Sociological Research Methods (GSI)

In Fall 2026, I worked as the Graduate Student Instructor (GSI) in Sociology 310 - Sociological Research Methods for Andrei Boutyline, leading two discussion sections. Here, I would like to record my thoughts and lesson plans for each discussion.

The sessions are listed in a chronological order.

September 11, Research Question

Context

• This is the first discussion section for the students in the semester.
• Students have been assigned into groups of 4 or 5, based primarily on their topic(s) of interest.
• Their main goal for this week is to complete Assignment #1, whose main part is an essay describing the context of their project, clearly and precisely stating their research question, and conceptualizing necessary terms.

Students’ Current Status

In the lectures before this section, students have learned

1. Structure / Elements of Research Questions
   • A research question involves i). a specific population, ii). two or more factors, and iii). a (causal) relationship between the factors
   • Reflection: The ideas here may not always be the case, but I think they make sense given it’s a mandatory methods class for undergraduate sociology majors.
2. Conceptualization
   • Reflection: Students seem to more or less mix up conceptualization and operationalization.
3. Characteristics of Good (310) Research Questions
   • Reflection: This part seems clear for student so far, and I need to see their specific responses to provide further feedback.

In the Assignment #1 instructions, students are told

1. how to use Google Scholar to search papers (quotation marks and boolean connectors)
   • Reflection: Students may not know exactly how these functions work.
2. the existence of Annual Review of Sociology
   • Reflection: Students are not provided further details on how to search within this journal.

When coming to sections, students will

1. have made up a beginning idea about their research question
2. each has written a summary for the one article of their choice, which is one of the many in their literature review

ZPD

If I, as a more knowledgeable other (MKO), assist the students, they should be able to

• master the elements and good characteristics of research questions, therefore applying them to create their own projects
• differentiate conceptualization from operationalization
• know and employ Google Scholar searching techniques
• know and use additional resources for paper searching and citation
• set up their research question to an appropriate scale

Teaching Goals

When leaving my classroom, I expect that students are able to

• be aware of, therefore applying when necessary, the plenty of resources which can help with additional, comprehensive paper searching and elegant citation management
• evaluate and revise their research question, getting ready for finishing their Assignment #1

Focus & Students’ Challenges

• To clarify and specify what conceptualization is
  • need to compare with operationalization, so that students don’t use what they do (how to operationalize) to explain what they mean (how to conceptualize)
• To adjust their research question to an appropriate scale
  • if too broad, discuss with them which term(s) may be too broad, so that they can adjust accordingly
  • if too narrow, explain why and conduct some brainstorm with them

Design

Given my personal interest, I would like to use Bloome, Dyer, and Zhou (2018) paper on ASR as an extra example.

I plan to do the following:

1. a quick round of self introduction
2. go through the section syllabus
3. briefly review i). elements of research questions and ii). conceptualization
4. provide information on paper searching and citation generation
   • Google Scholar techniques
   • Annual Review of Sociology searching details
   • top & flagship journals, including AJS, ASR, Social Forces
   • library guide and sociology librarian
   • Zotero / EndNote
5. have students work in groups on their Assignment #1
6. check-out form

Based on this structure, I prepared these slides.

September 18, Variables

Context

• Students have received feedback on their Assignment #1, on which they will rely to revise their (statements on) research question and conceptualization as the first part of their Assignment #2.
• Their main goal for this week is to complete Assignment #2a, for which they’ll work individually on identifying explanatory and responses variables in their group’s research question, as well as potential mediators, moderators, and confounders.
• Assignment #2a will be a significant preparation of Assignment #2b, which is to work in groups to develop hypotheses for their final project.

