1. Research Methods for Computer Science CSCI 6620 Spring 2014 Dr. Pettey CSCI 6620 Spring 2014 Dr. Pettey

2. One of the primary goals of academic training is to learn how to learn, i.e., to learn how to continuously absorb new knowledge. Thesis Projects A Guide for Students in Computer Science and Information Systems, Berndtsson, Hansson, Olsson, Lundell, 2008 p. 3

3. The process of exploring the unknown, studying and learning new things, building new knowledge about things that no one has understood before - that is what we think of as performing research. Thesis Projects A Guide for Students in Computer Science and Information Systems, Berndtsson, Hansson, Olsson, Lundell, 2008 p. 3

4. The activity of a diligent and systematic inquiry or investigation in an area, with the objective of discovering or revising facts, theories, applications etc. The goal is to discover and disseminate new knowledge Thesis Projects A Guide for Students in Computer Science and Information Systems, Berndtsson, Hansson, Olsson, Lundell, 2008 pp. 10,11

5. Research Process  Realize there is a problem  Look to see if anyone has solved it  Develop a plan to solve it  Solve it  Evaluate your solution  Disseminate your solution  Realize there is a problem  Look to see if anyone has solved it  Develop a plan to solve it  Solve it  Evaluate your solution  Disseminate your solution

6. CS Research  Inherently multidisciplinary (except for CS Ed)  Other fields are not multidisciplinary  Planned  Specific Purpose  Clear start and finish dates  Finite resources (time, people, and money)  Inherently multidisciplinary (except for CS Ed)  Other fields are not multidisciplinary  Planned  Specific Purpose  Clear start and finish dates  Finite resources (time, people, and money)

7. Continuing Educational Goals  Refine your critical thinking skills  Refine your ability to work independently or on a team  Increase your understanding of how to use research tools  Refine your oral and written presentation skills  Refine your critical thinking skills  Refine your ability to work independently or on a team  Increase your understanding of how to use research tools  Refine your oral and written presentation skills

8. Continuing Research Goals  Deepen understanding of a topic  Contribute to the community’s understanding of a topic  Deepen understanding of a topic  Contribute to the community’s understanding of a topic

9. Key Players  The researcher  The supervisor  The evaluator  The researcher  The supervisor  The evaluator

10. Assessment  Relevance  Originality  Significance  Not plagiarized  Clearly presented  Consistent presentation  Apparent understanding of topic  Ability to handle references and citations  Ability to meet deadlines  Ability to adhere to formal requirements  Relevance  Originality  Significance  Not plagiarized  Clearly presented  Consistent presentation  Apparent understanding of topic  Ability to handle references and citations  Ability to meet deadlines  Ability to adhere to formal requirements

11. Research Institute  Establish new knowledge and make it available to the public  Not driven by profit  Researchers free to choose research topic  Establish new knowledge and make it available to the public  Not driven by profit  Researchers free to choose research topic

12. Commercial Organization  Research related to business goals  Goal is to generate profit for the business  Researchers must choose topics that will develop new product for the organization  Frequently the details are not disseminated to the public  Research related to business goals  Goal is to generate profit for the business  Researchers must choose topics that will develop new product for the organization  Frequently the details are not disseminated to the public

13. Regardless of the type of research, it is critical that it be reliable

14. Research Methods  Procedures for collecting data, formulating a hypothesis, testing a hypothesis, interpreting results, and drawing conclusions

15. Quantitative Research  Develop models, theories, and hypotheses describing a phenomenon  Quantitative methods involve measuring something that will help develop the model/theory/hypothesis  Large samples needed  Experiments are repeatable  Develop models, theories, and hypotheses describing a phenomenon  Quantitative methods involve measuring something that will help develop the model/theory/hypothesis  Large samples needed  Experiments are repeatable

16. Qualitative Research  Discover underlying meanings and patterns of relationships without using or developing mathematical models.  Qualitative methods involve fieldwork which could include interviews or personal observations  Usually small sample sizes  Experiments not necessarily repeatable  Discover underlying meanings and patterns of relationships without using or developing mathematical models.  Qualitative methods involve fieldwork which could include interviews or personal observations  Usually small sample sizes  Experiments not necessarily repeatable

17. Qualitative research is frequently a precursor to quantitative research.

18. The Research Team  Researcher  Supervisor(s)  Evaluator(s)  Researcher  Supervisor(s)  Evaluator(s)

19. The Researcher  Discuss with your supervisor what supervision and work schedule is good for you and them.  Discuss the topic and timetable with the supervisor  Stick with the schedule and don’t disappear from the supervisor’s radar  Keep systematic records of work  Submit written material with enough time for the supervisor to read it.  Discuss with your supervisor what supervision and work schedule is good for you and them.  Discuss the topic and timetable with the supervisor  Stick with the schedule and don’t disappear from the supervisor’s radar  Keep systematic records of work  Submit written material with enough time for the supervisor to read it.

