailey, 2018. A Guide to Qualitative Field Research. Sage.  3^rd edition

Grading Policy

• 30% or so for in-class participation and good attendance.
• A further 20% will be awarded for two small assignments:
• Final Group project report will receive: 20% (everyone in the group gets the same grade).
• 30% will for two essay papers (15% for a personal reflexivity essay/paper; and 15% for an essay on one of the techniques).

COURSE AIMS AND PURPOSE

This course seeks to understand Mexico through three lenses. First to introduce students to modern Mexico - its geography, economy, polity and society, and to examine in detail the nature and the forces of change that have impacted so dramatically upon the country during the past three decades (Global Cultures “flag”). Second, we will examine Mexico-US bi-lateral relations both historically as well as in the contemporary sphere. Third, our lens will focus attention upon “Mexico Here”, and will analyze the dramatic Hispanic “rise” in the USA since 1990, with a special emphasis upon the ways in which the majority minority of Mexicans and Mexican Americans are shaping our own society, economy and polity of central Texas (Cultural Diversity “flag”), and to discuss the policy and representation implications arising from their rise.

Approximately one half of the course will offer an overview of the modern Mexico – its economic and political opening, challenges of overcoming poverty, and more recently the instability born of the drug cartels. Included here we will also examine the key bilateral issues between the two countries: immigration reform; insecurity; and economic integration. The other half of the course is designed to analyze the demographic and socio-cultural changes and policy challenges that Mexican-origin populations confront today in here Central Texas: in education, health care, citizenship aspirations, access to housing, justice and human rights and wellbeing. The aim is to gain a more sensitive and nuanced awareness of how Mexican populations specifically, and Hispanic populations more generally, are transforming the cultural and political landscape of Texas and the US, in order to offer a broad-brush introduction that will allow us consider the public policy dilemmas and imperatives that we have to confront today.

As well as contributing to your Global Cultures and Cultural Diversity (flags) learning experience, the course will comprise a substantial writing component built around three essays. In-class participation is important, and an important element of the class assessment will comprise group projects about how Mexicans and Mexican-American identities are shaping politics, society & culture (broadly defined) here in Central Texas. In addition there will be one midterm.

Assessment: Essays and Papers 45%; Participation 25%; Mid-term 15%; Group Project 15%

SOC 321: Qualitative and Mixed Methods

in Social Research and Fieldwork

Spring Semester 2020                                                                                  Instructor: Peter M. Ward

Unique Number: SOC = 43785                                                         peter.ward@austin.utexas.edu

                                                                        Office: RLP 3.730; LBJ 3.229

Meeting Time: T/Th. 3:30-5:00   WCP 5.102                    Office Hours: Thursdays 9:00-10:15 RLP) 

                                                                      10:30-12:00 (LBJ) or by e-mail appointment 

Course Aims and Purpose

This new upper-division class is designed to offer a complement to positivist quantitative methods and basic statistics classes to which most UT students are exposed in their undergraduate careers. It therefore forms an opportunity for students to extend their understanding and expertise in research design and experience in a wider set of method that form part of everyday social science research.  Qualitative Methods can either standalone (ethnography for example), or form part of mixed-methods research design (as in this class), and seeks to provide insight and nuanced understandings of social processes that go beyond data findings borne of quantitative analyses and statistical modelling.  Qualitative analysis, therefore, does not rely upon measures of statistical significance, but takes a hermeneutics (interpretive) approach, and requires the triangulation of various research methods and approaches in order to substantiate (or challenge) the research propositions/questions posed in the design. Information and data gathering invariably require direct engagement with human populations, and are therefore subject to close scrutiny by Human Subjects Research Boards such as the University’s IRB.

This course will provide you with a “hands-on” training of many of the qualitative methods used in “mixed methods” research in contemporary social science including: application and use of case studies; archival analysis; content analysis; participant observation & ethnography; key informant (“elite”) interviewing; focus groups; social psychological testing; and how to design and run surveys.  Working in small groups (3-4), students will apply these methods to a “dummy” research project design, developing and applying each method in turn, as well as exploring how the data and information gathered may be mobilized to address, and to provide, insights around the research questions that form part of their design.  All students will be expected to undertake IRB (Human Subjects) ethics training, and then relate it to their “dummy” research projects throughout the semester.

Classes will combine formal lectures and in- (and outside) class group work. 

Materials will be posted on CANVAS, but you are all asked to purchase the course text (see below).

Required Texts

There are innumerable texts on qualitative methods targeting graduate and undergraduate programs.  I have chosen the Bailey text since it is written primarily for undergraduates and is very much a fieldwork hands-on-guide.  It covers most of our topics with short presentations and discussions without heavy references. Where there are gaps (case studies, content analysis for example I will complement with other readings for that week). 

Carol Bailey, 2018. A Guide to Qualitative Field Research. Sage.  3^rd edition $58 new, but lower used copies are available.  Earlier edition is also acceptable (and cheaper).  I suggest that you go on line and purchase in time for our first class.

COURSE AIMS AND PURPOSE

Mexico “There” and Mexico “Here”: Understanding Mexico and the Hispanic Rise in the USA

 This course seeks to understand Mexico through three lenses. First to introduce students to modern Mexico - its geography, economy, polity and society, and to examine in detail the nature and the forces of change that have impacted so dramatically upon the country during the past three decades (Global Cultures “flag”). Second, we will examine Mexico-US bi-lateral relations both historically as well as in the contemporary sphere. Third, our lens will focus attention upon “Mexico Here”, and will analyze the dramatic Hispanic “rise” in the USA since 1990, with a special emphasis upon the ways in which the majority minority of Mexicans and Mexican Americans are shaping our own society, economy and polity of central Texas (Cultural Diversity “flag”), and to discuss the policy and representation implications arising from their rise. 

