1. Perusall Reading Annotations (20%)

Platform: Perusall
Due: Weekly (aligned with course readings)
Weeks: 2-13

Requirements:

• Minimum 3-5 substantive annotations per assigned reading

• Annotations should include:

  • Questions that deepen understanding

  • Connections to other course materials or your research interests

  • Critical analysis of concepts or arguments

  • Responses to peers' annotations

  • Examples from your field or experience

Grading Criteria (Auto-scored by Perusall + instructor review):

• Thoughtfulness and depth of annotations

• Engagement with peers' comments 

• Frequency and distribution across readings 

• Contribution to collective learning 

Note: Perusall automatically tracks engagement metrics. Aim for annotations that spark discussion and demonstrate critical engagement with the material. What do you 'really' think, not what you think I want you to think! I also participate in the weekly discussions.

2. Research Proposal Development (25% total)

This assignment is scaffolded across the semester to align with course content:

a) Research Problem & Literature Review (15%)

Due: End of Week 5
Length: 1000 - 1500 words ???

Components:

• Identification and justification of research problem

• Preliminary literature review (10 - 15 sources) ??

• Initial research question(s)

• Use of AI tools for literature search (with documentation of process) ?

b) Proposed Method and Procedure (10%)

Due: End of Week 10
Length: 1500 - 2000 words ???

Components:

• Refined research question(s) or hypotheses

• Theoretical/paradigmatic framework

• Detailed methodology (qualitative, quantitative, or mixed methods)

• Data collection procedures

• Sampling strategy

• Data analysis plan

• Ethical considerations

3. Reflective Blog Posts (20%)

Six bi-weekly blogs throughout the semester:

Due: Start of Week 3, 5, 7, 9, 11, and one week class 13
Length: 500 - 750 words

Rubric: given on MyCourses discussion forum

Possible early semester prompts: Reflect on your research journey so far. How does your worldview shape the type of research you're drawn to? What paradigm(s) do you align with and why?

Possible late semester prompts: Reflect on how your thinking about research design has evolved throughout the course. What challenges did you encounter in developing your proposal? How did you address them? What role does AI tools play in your research development?

4. Mini Presentation (10%)

Group Presentation (Weeks 12-13)

• Groups of 2-3 students

• Duration: 15-20 minutes + 10 minutes Q & A

• Topic: Pick one research design from Creswell & Guetterman, Part 3 (Chapters 10-17)

Components:

• Overview of the design approach

• Key characteristics and requirements

• Strengths and limitations

• Example study using this design

• Appropriate research questions for this design

• Visual aids (?)

Grading Criteria:

• Understanding of design approach (30%)

• Critical analysis of strengths/limitations (25%)

• Quality of example and application (25%)

• Presentation clarity and organization (15%)

• Response to questions/engagement (5%)

5. Participation & Engagement (25%)

• Active participation in class discussions

• Engagement with peer work (providing constructive feedback)

• Completion of in-class activities and exercises

• Contribution to collaborative learning environment

Grading Criteria (?):

• Regular attendance and punctuality (30%)

• Quality of contributions to discussions (40%)

• Peer collaboration and feedback (20%)

• In-class activity completion (10%)

AI Tools Policy and Guidelines

Philosophy

This course recognizes that AI tools are becoming integral to academic research. Rather than prohibiting their use, I want you to develop critical AI literacy—learning to use these tools effectively and ethically as research assistants.

Permitted Uses of AI Tools

Encouraged:

• Literature search and discovery (finding relevant sources)

• Brainstorming research questions and ideas

• Organizing thoughts and creating outlines

• Grammar checking and proofreading

• Generating search keywords for databases

• Explaining complex concepts or methodologies

• Creating summaries of your own notes for review

• Formatting references and citations

• Translating technical language into clearer prose

Allowed with Documentation:

• Getting feedback on draft writing

• Generating alternative ways to phrase your arguments

• Creating diagrams or visual representations of your research design

• Debugging qualitative coding schemes

• Exploring alternative methodological approaches

Prohibited Uses of AI Tools

Not Permitted:

• Direct copying of AI-generated text without attribution

• Using AI to write entire sections of assignments

• Submitting AI-generated literature reviews as your own work

• Having AI analyze data that should demonstrate your analytical skills

• Using AI to generate citations for sources you haven't read

• Replacing critical thinking with AI outputs

Documentation Requirements

For all written assignments, include an AI Use Statement (100-200 words) that addresses:

1. Which AI tools you used (e.g., Claude, ChatGPT,  CoPilot)

2. What specific tasks you used them for

3. How you critically evaluated the AI outputs

4. What you learned about the limitations of these tools

Example AI Use Statement:

"I used Claude to help brainstorm potential research questions related to my interest in _____________. I provided context about my field and asked for suggestions. While Claude generated several ideas, I found most were too broad or didn't align with current gaps in the literature. This helped me realize I needed to narrow my focus. I also used ChatGPT to check the grammar in my draft literature review, accepting about 60% of its suggestions after careful review. Finally, I used CoPilot to find recent articles on __________________ theory, which led me to three relevant sources I had missed in my database searches."

