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Faculty Convocation Program 2025
No full texthttps://scholarship.shu.edu/facultyconvocation/1000/thumbnail.jp
DIPL 6311 NA Master\u27s Research Project
No full textThe primary objective of the course is to produce a well-researched, quality paper by applying the principles and approaches of empirical scientific research -- which you covered in DIPL 6310 and for which you have received a course grade of “C” or above -- to actual research endeavors. The primary objective of the course is knowledge production in the form of a well-researched quality paper on relevant topics in international relations. The secondary objective is critical consumption of existing knowledge on relevant topics in international relations. The latter pertains to understanding and critically analyzing studies conducted by scholars in a field of study, as it would be virtually impossible to write quality paper without understanding the state of knowledge of a particular topic in a field of study. As in any legitimate research endeavor, therefore, the course begins with the development of a well-conceived and well-developed research proposal (or research design) that will culminate in the production of a well-researched quality paper. I understand that you all have submitted research proposal/design in fulfilment for the requirements in DIPL 6310; therefore, each student is expected to include, among other things, the following six items (which will serve as distinct sections) both in the proposal (except for item #5) and in the completed research paper:
(1) Description of the problem/issue and why it is significant or important. This section includes statement of the problem/issue and why it is of academic and/or policy interest, the research question(s) raised, and the hypothesis(es)/proposition(s) formulated.
(2) Literature review and how the study is related to studies that have been conducted previously. What will the study add to the existing knowledge on the issue you plan to study? In other words, one needs to locate the issue within the extant literature and identify the gap/void to be filled.
(3) Variable definition/conceptualization, operationalization, and measurement (the latter is especially important if the study is quantitative), and the design and data collection methods.
(4) Analysis techniques (statistical or otherwise), and why this is a particularly appropriate approach for the study.
(5) Result interpretation, discussion, and/or conclusion.
(6) Citations of works based on one of the two Chicago Manual of Style citation formats: Author-Date or Notes and Bibliography.
To help accomplish the secondary objective, among other things, you will critically read two articles published in reputable journals (please see next page for the articles). Based on your reviews, you will submit a critical analysis of each of the two articles, focusing on whether items #1 thru #6 listed above have been sufficiently addressed. To reiterate: please do not write general statements or give a general critique of the paper; rather, you have to be specific in your assessment by quoting or paraphrasing the relevant text (include page numbers) and by concretely indicating the presence (or the absence, if that is the case) of each of the items #1 thru #6.
This course may be seen as the Master’s program “capstone” course, where you are expected to show what you have learned over the last two years in the program by writing a well-conceived, thoroughly researched, and meticulously prepared paper of publishable quality. Therefore, you are required to spend ample time planning and equally ample time writing the best paper that you can possibly write.
Note: Students who intend to conduct interviews may have to seek approval from the Office of Institutional Research Board (IRB), located in the Presidents Hall, especially if the data collection procedure(s) involves risk to human subjects and if the findings are to be disseminated outside of the classroom. This is an issue which Seton Hall University, the State of New Jersey, and the Federal Government see with utmost concern, especially if the interview and any other data collection method involve more than “minimal risk” to the research subjects. Since research involving human subjects may not begin without the IRB approval, you need to see the instructor to submit the necessary papers as soon as possible. Given the lengthy process and the time needed for IRB approval, it is important to seriously consider the feasibility of conducting research involving human subjects. Completing the research in one semester may be hard to meet unless IRB approval is granted well ahead of time
DIPL 6310 Research Methods for Policy Analysis
No full textThis class is an introduction to political science international relations research methodology. My main goal is to teach you the basics of creating and consuming research in the social sciences. The course will lead you through conceptualization and theory construction, the derivation of testable hypotheses, and a variety of methodologies that may be used to evaluate these hypotheses. We will discuss causal inference, observation and measurement, and other issues encompassing both qualitative and quantitative research methods. We will discuss the way in which academic articles in the social sciences are written, and how they should be read.
This course includes some basic statistics, and requires use of Stata (or Excel, or R, if you are ambitious) for some class assignments. These include some simple description and cross tabulation of original data.
Grading
Participation ………………………………………………………… 15%
Three homework assignments ………………………………… 45%
Research design Paper …………………………………………… 40
An Interdisciplinary Pedagogical Model for Catholic Studies: Rooted in Vatican II, Growing Through the 21st Century
No full textThis book offers a vision of an integrated Humanities curriculum, potentiated by the depth and diversity of perspectives that Catholic Studies contributes to both Catholic and secular universities. The result, inspired in various magisterial documents, is a more profound, relevant, and enduring college learning experience. It considers Catholic Studies as a response to the rich legacy of Vatican II, and its opening to contemporary culture, as it is expressed in Catholic education. It answers the dual call of the Declaration on Christian Education Gravissimum Educationis (GE) for cooperation and collaboration among Catholic institutions of higher learning, and among faculty of the different scholarly disciplines. This book displays the interdisciplinary breadth and disciplinary depth of Catholic Studies, while providing a window into the practical insights gained by experts in research, program design, and teaching in a flourishing Catholic Studies program that has inspired the founding of the Seton Hall University core curriculum. Complemented by the contributions of Catholic Studies experts from outside Seton Hall, this book serves as a pedagogical model for researchers and educators to consider and emulate, nationally and internationally, an interdisciplinary Catholic Studies model as a way to recuperate theology; stop the siege of the humanities; and teach humanities in contact and communication with other disciplines, including STEM and other vocation-oriented fields. In this overall context, this book serves as a guide and a reference for new and established programs of Catholic Studies, nationally and internationally. It seeks to extend a conversation, in the style of a symposium, to campuses and cultural contexts in the United States and internationally.https://scholarship.shu.edu/faculty-publications/1085/thumbnail.jp
Sara Allgood\u27s Memories: Untold Stories of the Abbey Theatre and Early Hollywood
No full texthttps://scholarship.shu.edu/faculty-publications/1090/thumbnail.jp
Introduction
No full textAn Introduction to the 2025 issue of Locus: The Seton Hall Journal of Undergraduate Research