 Approximately one half of the course will offer an overview of the modern Mexico – its economic and political opening, challenges of overcoming poverty, and more recently the instability born of the drug cartels. Included here we will also examine the key bilateral issues between the two countries: immigration reform; insecurity; and economic integration.  The other half of the course is designed to analyze the demographic and socio-cultural changes and policy challenges that Mexican-origin populations confront today in here Central Texas: in education, health care, citizenship aspirations, access to housing, justice and human rights and wellbeing. The aim is to gain a more sensitive and nuanced awareness of how Mexican populations specifically, and Hispanic populations more generally, are transforming the cultural and political landscape of Texas and the US, in order to offer a broad-brush introduction that will allow us consider the public policy dilemmas and imperatives that we have to confront today.

As well as contributing to your Global Cultures and Cultural Diversity (flags) learning experience, the course will comprise a substantial writing component built around three essays. In-class participation is important, and an important element of the class assessment will comprise group projects about how Mexicans and Mexican-American identities are shaping politics, society & culture (broadly defined) here in Central Texas. In addition there will be one midterm.

Assessment: Essays and Papers 45%; Participation 25%; Mid-term 15%; Group Project 15%

COURSE AIMS AND PURPOSE

This graduate class is designed to complement existing courses on methods and quantitative techniques of data collection and analysis that already exist at the LBJ School, as well as in the Sociology, Geography and several other departments and programs across campus. A methods course, it also forms part of the extended core curriculum in the Masters’ programs (MPAff. & GPS) at the LBJ School of Public Affairs.  Prospective students should note that the sometimes large class size requires that the class be taught in a lecture rather than seminar format although much of the work will be conducted in small groups. (This has worked reasonably well in the past even when there were as many as 30+ students.)  Specifically the aim of this course is to develop familiarity and expertise in mobilizing and analyzing data and information gathered through a range of more qualitative survey research methods, approaches and designs, ranging from participant observational techniques, ethnography, case studies, content analysis, focus groups, and various forms of interviewing.  The course will address issues of qualitative methods’ theory, research project design and targeting, field insertion, IRB requirements, reflexivity and writing and presentation skills.  The final outcome is a final report based upon application of a number of methods to a group research design. Participants will be required to undertake IRB training at the outset.

The class is designed for two principal constituencies: first, for Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and second, for Master students especially those engaged in preparation of Policy Reports or theses.  Each class will comprise a lecture and class discussion based upon readings and will require students to work in small groups on a real research design that will be used throughout the semester, and upon which they will apply and gather data using each of the methods in turn. Thus, a primary element of the course is to develop "hands-on" experience in adapting a range of qualitative research techniques to that group’s research design. The research question identified usually will be a project for which no definitive outcome (other than the Report) is expected, other than that of developing the training exercises itself.

Most classes will involve a mixture of formal lecture and pre-circulated lecture notes that are designed to both cover the ground as well as foster class discussion. This year I propose to request that you NOTopen computers, tablets and handhelds during the lecture part of class. You will be expected to look over the lecture notes and your readings beforehand.

The latter part of the class will involve in-group work and preparation to apply the various techniques.  Thus, there will be a substantial practical component to this course outside of class hoursas each group develops and applies each technique as part of its own mini-research design agenda.  Please note that the 9:00-12:00 time slot has been selected deliberately in order to allow participants to occasionally continue their group work through the lunch period (or beforehand!), so to the extent possible, please allow for that flexibility as you prepare your fall schedules.

 All students will need to log onto CANVAS, since this will be the principal mechanism for information dissemination, and group liaison.

Description:

This one semester course is part of a sequence of classes tied to the Latin American Housing network (www.lahn.utexas.org) and blends sociology, planning and public policy.  Since the latter 1970s terminology about informal settlements in Latin America has invariably eschewed referring to them as “slums”, recognizing instead that informal settlements form the mainstream of the built-up area. When supported by programs of regularization (tenure and infrastructure) and upgrading informal settlements show the potential to consolidate – albeit over 15-20 years.  In other regions (Africa, South Asia and SE Asia) informal settlement housing conditions often remain squalid with little evidence of improvement and integration into the formal fabric of the city. Here the term “slums” remains widely used by planners, NGOs and international agencies alike.

In the first part of the course we will explore: 1) the links between industrialization, globalization, and slum development; and the social constructions and nature of slums over time and space; and 2), examine the rationale and substance of public policy interventions towards slums (e.g. eradication schemes, urban redevelopment, squatter upgrading, policies towards landlordism, etc.).  Part of the goal will be to analyze and deconstruct the nature of slums temporally and spatially.

This will segue into a counterfactual analysis of Latin American housing processes in which the conventional wisdom of successful housing consolidation appears to be severely constrained or stymied altogether. In the context of self-help ownership and the production of low-income rental housing markets our class goal will be to explain why some types of housing remain as, or over time deteriorate into, slums.  Pioneer migrant self-builders who occupied land some 30 years ago experienced some socio-economic mobility through the creation of a housing asset, and yet the mobility prospects for many second and third generation households remain bleak, notwithstanding their higher levels of education. This has important policy implications for their housing trajectories, expectations and living conditions. 

The third part of the class will look specifically at “successfully” consolidated settlements 30 years after their formation and which form the LAHN study “innerburbs” (first suburbs) universe where we have argued for new policy imperatives of housing and community rehab (Ward et al 2015).  However, despite the apparent success of self-building consolidation since the 1960s, today we observe evidence of active slum creation (“slumification”) due to the failure to rehabilitate deteriorated housing conditions after many years of intensive use. Other triggers of slumification will also be examined: title “clouding” due to informal inheritance; overcrowding; secondary housing etc.  In central city locations as well as the “innerburbs” rental housing tenements and petty landlord-tenant sub-letting often also show evidence of slumification.

