DEPARTMENT OF SOCIOLOGY

UNIVERSITY OF TORONTO MISSISSAUGA

SOC221H5F LEC0101
The Logic of Social Inquiry
Syllabus Summer 2025
Table of Contents
Table of Contents 1
Acknowledgement 2
Course Description 2
Detailed Course Description 2
Learning Outcomes 2
Textbooks and Other Materials 3
Evaluation Components 3
Grading 3
Class/Seminar Format 4
Procedures and Rules 4
Process for Seeking Academic Consideration for Missed Term Work 4
Missed Term Work 4
Late Assignments 4
Re-marking Pieces of Term Work 5
Electronic Communication and Electronic Learning Technology 5
Classroom Etiquette 5
Academic Integrity 5
Student Services and Resources 6
Course Schedule 7

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 DEPARTMENT OF SOCIOLOGY
UNIVERSITY OF TORONTO MISSISSAUGA
SOC221H5S LEC0101
The Logic of Social Inquiry
Syllabus Summer 2025
Class Time and Location Tuesday and Thursday, 11:10 AM - 1:00 PM
Instructor Samia Tecle
Location See Quercus for lecture, office hours and tutorial locations
Office Hours Tuesdays and Thursdays, 10:00-11:00 am
E-mail Address samia.tecle@mail.utoronto.ca
Course Web Site https://q.utoronto.ca/courses/392477

Teaching Assistant Hammad Khan

E-mail Address hammad.khan@mail.utoronto.ca
Tutorial See Quercus

Statement of Acknowledgement:

I wish to acknowledge this land on which the University of Toronto operates. For thousands of years, it has been the traditional land
of the Huron-Wendat, the Seneca, and most recently, the Mississaugas of the Credit River. Today, this meeting place is still the
home to many Indigenous people from across Turtle Island, and we are grateful to have the opportunity to work on this land.
[https://indigenous.utoronto.ca/about/land-acknowledgement/]

Course Description
Logic of Social Inquiry compares the logic of quantitative and qualitative research. Key topics include the relationship between
theory and research, conceptualization and measurement of sociological concepts and sampling strategies in the quantitative and
qualitative traditions. Students are introduced to a range of data collection methods. Students are required to take this course upon
entry to the Sociology and Criminology, Law and Society Major and Specialist programs.

Prerequisite: SOC100H5
Exclusion:

SOC150H1 or SOC200H1 or SOC204H1 or SOCB05H3

(SSc)
Distribution Requirement: SSc

It is your responsibility to ensure that the prerequisites for this course have been met. Students without the prerequisites can be
removed at any time. No waivers will be granted.

Detailed Course Description

This course builds on students' introductory knowledge of the research cycle and research methods learned from Introduction to
Sociology. The course begins with a focus on the relationship between theory and research, a reminder of the research cycle, and a
discussion of the different types of social science research. We also discuss the role of research ethics in social science research.
The remainder of the course highlights the different qualitative and quantitative methods in social science research, the kinds of
questions best answered by particular methods, how to locate and sample a research population, and some preliminary discussion of
qualitative and quantitative data analysis. Alongside this, students will have an opportunity to learn about the research process by
developing their own research proposal. Students will learn how to write a research topic statement, conduct and write a literature
review, and put it all together in a research proposal that articulates a research question, method, and research population.

Learning Outcomes
The goal of this course is to develop a more intermediate understanding of the research cycle in sociology than was covered in
Introduction to Sociology. This includes a more in-depth introduction to qualitative and quantitative methodology, research
populations and sampling, and the relationship between ethics and research. Students will have the opportunity to pull this content
together into a research proposal demonstrating both their understanding of social science methodology and their ability to clearly
and effectively communicate their ideas through writing.
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 By the end of this course, students will:

Apply the research cycle.

Contrast social science research paradigms and types
Explain the relationship between theory and research
Contrast different quantitative and qualitative methodological approaches.
Explain the role of ethics reviews in research.
Determine the best sampling approach and how to select a research population.
Design a research proposal to demonstrate their understanding of these different components.
Interpret research findings, including research and polls in the popular press.
Apply the ASA citation method.
Compose a literature review on a specific research topic.
Identify the strengths and weaknesses in their writing and have strategies for improving writing skills; know how to access
appropriate academic support for improving their writing.
Integrate scholarly literature into their writing.