Critical AI Literacy Expectations

Throughout the course, you will develop skills in:

• Prompt Engineering: Learning to ask AI tools effective questions

• Output Evaluation: Critically assessing AI-generated content for accuracy, bias, and relevance

• Ethical Awareness: Understanding issues of academic integrity, data privacy, and intellectual property

• Limitation Recognition: Knowing when AI tools are helpful vs. when they produce inaccurate or misleading information

Perusall and AI Tools

You may discuss your experiences with AI tools in Perusall annotations:

• Share effective prompts that helped your research

• Discuss limitations or errors you encountered

• Ask peers about their AI strategies

• Critically analyze how AI tools shape research practices

Formative Feedback Opportunities Throughout the Course

Ambitious schedule --> depending on class size and students' willingness to receive/give feedback

Week 3: Optional Research Question Review

• Submit draft research question(s) for informal feedback

• No grade assigned

• Instructor provides guidance on focus and feasibility

Week 4/5: Peer Review of Literature Review Drafts

• Exchange drafts with peers via Perusall

• Provide constructive feedback using provided rubric

• Reflect on feedback received and revision plans

Week 7/8: Methodology Consultation Sessions

• Individual 20-minute meetings with instructor

• Discuss methodology choices and design challenges

• Receive guidance on data collection and analysis plans

• Sign-up sheet available Week 7

Late Submission Policy

Perusall Annotations:

• Must be completed before class each week

• Late annotations allowed up to two days after due date but NOT ideal

• No credit after 48 hours

Written Assignments:

• 5% deduction per calendar day late (up to 5 days)

• After 5 days: grade of zero unless prior arrangement made

• Extensions require documentation (medical, personal emergency)

• The strict deadlines are necessary due to the structured sequence of the course and due dates of deliverables

Presentations:

• Must be delivered on scheduled date

Medical/Personal Emergencies:

• Contact instructor as soon as possible

• Documentation required

• Alternative arrangements will be made

Perusall Best Practices

What Makes a Good Annotation?

✅ Good annotations:

• Ask thoughtful questions that promote discussion

• Make connections between readings and your research

• Offer alternative perspectives or critiques

• Build on peers' comments constructively

• Apply concepts to real-world examples

Example: "Cheek & Obay emphasize reflexivity in research design. I'm wondering how this applies to large-scale quantitative studies—is it possible to be truly reflexive when using standardized instruments? @Sarah, your comment about positionality made me think about this."

❌ Avoid:

• Simple statements like "I agree" or "interesting"

• Highlighting without commentary

• Waiting until the last minute to complete all annotations

• Ignoring peer responses

Recommended Schedule

• Complete annotations before class each week

• Spread annotations throughout the reading (not all at the beginning)

• Return within 48 hours to check for peer responses and engage in dialogue

• Aim for 3-5 substantial annotations per reading

Academic Integrity

This course adheres to McGill University's policies on academic integrity. Violations include but are not limited to:

• Plagiarism (presenting others' work as your own)

• Improper citation practices

• Submitting the same work for multiple courses without permission

• Fabricating data or sources

• Undocumented use of AI tools that should be attributed

Important: Using AI tools is not cheating when properly documented. Failing to document AI use when required IS a violation of academic integrity.

For complete policies, see: [McGill Academic Integrity Resources]

Accessibility and Accommodations

Students with documented disabilities should register with the Office for Students with Disabilities (OSD) and provide accommodation letters to the instructor within the first two weeks of the semester. All accommodations will be implemented confidentially.

Course Communication

Instructor Office Hours: [after class from 2:35 to 3:30]
Email Response Time: Within 24 hours (weekdays)

Learning Resources:

Writing Support

• McGill Writing Centre

Research Support

• McGill Library Research Consultations

• Research Data Services

Mental Health and Wellness

• McGill Student Wellness Hub

This syllabus is subject to change with notice. Students will be informed of any modifications via course announcements.