 Grading:

Assessment will be based upon class participation and paper presentations. The final class product will be a student-authored monograph that will discuss: the nature of slum theory and social constructions over the ages; offer a typology of slums and slum formation in Latin American Cities; provide new and original research findings about ongoing slumification in consolidated settlements; and offer an assessment of public policies to address emerging slumification. 

Depending upon the final class size, instruction will be largely through a lecture format although much of the work will be conducted in small groups working on a collaborative research design utilizing and applying different qualitative methods.

Specifically, the aim of this course is to develop awareness and expertise in using a range of qualitative survey research methods, approaches and designs, ranging from participant observational techniques through semi-structured interviewing to more formal questionnaire and census-type surveys. The course will address issues of research project design and targeting, sampling, ethnography, case studies, ethics, data and informational handling arising from the different techniques, as well as the preparation of final reports based upon social survey analysis. Participants will be required to undertake IRB training at the outset.

Among the specific methods in which training will be offered are: Observational Techniques (participant, "mass", focus groups, social monitoring, etc.); Ethnography, Case Studies; Content Analysis; Focus Groups; "Elite"/Key Informant Interviewing; Questionnaire Design and Application; Qualitative Data Analysis and Presentation/Writing, Behavioral/Psychological testing (TAT Tests, Repertory Grids etc.).

It is designed for two principal constituencies: first, for Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and second, for master’s students—especially those embarking upon their PRs and theses. (At the LBJ School it also forms part of the extended core curriculum in the master’s programs.) Each semester students work in small groups to develop a real research design on a topic that will be used throughout the semester, and which will apply each of the techniques in turn. Thus, a primary element of the course is to develop hands-on experience in adapting a range of qualitative research techniques to that group’s research design. The research question identified usually will be a project for which no definitive outcome is expected, other than that of having fun developing the training exercises itself.

This course seeks to understand Mexico through three lenses. First to introduce students to modern Mexico - its geography, economy, polity and society, and to examine in detail the nature and the forces of change that have impacted so dramatically upon the country during the past two decades. Second, we will examine Mexico-US bi-lateral relations both historically as well as in the contemporary sphere. Third, our lens will focus attention upon “Mexico Here”, and will analyze the dramatic Hispanic “rise” in the USA since 1990, with a special emphasis upon the ways in which the minority majority of Mexicans and Mexican Americans are shaping our own society, economy and polity of central Texas.

Approximately one-half of the course will offer an overview of the modern Mexico – its economic and political opening, challenges of overcoming poverty, and more recently the instability born of the drug cartels. Here too we will examine the key bilateral issues between the two countries: immigration reform; insecurity; and economic integration. The other half of the course is designed to analyze the demographic and socio-cultural changes and policy challenges that Mexican-origin populations confront today in here Central Texas: in education, health care, citizenship aspirations, access to housing, justice and human rights and wellbeing. The aim is to gain a more sensitive and nuanced awareness of how Mexican populations specifically, and Hispanic populations more generally, are transforming the cultural and political landscape of Texas and the US, in order to offer a broad-brush introduction that will allow us consider the public policy dilemmas and imperatives that we have to confront today.

The course will comprise a substantial writing component including three essays. In class participation is important, and an important element of the class assessment will comprise a group projects about how Mexicans and Mexican-American identities are shaping politics, society & culture (broadly defined) here in Central Texas. In addition there will be one midterm.

COURSE AIMS AND PURPOSE

This graduate class is designed to complement existing courses on methods and quantitative techniques of data collection and analysis that already exist at the LBJ School, as well as in the Sociology and Geography departments. Depending upon the final class size, instruction will be largely through a lecture format although much of the work will be conducted in small groups working on a collaborative research design utilizing and applying different qualitative methods. Specifically the aim of this course is to develop awareness and expertise in using a range of qualitative survey research methods, approaches and designs, ranging from participant observational techniques through semi-structured interviewing to more formal questionnaire and census-type surveys.  The course will address issues of research project design and targeting, sampling, ethnography, case studies, ethics, data and informational handling arising from the different techniques, as well as the preparation of final reports based upon social survey analysis.  Participants will be required to undertake IRB training at the outset.

Among the specific methods in which training will be offered are: Observational Techniques (participant, "mass", focus groups, social monitoring, etc.); Ethnography, Case Studies; Content Analysis; Focus Groups; "Elite"/Key Informant Interviewing; Questionnaire Design and Application; Qualitative Data Analysis and Presentation/Writing, Behavioral/Psychological testing (TAT Tests, Repertory Grids etc.).

It is designed for two principal constituencies: first, for Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and second, for Master students especially those embarking upon their PR’s and theses.  (At the LBJ Scholl it also forms part of the extended core curriculum in the masters’ programs.)  Each semester students work in small groups to develop a real research design on a topic that will be used throughout the semester, and which will apply each of the techniques in turn. Thus, a primary element of the course is to develop "hands-on" experience in adapting a range of qualitative research techniques to that group’s research design. The research question identified usually will be a project for which no definitive outcome is expected, other than that of having fun developing the training exercises itself.

Assessment.

Final Assessment will be assigned thus: 30% for the Final (Group) Report; 30% for an unseen essay exam (three hours); and 40% for class participation and performance (which will include the book report and an element of peer group assessment).

Required Texts

Either Babbie or Berg  -- see below (Both are expensive used editions are cheaper). 