Textbooks and Other Materials

Bryman and Bell. 2019. Social Research Methods: Qualitative and Quantitative Approaches. 6th Canadian Edition.

Paper and E-versions available at UTM bookstore www.uoftbookstore.com

Every attempt will be made to follow this list, but it is subject to change at the discretion of the instructor.

Evaluation Components
Type Description Due Date Weight
Class Participation Tutorial attendance and ASA module completion On-going 10%
Assignment Research question and topic 2025-05-13 10%
Term Test Midterm test 2025-05-22 20%
Assignment Literature review 2025-06-03 15%
Assignment Final research proposal 2025-06-10 25%
Term Test Final Test 2025-06-12 20%

You should receive at least one significant mark (15%) before the last day you can drop a course without academic penalty.

Please note that Grades in Quercus gives early access to preliminary grades; it does not represent your official final marks. For final
grades logon to ACORN.

Grading
All assignments are due by midnight on the date listed.

Tutorial attendance and completion of ASA module: Attend 8 out of 10 tutorial sessions. NO make-up is possible. Students will
also be expected to complete the ASA asynchronous module posted on Quercus. You may be invited to complete in-class
participation activities.

Midterm test: The midterm test will include all lectures and reading materials covered up to and including May 20th lecture. The test
will include a variety of question formats (multiple choice, matching, concept definitions, and short answer).

Final test: The final test will include all lectures and reading materials from the midterm until the end of term. The test will
include a variety of question formats (multiple choice, matching, concept definitions, and short answer).

Research proposal: Your major assignment for this course is to integrate course material on methodology and research ethics to
write a research proposal to address a chosen research question. To help you prepare for this assignment, there will be several
components that will be graded over the course of the term:

1. Research topic and question: This assignment is the first step towards your research proposal. You will describe a
research topic, articulate a research question, and list three possible relevant sources. Further instructions will be posted
online.
2. Literature review: This assignment is the second step towards your research proposal. Building on your search for
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 research articles related to your research topic, you will write a literature review of seven journal articles. Further
instructions will be posted online.
3. Research proposal: Building on your literature review and integrating course material on methodology and research ethics.
You will write a research proposal. This proposal will provide an overview of how you would answer your research
question and what the answer may contribute to the existing literature. It is the culmination of your work in the
assignments and tutorial sessions. Detailed guidelines will be posted online.

Class/Seminar Format
This is a busy, writing-intensive course. Your best opportunity to do well in the course will come from staying on top of the
readings and course content, and consulting with the instructor and your tutorial teaching assistant when you have questions.
Lectures will predominantly focus on the logic of social inquiry, while tutorials are organized to support your writing practice in
the context of conducting research. Attending both lectures and tutorials is strongly encouraged!

Also note that lectures for this course involve the active participation of students. While I will spend some time covering course
material, much of the lecture will also be devoted to small group work and discussion. So, please come to lectures ready to interact
and participate!

Procedures and Rules

Process for Seeking Academic Consideration for Missed Term Work
It is the student's responsibility to initiate the process of seeking academic consideration. To request an assignment extension or
make-up test, you must complete both of the following steps within three days of the missed assignment deadline/test (including
weekends and holidays): 1) Submit the Special Consideration Request online form, and 2) Either declare your absence on
ACORN (once per term; see below), OR upload supporting documentation with your online form. If you are registered with
Accessibility Services and missed a test or an assignment due date, please follow the first step only. For more details, please visit
the Department of Sociology website.

Before a student declares an absence on ACORN for a test or quiz, they should review the syllabus closely (under "Grading",
above) as the instructor may have exempted that test or quiz from the ACORN AD. If there is an instructor exemption for that test
or quiz, students must submit documentation when seeking academic consideration for the test or quiz and should not use ACORN
to declare the absence for that test or quiz.

Students who do not seek academic consideration will receive a zero on the assessment in question.

The department may grant extensions for term work until the end of the term (which is the end of the regular examination period).
Petitions are required for extensions beyond the end of term or deferred examinations. Visit the Office of the Registrar website to
learn more about petitions.

Missed Term Work

Students who miss term work (i.e., quiz, test, assignment) may use the ACORN absence declaration tool (AD) to record an absence
in one or more courses. This option may be used once per term for a single absence period of up to seven consecutive days in
one or more courses. The declaration period must include the day of declaration and may include past and/or future dates, for a
total of up to seven calendar days. Use of the ACORN AD does not require documentation. It remains the student's responsibility
to initiate the process of seeking academic consideration – such as a make-up test, assignment extension - by following the
instructions listed above, under "Process for Seeking Academic Consideration for a Missed Term Work."