Students’ Current Status

In the lectures before this section, students have encountered

1. Definitions of Independent (Explanatory) and Dependent (Response) Variables
   • Reflection: It seems that students are clear on these.
2. Definitions and Examples of Mediators, Moderators, and Confounders
   • definitions in the form of a statement
   • questions we may ask when needing to find them
   • Reflection: The examples, with which students use to practice identifying variables, may be simpler / more straightforward than the research questions on which they’re working.
3. Diagrams that reflects the role(s) of variables and their relationships
   • Reflection: It seems that students are clear on these.

ZPD

If I, as a more knowledgeable other (MKO), assist the students, they should be able to

• master the definitions of mediators, moderators, and confounders, therefore applying them to identify the role(s) of each variable relevant to their research question
• identify potential mediators, moderators, and confounders for their research question via brainstorm and, more importantly, literature review
• set up their hypotheses for their research question that assume clearly relationships between variables, mainly in words (with the assistance of diagrams)

Teaching Goals

When leaving my classroom, I expect that my students are able to

• identify different roles of variables when given a research question, both those stated in the RQ and other potential ones
• develop hypothesis for a research question on their own, getting ready for their Assignment #2a

Focus & Students’ Challenges

• To come up with potential mediators, moderators, and confounders when given a research question and/or claim

Design

I plan to do the following:

1. provide feedback on students Assignment #1
2. lecture on differentiating mediators, moderators, and confounders
   • mediators similar to a “bridge” or a “chain”
   • moderators similar to a “switch”
   • confounders similar to a “puppet master”
3. lecture on identifying potential mediators, moderators, and confounders
   • use the example claim “Improvements in people’s educational attainment increases their income in the future.”
   • individual brainstorm + group discussion + class discussion
4. have students work on their Assignment #2a
5. check-out form

Based on this structure, I prepared these slides.

September 25, Variables Cont’d

Context

• Last week I provided additional examples to illustrate the features of confounders, but my lecturing may not went 100% well on this part. Therefore, some more time is necessary in this lecture.
• Students have completed their Assignment #2a.
• Their main goal for this week is to complete Assignment #2b, for which they’ll work in groups to develop hypotheses for their project. They have each member’s Assignment #2a as starting points - they’ve already identified multiple mediators, moderators, and confounders.

Students’ Current Status

Before coming this section, students have

1. Encountered definitions of mediators, moderators, and confounders
   • Reflection: My mini lecturing did not remove all confusions, especially on confounders. More time is needed this time.
2. Completed their Assignment #2a, which is to work individually on identifying mediators, moderators, and confounders for their groups’ research questions
   • Reflection: 1). There are problems with their citation formatting for the majority of students. 2). This should bring them good starting points for Assignment #2b.

ZPD

If I, as a more knowledgeable other (MKO), assist the students, they should be able to

• apply the techniques to cite appropriately, especially building the bibliography page in proper formats
• master the definitions of mediators, moderators, and confounders, therefore applying them to identify the role(s) of each variable relevant to their research question
• identify potential mediators, moderators, and confounders for their research question via brainstorm and, more importantly, literature review
• set up their hypotheses for their research question that assume clearly relationships between variables, mainly in words (with the assistance of diagrams)

Teaching Goals

When leaving my classroom, I expect that my students are able to

• apply the techniques to cite appropriately, especially building the bibliography page in proper formats, in both Microsoft Word and Google Docs
• identify different roles of variables when given a research question, both those stated in the RQ and other potential ones
• develop hypothesis for a research question in groups, getting ready for their Assignment #2b (with Assignment #2a as starting points)

Focus & Students’ Challenges

• To come up with potential mediators, moderators, and confounders when given a research question and/or claim

Design

I plan to do the following:

1. go over the formatting of bibliography pages
   • titles bolded and italicized
   • each citation are hanging indent
   • steps in Microsoft World and Google Docs
2. clarify and correct what’s covered last time
   • analogy and definition for mediators, moderators, and confounders
   • the extra example provided, explaining where I made mistakes
   • two things on which I was right
3. a general Q&A for all questions regarding variables and their Assignment #2
4. have students work on their Assignment #2b
5. check-out form

Based on this structure, I prepared these slides.