• Earl Babbie The Basics of Social Research, - Get the latest edition (now in paperback), Wadsworth.  Alternatively a used edition will serve you well. 
• Bruce L. Berg 2009 (Seventh Edition) Qualitative Research Methods for the Social Sciences. Allyn and Bacon. 

This one semester course is part of a sequence of classes tied to the Latin American Housing network research initiatives (www.lahn.utexas.org).  UN-Habitat convenes bi-decennially: the first meeting was in Vancouver in 1976; the second in Istanbul in 1996; and the third took place in 2016 (October 15-17, in Quito, Ecuador).  Last year’s class explored the dynamics and role of the three UN-Habitat meetings and the World Urban Forum meetings (every two years since 2002).).

This 2017 class wiIl analyze the changing nature of housing policy since the 1970s focusing especially on how neoliberal economic and political theory are shaping housing practices and housing policies since the late 1990s, and the extent to which neoliberal and post-neoliberalism shaped featured in the UN Habitat III meeting. 

Three major thrusts in social and household organization, housing practices and policy will be examined. First, the rise of mass social housing estates targeting lower income formal workers in three countries in which they have been developed on a large scale (Mexico, Brazil and Chile).  Their location in peri-urban areas of major metropolitan areas with long travel commutes and poor social infrastructure is now leading to major problems of non-occupancy and abandonment. Second will be a focus on an emerging counter movement of densification, urban regeneration and housing rehab – all taking place in the inner urban neighborhoods or old suburbs. This will draw upon insights and research across nine Latin American countries as part of the Latin American Housing Network (LAHN) www.lahn.utexas.org and the Ward et al. recent (2015) publication Housing Policy in Latin American Cities: A New Generation of Strategies and Approaches for 2016 UN-HABITAT III http://www.routledge.com/9781138776869/ .  Third, until recently, just as few researchers had explored rehab as a major policy plank, so too has the nature of low income renting and sharing been systematically analyzed with a view to developing policies to encourage the production and consumption of rental housing options.

The graduate seminar class will systematically analyze these three major arenas of contemporary housing practice and policy making in light of neoliberal theory and the outcomes and directions of the UN-Habitat III Congress.  It will be tied to a two-day Capstone Workshop on the  Directions and Dilemmas Post UN Habitat, partially supported by LLILAS, COLA and the LBJ School designed to bring together invited international scholars and policy experts to engage with UT faculty and graduate students as we debate and reflect on future urban development and housing policies for the next decade. 

This course seeks to understand Mexico through three lenses. First to introduce students to modern Mexico - its geography, economy, polity and society, and to examine in detail the nature and the forces of change that have impacted so dramatically upon the country during the past two decades. Second, we will examine Mexico-US bi-lateral relations both historically as well as in the contemporary sphere. Third, our lens will focus attention upon “Mexico Here”, and will analyze the dramatic Hispanic “rise” in the USA since 1990, with a special emphasis upon the ways in which the minority majority of Mexicans and Mexican Americans are shaping our own society, economy and polity of central Texas.

The first half of the course will offer an overview of the modern Mexico – its economic and political opening, challenges of overcoming poverty, and more recently the instability born of the drug cartels. Here too we will examine the key bilateral issues between the two countries: immigration reform; insecurity; and economic integration.  The second half of the course is designed to analyze the demographic and socio-cultural changes and policy challenges that Mexican-origin populations confront today in here Central Texas: in education, health care, citizenship aspirations, access to housing, justice and human rights and wellbeing. The aim is to gain a more sensitive and nuanced awareness of how Mexican populations specifically, and Hispanic populations more generally, are transforming the cultural and political landscape of Texas and the US, in order to offer a broad-brush introduction that will allow us consider the public policy dilemmas and imperatives that we have to confront today.

The course will comprise a substantial writing component including three essays. In class participation is expected, and in addition an important element of the class assessment will comprise two group projects about how Mexicans and Mexican-American identities are shaping politics, society & culture (broadly defined) here in Central Texas. There will be one midterm exam, but no final.

Assessment:

Essays and Papers 45%

Participation 20%

Mid-term 20%

Group Project 15%

This graduate class is designed to complement existing courses on methods and quantitative techniques of data collection and analysis that already exist at the LBJ School, as well as in the Sociology and Geography departments. Depending upon the final class size, instruction will be largely through a lecture format although much of the work will be conducted in small groups working on a collaborative research design utilizing and applying different qualitative methods. Specifically the aim of this course is to develop awareness and expertise in using a range of qualitative survey research methods, approaches and designs, ranging from participant observational techniques through semi-structured interviewing to more formal questionnaire and census-type surveys.  The course will address issues of research project design and targeting, sampling, ethnography, case studies, ethics, data and informational handling arising from the different techniques, as well as the preparation of final reports based upon social survey analysis.  Participants will be required to undertake IRB training at the outset.

 Among the specific methods in which training will be offered are: Observational Techniques (participant, "mass", focus groups, social monitoring, etc.); Ethnography, Case Studies; Content Analysis; Focus Groups; "Elite"/Key Informant Interviewing; Questionnaire Design and Application; Qualitative Data Analysis and Presentation/Writing, Behavioral/Psychological testing (TAT Tests, Repertory Grids etc.).

 It is designed for two principal constituencies: first, for Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and second, for Master students especially those embarking upon their PR’s and theses.  (At the LBJ Scholl it also forms part of the extended core curriculum in the masters’ programs.).  Each semester students work in small groups to develop a real research design on a topic that will be used throughout the semester, and which will apply each of the techniques in turn. Thus, a primary element of the course is to develop "hands-on" experience in adapting a range of qualitative research techniques to that group’s research design. The research question identified usually will be a project for which no definitive outcome is expected, other than that of having fun developing the training exercises itself.

