ISF 189 Introduction to Interdisciplinary Research Methods
ISF 189 is designed to prepare students to write their empirical research-based senior thesis—I tailored the syllabus to meet the needs of Berkeley students majoring in ISF. For example, in addition to hands-on labs and assignments using census data, the American Community Survey, and General Social Survey data, as well as tools for data visualization, I included six research topics in my syllabus with four research papers corresponding to the four major research methods covered in the course. Each research paper focuses on one research method: content analysis, survey, qualitative interview, and experiment. The pedagogical goal for this component is for students to learn best practices to transform research interests into feasible research questions, and to operationalize research questions by selecting suitable research methods and ways to collect empirical data. In my teaching, I also incorporate my own research experience, for example, the challenges and dilemmas I encountered when conducting fieldwork in Shanghai in 2013 and 2017. The experience was written up and published by The London School of Economics’s Field Research Methods Lab.
What Students Say
ISF 189
“Really excellent content presented in a clear and engaging way. I'm also very grateful for the feedback she provided re: my thesis and identifying areas to improve. Also, very responsive which is wonderful. Overall, great instructor!” – Fall 2016
“I appreciate the structure of the class (Mon lecture, Wed lab, Fri presentations), and I think the labs are extremely useful and also effective in helping me feel like I'm "practicing" research. I also appreciate how the presentations allow us to practice talking about our research and our presentation skills, which are both very necessary when it comes time to explaining what our research is about to others.” – Fall 2017
“Very enthusiastic and supportive; made the task of boiling down a research topic less intimidating than I thought it would be going into the class. I liked that the class was more focused on methods of research rather than just discussing our projects for 15 weeks, as the methodology approach helped me look at the problem I ended up tackling in a different light, and made me realize what is possible as a research topic.” – Fall 2019
“Wonderful. Attitude was straightforward and she lectured on the course material well. Ability was 10/10. Availability was exceptional as well. Fang went above and beyond as an instructor and I am looking forward to taking a course with her in the spring, and placed her as my first choice for my senior thesis for ISF. I thoroughly enjoyed her teaching style and ability and would recommend her to anyone interested in learning more about research methods. She also took a personal interest in current events and the well–being of her students and I really appreciated that.” – Fall 2020
ISF 190 Senior Thesis
This capstone course for the major has standardized requirements and final assessment, which is a 30-40 pages senior thesis based on empirical research initiated and conducted by students. Over time, I have incorporated and adjusted readings for the course, and made group learning and peer support an important component. By encouraging the formation of writing groups, showing examples drawn from previous cohorts, and examining the progress from earlier to later drafts in my own writing, I helped students scaffold thesis writing.
ISF 190
“Prof. Xu is amazing in person. She is direct without being hard. Tough, critical, yet effective and supportive.” – Fall 2016
“One of the best instructors I’ve had! Very open minded and thoughtful with her approach with her students and non-judgmental.” – Spring 2018
“Very engaged and energetic about what we discuss in class. She is clearly interested in helping us develop each of our own topics and find the appropriate literature, format, and content to research.” – Fall 2019
“Prof. Xu is very approachable, kind, and extremely knowledgeable. Prof. Xu does not hold students' hands, but rather, pushes students to dig deeper, go beyond their comfort zones, and think critically. In office hours and in our one–on–ones, she is receptive and gives invaluable feedback.” – Spring 2020