CP6023 - Advanced Planning Methods

Course Description

This course introduces planning students to the methods of conducting research, including the use and analysis of quantitative and qualitative information.  Students gain an understanding of research methods and basic research design considerations, including issues related to internal and external validity.  We discuss methods of collecting information including surveys, focus groups, interviews, and participant-observation.  We also discuss the use of qualitative information (and analyses) and their relative strengths and weaknesses when compared to quantitative approaches. 

In the course, we also cover some of the most commonly used quantitative analysis techniques, using statistical approaches.  While we cover the basic underlying numerical aspects of these techniques, our emphasis is on their use for planning applications.  Many studies have shown that few planners specialize in statistics or the related field of research methodology, but virtually all planners need to know how, why, and when to conduct certain analytical methods to answer important questions (Contant and Forkenbrock, 1986 and Simons and Kaufman, 1995). Planning decisions are based, in part, on interpretations of available data; therefore, planners must possess enough statistical and analytic skill to be able to evaluate study designs, data, and arguments effectively.  In addition, I believe all planners need a basic understanding of the strengths and weaknesses of both quantitative and qualitative analyses and their applications in planning. 

This course provides the student with a basic background in analytic and statistical methods and their use in planning.  Students will be exposed to the conceptual bases of statistics and research methodology and how those concepts are applied to planning problems. 

Course Objectives

This course has five major objectives:

1)   to introduce the student to analytic methodology (the science and art of asking and answering questions) and to emphasize the problems involved in collecting, analyzing, and discussing information used for decision and policy making;

2)   to discuss the various means of collecting information for use by planners, from surveys to interviews to field studies;

3)   to present basic quantitative and statistical concepts that are used by planners;

4)   to understand the relative strengths and weaknesses of quantitative and qualitative approaches; and,

5)   to apply advanced methods to planning situations and then present the findings of those techniques to a particular audience in written form.

Required Work

To meet the above objectives, students are required to perform a significant amount of work outside of scheduled class time.  The first area of additional work consists of homework assignments involving numerical calculations.  Despite the numerical nature of these problems, our focus is on the interpretation and presentation of the computational results.  Substantial partial credit is given for "doing the problem right" but with mathematical errors.

The second component of the required work for this course is the analysis of planning-related data and the preparation of written document in the form of a "policy memorandum."  This brief memorandum, addressed to a decision maker, describes your analysis and interprets it for the decision maker.  You will be using a complex statistical package for your analysis and to generate the results of your study.  The emphasis of your efforts, however, should be on the presentation and discussion of the problem, your analysis, and its the results.

I encourage you to work in a collaborative manner on these two types of assignments:  homework and policy memoranda.  This means that you should work on the problems and exercises on your own initially.  Then, I encourage you to get together with a group of your classmates to discuss your homework, compare approaches, and/or argue about the right way to do a problem.  You will learn a great deal from this interaction and sharing ideas with your fellow students.  You must, however, turn in your own work for grading.  Plagiarism or other forms of violations of the Georgia Tech Honor Code will not be tolerated.

All written work must be turned in on time so that it can be discussed openly.  Work that is submitted late will receive reduced credit, except in highly unusual instances.  Usually, ten percent of the total possible points will be deducted for each school day that an assignment is late.  It is extremely important that you stay current in this course.  Once you fall behind, it is extremely difficult to get caught up, due to the pace of the course and the cumulative nature of the material.

All written work is expected to be polished and professional.  Clarity of expression, organization of materials, absence of typographical errors, correctness of grammar and spelling, and other communication skills are considered in evaluating written assignments.

Two examinations will be given during the semester.  The midterm exam focuses on the early topics in the course.  The second exam is a comprehensive in-class final exam designed to allow the student to exhibit his or her knowledge of the course material by synthesizing many of the topics in the course.  Exams are open-book, open-notes and emphasize understanding concepts, rather than memorization of formulae.  Calculators are permitted during exams, but the use of personal computers, laptops, or other similar technology will not be permitted during the midterm and final examinations.

A final aspect of required work consists of a student's participation in the course. This measure includes a student's preparation for class, attendance, understanding of the course readings, and participation in class discussions.

The Georgia Tech Honor Code is in effect throughout this course.  You should review this code and make sure you understand your responsibilities.  If you have any questions, please contact me.

I would encourage any student to make an appointment with me if you feel you need course adaptations or accommodations due to a disability, if you have any emergency medical information that I should know, or if you need special arrangements in the event the building must be evacuated.

Basis for Grade

Homework Assignments      30%

Policy Memoranda      15%

Midterm Exam      15%

Final Exam      25%

Class Participation      15%

Course grades are based on a combination of performance relative to your classmates and performance relative to an absolute ("perfect") scale.  Therefore, it is impossible to describe a rigorous and defined grading scale.  For instructive and informational purposes only, you can expect that all assignments will be graded on the following basis:  A = 85% or above of a "perfect" score; B = 75 to 85%; C = 65 to 75%; D = below 65%.  It should be emphasized that this is merely for your own informational purposes in interpreting your performance in the course.  At any time during the course, you are welcome to talk with me about your performance in the course and ways to improve it.

Course Materials

Required Text

Healey, Joseph F.  1999.  Statistics:  A Tool for Social Research.  Belmont, CA:  Wadsworth Publishing Company, 5^th Edition.

This text has been ordered and is available for purchase at the GT Bookstore.

In the course readings, numerous chapters are drawn from the following book:

Babbie, E.R.  2001.  The Practice of Social Research, 9th Edition, Belmont, CA: Wadsworth Publishing Co.