Assessment.

Final Assessment will be assigned thus: 30% for the Final (Group) Report; 30% for an unseen essay exam (three hours); and 40% for class participation and performance (which will include the book report and an element of peer group assessment). 

This one semester course is part of a sequence of classes tied to the Latin American Housing network research initiatives (www.lahn.utexas.org).  UN-Habitat convenes bi-decennially: the first meeting was in Vancouver in 1976; the second in Istanbul in 1996; and the third will take place in 2016 (October 15-17, in Quito, Ecuador).  Each meeting basically reviews the progress of policy and practice since the previous meeting, and sets the housing and urban development agenda for the next 20 years. Since 2002 more regular meetings of the World Urban Forum take place intermittently (every two to three years).

It is hoped that the research and policy findings of the LAHN study and Ward et al. recent (2015) publication Housing Policy in Latin American Cities: A New Generation of Strategies and Approaches for 2016 UN-HABITAT III  http://www.routledge.com/9781138776869/ will form part of the agenda as governments turn back to the existing stock of the city and emphasize housing and community rehab as an integral part of urban development. However, the primary aim of the class will be to review: 1) how the changing paradigms in development political and development sociology have come to shape urban development and housing policy since the early 1970s; 2) the extent to which these modes of thinking and policy advocacy became integrated into the two previous  UN-Habitat meetings; 3) the impact that the congresses have had in shaping the agendas of housing policy, rights to the city, the expansion and support of housing NGOs, sustainability and changing urban governance practices, etc.; and 4)  and how these activities are embedded within macro-economic and development policies of the past 50 years.  Our seminar discussions will trace housing and urban development policy in Latin America over the past 50, against the backdrop of research paradigms and approaches and the literature.  Working in groups, students will undertake detailed archival review and content analysis of the two previous congresses, together with several of the WUF meetings as a basis to better understand the dynamics and calculus of conference agenda-setting, and of policy change in the subsequent period.  In addition we will undertake a detailed analysis and review of the preparations and framing of the 2016 UN-Habitat.

FLAGS:   CD  |  GC

Description: 

This course seeks to understand Mexico through three lenses. First to introduce students to modern Mexico - its geography, economy, polity and society, and to examine in detail the nature and the forces of change that have impacted so dramatically upon the country during the past two decades. Second, we will examine Mexico-US bi-lateral relations both historically as well as in the contemporary sphere. Third, our lens will focus attention upon “Mexico Here”, and will analyze the dramatic Hispanic “rise” in the USA since 1990, with a special emphasis upon the ways in which the minority majority of Mexicans and Mexican Americans are shaping our own society, economy and polity of central Texas.

The first half of the course will offer an overview of the modern Mexico – its economic and political opening, challenges of overcoming poverty, and more recently the instability born of the drug cartels. Here too we will examine the key bilateral issues between the two countries: immigration reform; insecurity; and economic integration.  The second half of the course is designed to analyze the demographic and socio-cultural changes and policy challenges that Mexican-origin populations confront today in here Central Texas: in education, health care, citizenship aspirations, access to housing, justice and human rights and wellbeing. The aim is to gain a more sensitive and nuanced awareness of how Mexican populations specifically, and Hispanic populations more generally, are transforming the cultural and political landscape of Texas and the US, in order to offer a broad-brush introduction that will allow us consider the public policy dilemmas and imperatives that we have to confront today.

Grading:

The course will require three essays. In class participation is expected, and in addition an important element of the class assessment will comprise two group projects about how Mexicans and Mexican-American identities are shaping politics, society & culture (broadly defined) here in Central Texas. There will be one midterm exam, but no final.

Essays and Papers 45%

Participation 20%

Mid-term 20%

Group Project 15% 

Research methods, specialized empirical techniques, and data analysis as used in policy analysis and management.

Description:

This one semester course is part of a sequence of classes tied to the Latin American Housing network research initiatives (www.lahn.utexas.org).  UN-HABITAT convenes bi-decennially: the first meeting was in Vancouver in 1976; the second in Istanbul in 1996; and the third will take place in 2016 (venue yet to be specified).  Each meeting basically reviews the progress of policy and practice since the previous meeting, and sets the housing and urban development agenda for the next 20 years. More regular meetings of the World Urban Forum take place intermittently (every two to three years).

It is hoped that the research and policy findings of the LAHN study and recent publication Housing Policy in Latin American Cities: A New Generation of Strategies and Approaches for 2016 UN-HABITAT III  http://www.routledge.com/9781138776869/ will form part of the agenda as governments turn back to the existing stock of the city and emphasize housing and community rehab as an integral part of urban development.  However, the aim of the class will be to review the changing paradigms of urban development and housing policy since the early 1970s, and to review the extent to which these modes of thinking and policy advocacy became integrated into the two previous  UN-HABITAT meetings, and the impact that the congresses have had in shaping the agendas of housing policy; rights to the city; the expansion and support of housing NGOs; sustainability and changing urban governance practices, etc., and how these are embedded within macro economic and development policies of the past 50 years.   Working in groups, students will undertake detailed archival review and content analysis of the two previous congresses, together with several of the WUF meetings as a basis to better understand the dynamics and calculus of conference agenda-setting, and of policy change in the subsequent period.  In addition we will undertake a detailed analysis and review of the preparations and framing of the 2016 UN-HABITAT.

Two sets of student products are anticipated. First, a major paper that reviews  and analyzes the dynamics and impact of  HABITAT I & II and how this appears to feed into HABITAT III.   This will not only review UN documentation and reports but will also gauge how a number of specific countries had shaped their policies (or not) as a result of the changing conventional wisdoms arising from UN-HABITAT.  Second, students will draft a series of position statements that we view as imperatives for consideration in HABITAT III and which arise from: contemporary interdisciplinary research, from critical theory and from contemporary urban and housing challenges that Latin American and other developing areas confront.  In short whither housing policies and practice in the 20 years?  There will also be a final essay exam.