20. The Researcher  Discuss the final submission details with the supervisor  Don’t ignore criticisms or guidance from the supervisor  Make sure you don’t do anything illegal  Remember you are the driver  Let the supervisor know of any problems  Do your best.  Discuss the final submission details with the supervisor  Don’t ignore criticisms or guidance from the supervisor  Make sure you don’t do anything illegal  Remember you are the driver  Let the supervisor know of any problems  Do your best.

21. The Supervisor  Know the rules and standards of the organization regarding research  Make sure the supervisees know the rules and standards  Discuss dates and work schedules  Give needed guidance  Continuously update skill set  Schedule regular meetings  Know the rules and standards of the organization regarding research  Make sure the supervisees know the rules and standards  Discuss dates and work schedules  Give needed guidance  Continuously update skill set  Schedule regular meetings

22. The Quality Evaluator Examiner  Evaluates the completed project.  Evaluates based on the contribution, complexity of the problem, the usefulness of the solution, and the presentation style.  Very objective … well, it’s supposed to be :-)  Evaluates the completed project.  Evaluates based on the contribution, complexity of the problem, the usefulness of the solution, and the presentation style.  Very objective … well, it’s supposed to be :-)

23. The Quality Assuror Examiner  Reviews and gives feedback at various checkpoints in the research.  Can eliminate big problems from occurring at the end of the project  Can be too subjective, but not nearly as subjective as the supervisor.  Reviews and gives feedback at various checkpoints in the research.  Can eliminate big problems from occurring at the end of the project  Can be too subjective, but not nearly as subjective as the supervisor.

24. It is usually easier to be either a Quality Assuror or a Quality Evaluator, but not both. So choose one of each if you can.

25. If you get the chance to be an evaluator it can improve your own research

26. Typical Evaluation Criteria  Does the title correspond well to the contents?  Does the abstract give a complete and correct picture of the contents?  Can the abstract be understood without reading the paper?  Does the introduction explain clearly what the investigated problem is?  Does the introduction give a complete and brief overview of the whole project?  Does the title correspond well to the contents?  Does the abstract give a complete and correct picture of the contents?  Can the abstract be understood without reading the paper?  Does the introduction explain clearly what the investigated problem is?  Does the introduction give a complete and brief overview of the whole project?

27. Evaluation Criteria Continued  Does the author explain all terminology in a clear and precise way?  Are terms used in a consistent way?  Does the author make use of relevant scientific conventions in the choice of terminology and definitions?  Does the author explain all terminology in a clear and precise way?  Are terms used in a consistent way?  Does the author make use of relevant scientific conventions in the choice of terminology and definitions?

28. Evaluation Criteria Continued  Is the description of each method sufficiently clear and detailed to allow replication?  Are there any technical flaws where a method is applied in an incorrect way?  Is the description of each method sufficiently clear and detailed to allow replication?  Are there any technical flaws where a method is applied in an incorrect way?

29. Evaluation Criteria Continued  Are the presented results relevant?  Is the analysis done correctly?  Are the analysis techniques relevant?  Are tables and figures used in a correct and relevant way?  Are all results presented objectively?  Does the text match the tables/figures?  Are the presented results relevant?  Is the analysis done correctly?  Are the analysis techniques relevant?  Are tables and figures used in a correct and relevant way?  Are all results presented objectively?  Does the text match the tables/figures?

30. Evaluation Criteria Continued  Are the conclusions reasonable?  Are the arguments scientifically valid or are the too speculative?  Is the summary well written?  Are the conclusions reasonable?  Are the arguments scientifically valid or are the too speculative?  Is the summary well written?

31. Evaluation Criteria Continued  Are the references syntactically correct?  Are there sources cited which are not referenced?  Are there sources referenced but not cited?  Are citations syntactically correct?  Are citations placed in the text in a reasonable way?  Has the relevant literature been covered?  Are the references syntactically correct?  Are there sources cited which are not referenced?  Are there sources referenced but not cited?  Are citations syntactically correct?  Are citations placed in the text in a reasonable way?  Has the relevant literature been covered?

32. Annotated Bibliographies  Purdue Summary Purdue Summary  Purdue Samples Purdue Samples  University of Minnesota Annotated Bibliography on Active Learning University of Minnesota Annotated Bibliography on Active Learning  Purdue Summary Purdue Summary  Purdue Samples Purdue Samples  University of Minnesota Annotated Bibliography on Active Learning University of Minnesota Annotated Bibliography on Active Learning