October 2, Asking People Questions

Context

• Students have completed their Assignment #2b, for which they identify relevant variables and develop hypotheses for their projects.
• Next week, students will begin their Assignment #3, which is to design their measurement instrument - either an interview guide or a survey.
• This week is designed to hold an intermediate, lecturing session, preparing students for their Assignment #3.

Students’ Current Status

Before coming this section, students have

1. Encountered broad ideas of self-reported data and the collection
   • in-depth interviews v.s. surveys
   • open-ended questions v.s. close-ended questions
   • Reflection: This part is clear and straightforward. Few further illustration is needed.
2. Learned about Socially Desirability Bias (SDB)
   • their impact, with examples
   • ways to reduce SDB
   • Reflection: This needs some more discussion. For example, on the ideas of anonymity, they should know more details and how their projects shall be adjusted.
3. Been introduced techniques to make good surveys
   • structures and necessary elements of surveys
   • types of questions, and their order
   • types of variables
   • main rules for survey construction, including how to state questions and organize choices
   • index and proxy
   • Reflection: It is necessary to go through this part again, providing some more suggestions if necessary. Some examples, such as large-scale surveys, may also be helpful.
4. Been taught ways to develop nice interviews
   • structure
   • strategies and principles of good interviews
   • probes
   • some examples
   • Reflection: Similarly, it is necessary to go through this part again, providing some more suggestions if necessary. Some examples, such as a prior student case, may also be helpful.
5. Completed their Assignment #2b, which is to identify their IV, DV, mediators, moderators, and confounders for their project. This also leads them to hypotheses.
   • Reflection: They should have had beginning points for their Assignment #3, but may need instructions on how to dig deeper so that they can collect more comprehensive information.

ZPD

If I, as a more knowledgeable other (MKO), assist the students, they should be able to

• when given a survey / interview guide, point strengthes and identify potential problems
• apply introduced techniques, strategies, and principles to improve the quality of their data collection
• write and improve their measurement guides

Teaching Goals

When leaving my classroom, I expect that my students are able to

• remember the techniques, strategies, and principles of asking people questions
• identify potential problems of given question statements, choice organizations, and interview guide frameworks
• develop their own measurement instrument to an acceptable degree (i.e., after one round of revision based on my feedback, they can really use it for data collection)

Focus & Students’ Challenges

• To get students ready for applying the techniques, strategies, and principles specifically to their projects

Design

I plan to do the following:

1. review the ideas on SDB and ways to reduce it
   • to guarantee confidentiality & anonymity
   • to be neutral
   • to be indirect and “weaker”
2. go over survey techniques
3. go over interview techniques
4. if there is still time left, a practice in preparation for their Assignment #3
   • choose (one of) the most complex concept(s)
   • for surveys, think about index/proxy and associated questions for each dimension
   • for interviews, think about major questions and potential probes for this theme
5. check-out form

Based on this structure, I prepared these slides.

October 9, Measurement Instruments

Context

• Students have received comments and feedback on their Assignment #2b, which is to identify relevant variables and develop hypotheses for their projects.
• This week, the main goal is to complete their Assignment #3, which is to design their measurement instrument - either an interview guide or a survey.
• In lecture, students have been introduced principles, strategies, and techniques for designing a survey and an interview guide

Students’ Current Status

Before coming this section, students have

1. Encountered broad ideas of self-reported data and the collection
2. Learned about Socially Desirability Bias (SDB)
   • their impact, with examples
   • ways to reduce SDB
3. Been introduced techniques to make good surveys and interviews
4. Received comments and feedback on their Assignment #2b, so that they should have already developed a list of concepts to measure
   • Reflection: What they may need further is to move from what to measure to how to measure them.