Depending upon the venue it may be possible to support some student participation in HABITAT III. 

COURSE AIMS AND PURPOSE

This course seeks to understand Mexico through three lenses. First to introduce students to modern Mexico - its geography, economy, polity and society, and to examine in detail the nature and the forces of change that have impacted so dramatically upon the country during the past two decades. Second, we will examine Mexico-US bi-lateral relations both historically as well as in the contemporary sphere. Third, our lens will focus attention upon “Mexico Here”, and will analyze the dramatic Hispanic “rise” in the USA since 1990, with a special emphasis upon the ways in which the minority majority of Mexicans and Mexican Americans are shaping our own society, economy and polity of central Texas.

The first half of the course will offer an overview of the modern Mexico – its economic and political opening, challenges of overcoming poverty, and more recently the instability born of the drug cartels. Here too we will examine the key bilateral issues between the two countries: immigration reform; insecurity; and economic integration.  The second half of the course is designed to analyze the demographic and socio-cultural changes and policy challenges that Mexican-origin populations confront today in here Central Texas: in education, health care, citizenship aspirations, access to housing, justice and human rights and wellbeing. The aim is to gain a more sensitive and nuanced awareness of how Mexican populations specifically, and Hispanic populations more generally, are transforming the cultural and political landscape of Texas and the US, in order to offer a broad-brush introduction that will allow us consider the public policy dilemmas and imperatives that we have to confront today.

The course will comprise a substantial writing component including three essays. In class participation is expected, and in addition an important element of the class assessment will comprise two group projects about how Mexicans and Mexican-American identities are shaping politics, society & culture (broadly defined) here in Central Texas. There will be one midterm exam, but no final.

Assessment: 

Essays and Papers 40%

Participation 25%

Mid-term 15%

Group Projects 20%

Course Description

This graduate class is designed to complement existing courses on methods and quantitative techniques of data collection and analysis that already exist at the LBJ School, as well as in the Sociology and Geography departments. Depending upon the final class size, instruction will be largely through a lecture format although much of the work will be conducted in small groups working on a collaborative research design utilizing and applying different qualitative methods. Specifically the aim of this course is to develop awareness and expertise in a range of qualitative survey research methods, approaches and designs, ranging from participant observational techniques through semi-structured interviewing to more formal questionnaire and census-type surveys.  The course will address issues of research project design and targeting, sampling, ethnography, case studies, ethics, data and informational handling arising from the different techniques, as well as the preparation of final reports based upon social survey analysis.  Participants will be required to undertake IRB training at the outset.

 Among the specific methods in which training will be offered are: Observational Techniques (participant, "mass", focus groups, social monitoring, etc.); Ethnography, Case Studies; Content Analysis; Focus Groups; "Elite"/Key Informant Interviewing; Questionnaire Design and Application; Qualitative Data Analysis and Presentation/Writing, Behavioral/Psychological testing (TAT Tests, Repertory Grids etc.).

It is designed for two principal constituencies: first, for Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and second, for Master students especially those embarking upon their PR’s and theses, although it also forms part of the extended core curriculum in the masters’ program at the LBJ School of Public Affairs.  Each semester students work in small groups to develop a real research design on a topic that will be used throughout the semester, and which will apply each of the techniques in turn. Thus, a primary element of the course is to develop "hands-on" experience in adapting a range of qualitative research techniques to that group’s research design. The research question identified usually will be a project for which no definitive outcome is expected, other than that of having fun, and developing the training exercises itself.

Grading and Requirements:

30% for the Final (Group) Report

30% for an unseen essay exam (three hours)

40% for class participation and performance (which will include the book report and an element of peer group assessment). 

Cross listed wiht PA 397C

Description

Aims and Purposes

 This graduate class is designed to complement existing courses on research methods and quantitative techniques of data collection and analysis that already exist in Sociology, the LBJ School, and the Geography department. (The course also forms part of the extended core curriculum of the LBJ School of Public Affairs.)  Prospective students should note that the large class size requires that this be taught in a lecture rather than seminar format, although much of the work will be conducted in small groups. (This has worked quite well in previous years.)  Specifically, the aim of this course is to develop awareness and expertise in a range of qualitative survey research methods, approaches and designs, ranging from participant observational techniques through semi-structured interviewing to more formal questionnaire and census-type surveys.  The course addresses issues of research project design and targeting, sampling, ethnography, case studies, ethics, data and informational handling arising from the different techniques, as well as the preparation of final reports based upon social survey analysis.  Participants will undertake IRB training. Among the specific methods in which training will be offered are: Observational Techniques(participant, "mass", focus groups, social monitoring, etc.); Case Studies; Content Analysis; Focus Groups; "Elite"/Key Informant Interviewing; Questionnaire Design and Application; Qualitative Data Analysis and Presentation/Writing, Behavioral/Psychological testing (TAT Tests, Repertory Grids etc.).

It is designed for two principal constituencies: Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and Masters students, especially those embarking upon their PR and theses.  Each class will require students to work in small groups developing a real research design on a topic that will be used throughout the semester, and which will apply each of the techniques in turn. Thus, a primary element of the course is to develop "hands-on" experience in constructing as research design and then adapting a range of qualitative research techniques to that group’s project. The research question identified usually will be one for which no definitive (publishable!) outcome is expected, other than that of developing the training exercises itself.  