This book has been ordered and should be available at the GT Bookstore.  It is an excellent resource text and will be a wonderful and often-used addition to your professional library.

Additional readings for the course are available on reserve in the Architecture Library.  Please contact me if you have any problems getting access to any course materials.

Recommended Additional Resources:

There are literally thousands of textbooks and other books on research methodology, research design, and statistics.  I have used the following books as texts in previous incarnations of this course.  If you would like additional resource materials, you may find one or more of these helpful.

Patton, C.V. and Sawicki, D.S.  1986.  Basic Methods of Policy Analysis and Planning.  Englewood Cliffs, New Jersey:  Prentice-Hall.

Goldman, Robert N. and Joel S. Weinberg.  1985.  Statistics: An Introduction.  Englewood Cliffs, N.J.: Prentice-Hall.

Gitlow, Howard S.  1982.  Stat City, Understanding Statistics through Realistic Applications.  Homewood, Illinois:  Richard D. Irwin, Inc.

Topics To Be Covered (Approximate number of lectures in parentheses)

      I. Overview of Analytic Methods in Planning (1)

     II. Building a Foundation for Analytic Methods (4)

           Binomial Distribution
           Normal Distribution (short review)
           Sampling Distributions
           Estimation
           Confidence Intervals

    III. Designs for Asking and Answering Planning Questions (4)

           Research Questions and Designs

           Measurement
           Sampling
           Experiments
           Survey Research
           Evaluation Research

     IV. Inferences for One Variable in One or More Populations (6)        

          Testing Hypotheses
          One Sample
          Two Sample
          More than Two Samples

      V. Inferences for Qualitative/Categorical Variables (4)

          Nonparametric Methods
          Independence
          Goodness of Fit

     VI. Relationships Between Two Quantitative Variables in One Population (3)

          Correlation
          Simple Linear Regression
          Multiple Regression

    VII. Qualitative Methods (2)

               Research Logic and Method

               Field Research

               Unobtrusive Methods

   VIII. Wrap-Up and Course Overview (2)

          Ethics and Politics of Planning Research
          Deciding on Correct Design and Method

Readings

      I. Overview of Analytic Methods in Planning

Contant, C.K. and Forkenbrock, D.J., 1986, Planning Methods:  An Analysis of Supply and Demand.  In Journal of Planning Education and Research, Vol. 6, No. 1, pp. 10-21.  (Course Reserve)

Babbie, E.  Chapter 1: Human Inquiry and Science, pp. 16-40.

     II. Building a Foundation for Analytic Methods

Goldman and Weinberg, The Binomial Distribution, pp. 191-213, 664-676.  (Course Reserve)

Healey, J.F.  Chapter 5: The Normal Curve, pp. 116-137. (Review only)

Healey, J.F.  Chapter 6: Introduction to Inferential Statistics:  Sampling and the Sampling Distribution, pp. 140-152.

Healey, J.F.  Chapter 7: Estimation Procedures, pp. 153-174.

    III. Designs for Asking and Answering Planning Questions

Babbie, E.  Chapter 4: Research Design, pp. 90-117.

Babbie, E.  Chapter 5:  Conceptualization, Operationalization, and Measurement, pp. 118-147.

Babbie, E.  Chapter 7: The Logic of Sampling, pp. 175-213.

Babbie, E.  Chapter 8: Experiments, pp. 216-236.

Babbie, E.  Chapter 9: Survey Research,  pp. 237-273.

Babbie, E.  Chapter 12: Evaluation Research, pp. 331-355.

     IV. Inferences for One Variable in One or More Populations

Healey, J.F.  Chapter 8:  Hypothesis Testing I: The One-Sample Case,  pp. 175-201.

Healey, J.F.  Chapter 9: Hypothesis Testing II: The Two-Sample Case,  pp. 202-232.

Healey, J.F.  Chapter 10: Hypothesis Testing III: The Analysis of Variance, pp. 233-257.

      V. Inferences for Qualitative/Categorical Variables

Healey, J.F.  Chapter 11: Hypothesis Testing IV: Nonparametric Tests for Variables Measured at the Ordinal Level, pp. 258-278.

Goldman and Weinberg, Nonparametric Methods, pp. 618-639, 646, 687.  (Course Reserve)

Healey, J.F.  Chapter 12: Hypothesis Testing V: Chi Square, pp. 279-304.

Healey, J.F.  Chapter 15: Association Between Variables Measured at the Ordinal Level, pp. 353-381.

     VI. Relationships Between Two Quantitative Variables in One Population

Healey, J.F.  Chapter 16: Association Between Variables Measured at the Interval-Ratio Level, pp. 382-410.

Healey, J.F.  Chapter 18: Partial Correlation and Multiple Regression and Correlation, pp. 444-475.

    VII. Qualitative Methods

Miles, M. B. and Huberman, A. M.  1994.  Introduction.  In Qualitative Data Analysis.  Thousand Oaks, CA: Sage Publications, pp. 1-15.  (Course Reserve)

Babbie, E.  Chapter 10: Qualitative Field Research, pp. 274-302. 

Silverman, D.  1993.  The Logic of Qualitative Methodology.  In Interpreting Qualitative Data.  Thousand Oaks, CA: Sage Publications, pp. 20-29.  (Course Reserve)

Babbie, E.  Chapter 11: Unobtrusive Methods, pp. 307-332. 

   VIII. Course Overview

Babbie, E.  Chapter 18: The Ethics and Politics of Social Research, pp. 468-489.

             Babbie, E.  Chapter 19: The Uses of Social Research, pp. 490-498.