So just what is a research methods class? Historically, graduate social science research methods courses in natural resource programs have emphasized the question of measurement because this is seen both as a missing link and an Achilles heel.
 It is viewed as a missing link because quantitative measurement tends not to be treated in depth in statistics classes while the concept of qualitative measurement generally is totally absent or highly marginalized. Further, when measurement entails the study of psychological and social constructs rather than merely opinion polls, inexperienced researchers (and managers and the public) often fail to appreciate the competencies required for developing valid measures. Yet measurement truly is the Achilles heel of research design. No matter how significant the research question, how profound the theory, how sophisticated the sampling logic, or how elegant the analytic technique, nothing can make up for flawed or invalid measurement.
But competency in social research methods in our field requires more than just an understanding of measurement. Competency requires the ability to analyze and understand contemporary ideas in the philosophy of science and alternative research traditions. Research traditions are comprised of world views, paradigms,
and research programs. Theory and methods are used in
research programs to carry out empirical tests that are guided by normative standards of a particular paradigm
that must in turn meet the definition of science (or at least meaningful inquiry) reflected in a worldview.
Because the nature of research problems and research traditions in our field are so diverse, a single research methods course cannot begin to cover all that might potentially be of interest to students. The goals of this course are to provide graduate students: (a) a foundation on which to continue to build an understanding of social science research methods, (b) an overview of the realm of possibilities, (c) plus a basic competency in selected research methods (chosen for their prominence and/or relevance to the human dimensions of conservation and natural resource management). The course seeks to accomplish these goals by:
(1) Introducing a framework from the philosophy of science that provides the tools necessary to analyze research traditions. This framework will help to guide students in their literature review during the initial phase of proposal development as well as to guide the design their specific research project.
(2) Exploring the use of research methods within paradigms and research programs relevant to students studying social and psychological issues in wildland recreation, forestry, wildlife, and resource conservation.
(3) Discussing fundamental tensions/questions commonly faced in evaluation of research methods during research design and peer review (e.g., validity, objectivity/subjectivity, bias, generalizability, transparency, and replicability).
(4) Exposing students to more pragmatic issues like the relationship between science and management; IRB and OMB approval processes social science research must attain; and other legal and ethical policies relevant to social science research methods.
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