Most classes will involve a mixture of formal lecture around pre-circulated notes that are designed to foster class discussion, followed by in-group preparation to apply one or other of the various techniques. Thus, there will be a substantial practical component to this course outside of class hours as each group develops and applies each technique as part of its own mini-research design agenda.  Please note that the time slot deliberately allows participants to continue group work after the class during the lunch period or later in the afternoon/early evening. To the extent possible, please allow for that flexibility as you prepare your fall schedules.

All students will need to log onto the Blackboard, since this will be the principal mechanism for information dissemination, and group liaison. Please note that I do not allow computers or PDAs to be open during lectures so if you want to play at multi-tasking this course is not for you. Sorry!

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Cross listed wiht PA 397C

Description

Aims and Purposes

 This graduate class is designed to complement existing courses on research methods and quantitative techniques of data collection and analysis that already exist in Sociology, the LBJ School, and the Geography department. (The course also forms part of the extended core curriculum of the LBJ School of Public Affairs.)  Prospective students should note that the large class size requires that this be taught in a lecture rather than seminar format, although much of the work will be conducted in small groups. (This has worked quite well in previous years.)  Specifically, the aim of this course is to develop awareness and expertise in a range of qualitative survey research methods, approaches and designs, ranging from participant observational techniques through semi-structured interviewing to more formal questionnaire and census-type surveys.  The course addresses issues of research project design and targeting, sampling, ethnography, case studies, ethics, data and informational handling arising from the different techniques, as well as the preparation of final reports based upon social survey analysis.  Participants will undertake IRB training. Among the specific methods in which training will be offered are: Observational Techniques (participant, "mass", focus groups, social monitoring, etc.); Case Studies; Content Analysis; Focus Groups; "Elite"/Key Informant Interviewing; Questionnaire Design and Application; Qualitative Data Analysis and Presentation/Writing, Behavioral/Psychological testing (TAT Tests, Repertory Grids etc.).

It is designed for two principal constituencies: Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and Masters students, especially those embarking upon their PR and theses.  Each class will require students to work in small groups developing a real research design on a topic that will be used throughout the semester, and which will apply each of the techniques in turn. Thus, a primary element of the course is to develop "hands-on" experience in constructing as research design and then adapting a range of qualitative research techniques to that group’s project. The research question identified usually will be one for which no definitive (publishable!) outcome is expected, other than that of developing the training exercises itself.  

Most classes will involve a mixture of formal lecture around pre-circulated notes that are designed to foster class discussion, followed by in-group preparation to apply one or other of the various techniques. Thus, there will be a substantial practical component to this course outside of class hours as each group develops and applies each technique as part of its own mini-research design agenda.  Please note that the time slot deliberately allows participants to continue group work after the class during the lunch period or later in the afternoon/early evening. To the extent possible, please allow for that flexibility as you prepare your fall schedules.

All students will need to log onto the Blackboard, since this will be the principal mechanism for information dissemination, and group liaison. Please note that I do not allow computers or PDAs to be open during lectures so if you want to play at multi-tasking this course is not for you. Sorry!

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Since the 1990s the Mexican political system has experienced a dramatic transition from the hegemonic PRI-dominated structure of 70 years, to that of a plural and consolidating democracy. Since 1997, and especially since the PAN’s historic presidential victory in 2000 and retention of the presidency in 2006, the Mexican political system has struggled to recast and strengthen its political institutions and practices: across the three branches (Executive, Legislative and Judiciary); in the day-to-day practices of governance and public administration; in the modernization of technology and information processing; in press and media freedom, and investigative reporting; and in reforms to the criminal justice system. However, many of these institutions have come under threat as rising insecurity and violence associated with President Calderón’s decision to face down the violence and insecurity born of the drug cartels and associated gangs has come to threaten the democratic consolidation process. Now, in 2011, it looks as though the PRI is ready to bounce back and will win the 2012 federal elections. Will it? Why? And what are the implications for a return of the PRI for Mexico’s democratic future and for US-Mexico relations?

This course will examine the reforms and the changing nature of governance and public policy making in Mexico, as well as evaluate the lessons learned from the Fox and Calderón administrations as the country heads into the next election cycle in July 2012.  In particular we will examine how the respective parties are seeking to mobilize and frame their agendas in order to win elections, and we will assess how citizens in Mexico currently measure and evaluate public policy performance at the federal, state, and local levels. The aim is to better understand the dynamics of the Mexican political system and the nature of the policy making process.

While the focus will be upon Mexico, we will also explore how political values are formed in Mexico, and how these change among Mexican origin populations in the USA, and how they appear to be shaping our own political culture and electoral dynamics as the USA, also, prepares for presidential elections in 2012.

A reading knowledge of Spanish is desirable, but not required for this course. Classes will comprise primarily seminar presentations and discussions led by the students themselves, built around course readings and class notes that will be circulated on Blackboard. In addition, I will be inviting several senior scholars and public policy officials from all three principal parties to visit campus during the semester to inform our discussions and debate the various scenarios of Mexico’s political future and its implications for US-Mexico relations.

Student assessment will be based upon two term papers that analyze institutional change and policy outcomes; the preparation of an opinion editorial relating to the forthcoming elections, and participation in class discussions.