ZPD

If I, as a more knowledgeable other (MKO), assist the students, they should be able to

• specify how to measure each concept of their interest
• write and improve their measurement guides

Teaching Goals

When leaving my classroom, I expect that my students are able to

• develop their own measurement instrument to an acceptable degree (i.e., after one round of revision based on my feedback, they can really use it for data collection)
• to get started, and hopefully finish most of, their Assignment #3

Focus & Students’ Challenges

• to specify how to measure, including to develop indexes and probes
• to write down reasonable questions
• to organize their questions in a reasonable order

Design

I plan to do the following:

1. respond to questions regarding last section’s contents, if any
2. provide Assignment #2b comments & feedback
   • common issues
   • demonstrate full logica
   • functions of references
3. group work time on Assignment #3
4. check-out form

Based on this structure, I prepared these slides.

October 16, Sampling Plan

Context

• This week, the main goal is to complete their Assignment #4, which is to settle down their sampling plan.
• In lecture, students have been introduced ideas around representativeness, probability and non-probability sampling, and sampling biases.
• In lecture, students have also had roughly 2 hours of group work time on this assignment.

Students’ Current Status

Before coming this section, students have

1. Encountered definitions and types of representativeness
   • Reflection: It may be interesting to introduce them the idea of survey weights.
2. Learned about Sampling Techniques
   • probability sampling (simple random, interval, etc.)
   • non-probability sampling (convenience, quota, snowball, etc.)
   • Reflection: It may be interesting to introduce them the idea of stratified and cluster sampling. Also, it is necessary to specify that using Prolific without quota is essentially developing convenience samples.
3. Been introduced multiple kinds of bias
   • Reflection: I should set up the framework for them and let them know which kinds of bias they’re aiming to minimize at this stage of developing a sampling plan.

ZPD

If I, as a more knowledgeable other (MKO), assist the students, they should be able to

• distinguish different sampling techniques, and discuss their advantages and disadvantages
• evaluate what if the various sampling techniques are applied to their specific projects, therefore make their reasonable choice
• wrap up their Assignment #4

Teaching Goals

When leaving my classroom, I expect that my students are able to

• develop their own sampling plan to an acceptable degree (i.e., the framework being clearly described, with its advantages and disadvantages explicitly stated)
• finish most of their Assignment #4

Focus & Students’ Challenges

• to make a choice of their sampling technique
• to clearly write down what they will obtain and lose from choosing their sampling technique

Design

I plan to do the following:

1. review ideas around bias, sampling techniques, and representativeness
   • first, we have these kinds of bias to handle, some of which are mainly in this assignment
   • second, we have these sampling techniques, each with their own advantages and disadvantages
   • with these, your ultimate goal is to develop a representative sample
2. group work time on Assignment #4
3. check-out form

Based on this structure, I prepared these slides.

October 23, Data Collection Test

Context

• This week, the main goal is to complete their Assignment #5a, which is their pilot data collection. They are going to test how their surveys (and interviews) work.
• They have recieved feedback on Assignment #3, which is their measurement instrucment.
• They have also finished their sampling plan (Assingment #4), on which I have provided feedback as they worked in groups.

Students’ Current Status

Before coming this section, students have

1. been revising their surveys (and interview guides)
   • Reflection: It will be the focus of this section.
2. designed their sampling plan
   • Reflection: This should be clear so far.

ZPD

If I, as a more knowledgeable other (MKO), assist the students, they should be able to

• further practice principles and strategies on how to ask people questions, in surveys (and interviews)
• avoid common errors on survey (and interview) questions, especially using double-barred questions and having vague terms
• revise their surveys (and interview guides)

Teaching Goals

When leaving my classroom, I expect that my students are able to

• revise their surveys (and interview guides)
• be ready to conduct their pilot data collection

Focus & Students’ Challenges

• to talk to each group on how they should revise their surveys (and interview guides), answering their potential questions

Design

I plan to do the following:

1. provide general feedback on Assignment #3
2. group work time on Assignment #5a
   • talk to each group on their surveys (and interview guides)
3. check-out form

Based on this structure, I prepared these slides.