Here is a design for a class exercise to demonstrate the value of using multiple methods to gain a more robust purchase on a given research question. This could be done in a single class period of a discussion section (approx 20 students). Some basic familiarity with research design and some specific methods is required, so this exercise would likely not be the very first lesson on methods.

For my teaching assignment, I would like to further explore Tufte’s ideas about visualization of data and  PowerPoint presentations.  I think that a lot of our undergraduates would benefit from understanding the process of transforming raw data into visualizations.  In envision the teaching of this lesson as a unit of instruction rather than a single day’s worth of material.  Therefore there will be several activities involved throughout the unit of instruction. 
Day One: Baseline performance

I really got excited about the blog posts for this week, as it really
gives a chance to think about both my own research interests and my
teaching goals.  At VU, I had taken a course on New Media that led me
to think about how I would design, and teach, a similar course to
undergraduates.  In answer to this week's blog, I present some of the
musings that are very much a result of some of the research I found for
that class, as well as the readings we have had for this week.  To both
challenge students, as well as encourage discussion between them (so

Effects Learning Module:
Teaching Methods and Methods criticism through an abbreviated history of effects research

At the beginning of the term, students are divided into small "research teams". Over the course of the semester, each team will works together on research assignments, lead class discussion, and evaluate their peers' performance/participation. The semester might include 2-3 such projects, could be a one-time assignment or could be a format for teaching half or more of the course.

Learning Outcome: Using visualizations to support arguments, learning to critically evaluate visualizations and the motivations of their creators

Lesson Plan

Topic: Unobtrusive Measures

Objectives: Creative measure, triangulation, cross-validation

Reading: Unobtrusive Measures. Webb and Campbell

Goal: To get students to think critically about democratic
participation in the United States while familiarizing themselves with
the library and archival records.
 
Summary of goals: This
assignment should teach students how to use archival records to answer
a research problem.  Students will read portions of Webb’s Unobtrusive
Methods (chapters 3 and 4) to think about ways of using archival
records.  Students will learn about using archival records as an
unobtrusive method through working in small groups in and out of class,

Williams and Xiong bring up many interesting challenges that are particularly relevant to what I would like to study.  In taking a class from Dmitri, I learned much more about the legal issues involved in his projects and it initially turned me away from trying to get information directly from companies.  However, his paper read like a pep-talk to aspiring young researchers trying to challenge the status quo of contemporary methods.  So in light of my surge of energy I am going to allow myself to think that I, the lowly graduate student, can make meaningful connections with indi

I was immediately attracted to the idea of the Theme River.  Although its name is quite hokey and makes me think of the soda Green River, I think that using this visualization could be quite useful in establishing the themes of self-presentation online on social networking profiles.  I am particularly drawn to its “macro view” that could enlighten social networking website use.  So frequently I am interested in what individuals are doing and generalizing the use/effects of use that I forget that sometimes the macro can inform the micro.  For example, here the macro view of