 Course Aims and Purpose

This graduate class is designed to complement existing courses on research methods and quantitative techniques of data collection and analysis that already exist in Sociology, the LBJ School, and the Geography department. (The course also forms part of the extended core curriculum of the LBJ School of Public Affairs.)  Prospective students should note that the large class size requires that this be taught in a lecture rather than seminar format, although much of the work will be conducted in small groups. (This has worked quite well in previous years.)  Specifically, the aim of this course is to develop awareness and expertise in a range of qualitative survey research methods, approaches and designs, ranging from participant observational techniques through semi-structured interviewing to more formal questionnaire and census-type surveys.  The course addresses issues of research project design and targeting, sampling, ethnography, case studies, ethics, data and informational handling arising from the different techniques, as well as the preparation of final reports based upon social survey analysis.  Participants will undertake IRB training. Among the specific methods in which training will be offered are: Observational Techniques (participant, "mass", focus groups, social monitoring, etc.); Case Studies; Content Analysis; Focus Groups; "Elite"/Key Informant Interviewing; Questionnaire Design and Application; Qualitative Data Analysis and Presentation/Writing, Behavioral/Psychological testing (TAT Tests, Repertory Grids etc.).

 It is designed for two principal constituencies: Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and Masters students, especially those embarking upon their PR and theses.  Each class will require students to work in small groups developing a real research design on a topic that will be used throughout the semester, and which will apply each of the techniques in turn. Thus, a primary element of the course is to develop "hands-on" experience in constructing as research design and then adapting a range of qualitative research techniques to that group’s project. The research question identified usually will be one for which no definitive (publishable!) outcome is expected, other than that of developing the training exercises itself.  

 Most classes will involve a mixture of formal lecture around pre-circulated notes that are designed to foster class discussion, followed by in-group preparation to apply one or other of the various techniques.  Thus, there will be a substantial practical component to this course outside of class hours as each group develops and applies each technique as part of its own mini-research design agenda.  Please note that the time slot deliberately allows participants to continue group work after the class during the lunch period or later in the afternoon/early evening. To the extent possible, please allow for that flexibility as you prepare your fall schedules.

 All students will need to log onto the Blackboard, since this will be the principal mechanism for information dissemination, and group liaison. Please note that I do not allow computers or PDAs to be open during lectures so if you want to play at multi-tasking this course is not for you. Sorry!

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Cross listed with PA 388K/CRP388

This cross-listed course with the LBJ School of Public Affairs (PA388K) and Community and Regional Planning (CRP388) and Latin American Studies (LAS 381) is a research-and-teaching project that forms part of the “Urban Sustainability” doctoral program in the School of Architecture. The class builds upon a sustainable housing applications class in the Spring of 2010 which reviewed the array of approaches for self build home improvements in low-income Latin American irregular settlements; colonias and informal subdivisions; and the “innerburbs” of Texas.  An initial phase of the class project will be to explore generic housing rehab and conservation policy experiences and approaches in Europe, the USA and Latin America.  This will allow us to begin to address the primary goal of the class project which is to develop policies appropriate for upgrading and rehab of the older (now) consolidated irregular self-built settlements that now occupy the intermediate ring of many Latin American cities.  Settled some thirty or more years ago, these stable working class settlements now have high densities and are often quite deteriorated with urgent infrastructure and home improvement needs. While more recently formed settlements remain the focus for housing actions, little research is being undertaken to explore the rehab and renovation needs for the existing settlements of yesteryear.

Housing and urban rehab will be set within a broader understanding of the nature of these housing production systems, and other aspects of sustainability in such areas – intermediate technology for drainage and wastewater systems; fiscal sustainability; and social sustainability (mobilization of human capital); juridical sustainability & inheritance; and how best to introduce such research into the policy process in Latin America.

Baseline data for the class will come from an eleven city study in Latin America coordinated by Professor Ward at the University of Texas at Austin (www.lahn.utexas.org) and will provide housing rehab policy inputs to that network as they move forward into the final phase of the study which will outline and disseminate policy approaches appropriate for self-help dwelling and community renovation. It will lead to a capstone conference in April 2011.

Meets with PA 397C/LAS 381/GRG396T

Prequisite:  SOC 384L or equivalent

This graduate class is designed to complement existing courses on methods and quantitative techniques of data collection and analysis that already exist at the LBJ School, as well as in the Sociology and Geography departments. This methods course also forms part of the extended core curriculum of the LBJ School of Public Affairs. Prospective students should note that the large class size requires that the class be taught in a lecture rather than seminar format although much of the work will be conducted in small groups. (This worked quite well in fall 2007 & 2008 when there were 35 students.) Specifically, the aim of this course is to develop awareness and expertise in a range of more qualitative survey research methods, approaches and designs, ranging from participant observational techniques through semi-structured interviewing to more formal questionnaire and census-type surveys. The course will address issues of research project design and targeting, sampling, ethnography, case studies, ethics, data and informational handling arising from the different techniques, as well as the preparation of final reports based upon social survey analysis. Participants will undertake IRB training. Among the specific methods in which training will be offered are: Observational Techniques (participant, "mass", focus groups, social monitoring, etc.); Case Studies; Content Analysis; Focus Groups; "Elite"/Key Informant Interviewing; Questionnaire Design and Application; Qualitative Data Analysis and Presentation/Writing, Behavioral/Psychological testing (TAT Tests, Repertory Grids etc.). It is designed for two principal constituencies: first, Ph.D. students who are (usually) in the earlier stages of their doctoral programs; and second, Masters students, especially those embarking upon their PR and theses. Each class will require students to work in small groups developing a real research design on a topic that will be used throughout the semester, and which will apply each of the techniques in turn. Thus, a primary element of the course is to develop "hands-on" experience in adapting a range of qualitative research techniques to that group's research design. The research question identified usually will be a project for which no definitive outcome is expected, other than that of developing the training exercises itself.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Please check back for updates.

Seminar in Comparative Government and Politics.

Please check back for updates.

Please check back for updates.

Please check back for updates.

Please check back for updates.

Please check back for updates.

Please check back for updates.

Seminar in Comparative Government and Politics.

Please check back for updates.

Seminar in Comparative Government and Politics.