If a student misses term work but has already used the ACORN AD during that term, they will be required to submit
documentation when seeking academic consideration.

If you are facing circumstances that make securing documentation difficult, please contact your instructor and/or our academic
counsellor directly to discuss.

Reasons for temporary absences include illness, injury, and other unplanned circumstances beyond a student's control (such as
court subpoena, funeral, car accident). Unless a student is using their ACORN AD, reasons such as holidays, pre-purchased
plane tickets, family plans, lack of test/assignment preparation, conflicting deadlines, late course registration, technology failure,
and traffic- or weather-related incidents are not considered to be beyond a student's control.

If you are feeling ill, do not start your test/quiz. Students cannot seek academic consideration for a test or quiz they have already
begun.

Religious Observances: If you are seeking accommodation due to religious observance, you should submit the following form at
least three weeks in advance; documentation is not required. Do not use the ACORN AD for religious accommodation.

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 Late Assignments
Late assignments must be submitted to the instructor via Quercus.
In order for your assignment not to be considered late, assignments must be submitted by the due date listed on the syllabus
via Quercus. You are expected to keep a back-up, hard copy of your assignment in case it is lost.
Late assignments for reasons that are within your control will be penalized 5% marks per day. The penalty will run from the
day the assignment was due until the day it is submitted to the instructor via Quercus.
The penalty period includes weekends and holidays.
Assignments that are more than seven (7) days late will not be accepted.

Late assignments must be submitted in accordance with the instructions above; other faculty and staff within the department cannot
and will not accept late assignments

Re-marking Pieces of Term Work

A student who believes that their written term work has a substantive error in grading may ask the person who marked the work
for re-evaluation. Students have up to two weeks from the date of return of an item of term work to inquire about the mark and file
an appeal. For example, should the marked term work be made available on May 20 th, the student has until June 3rd to seek re-
marking. Requests for re-marking should include an explanation written by the student detailing why they believe the work was
incorrectly/unfairly assessed, referring only to their work, assignment/test guidelines, rubrics, etc, as needed. Decisions will be
provided to students in a timely fashion.

As per the university's policy, only term work worth at least 20% of the course mark may be appealed beyond the instructor. To
escalate an appeal beyond the instructor, the student must submit the re-evaluation request, original piece of work, and all
correspondence on the matter of re-evaluation to the Associate Chair.

For more on the university's re-marking policy, please click here.

This process applies only to term work; appeals for re-reads of final examinations are handled directly by the Office of the
Registrar.

Electronic Communication and Electronic Learning Technology

Email communication is rapid, convenient, and efficient—and you are encouraged to use it to enhance your learning and
experience in the course. With that said, it is essential that you follow a few rules. Note: Emails that do not follow these
guidelines will not receive a response.

Assignments must be submitted to the instructor via Quercus. Assignments will not be accepted via email.
All course communication should be conducted through your U of T email account.
All emails should include your full name and student number, and the course code (e.g., SOC221) should be in the subject
line.
Emails will generally be answered within 1-2 working days of receipt.
Treat emails as you would any other professional communication. Proofread. Use appropriate language.
Ensure that your question is not already answered in the course syllabus or on Quercus (e.g., "how much is assignment X
worth").

Classroom Etiquette

Students are expected to arrive to class on time and stay for the duration of the class.

When laptop use is allowed in class - check with your instructor if you are unsure - students should remember that laptops help
with notetaking but also create distractions. Other uses (e.g., emailing, messaging, browsing) may result in the student being
required to turn off the laptop and it may additionally affect their participation mark.

Videotaping and recording lectures is strictly forbidden without written permission. Please email your instructor to discuss.

Academic Integrity
Academic integrity is essential to the pursuit of learning and scholarship in a university, and to ensuring that a degree from the
University of Toronto Mississauga is a strong signal of each student’s individual academic achievement. As a result, UTM treats
cases of cheating and plagiarism very seriously.

The University of Toronto’s Code of Behaviour on Academic Matters outlines behaviours that constitute academic dishonesty and
the process for addressing academic offences.

Copying, plagiarizing, falsifying medical certificates, or other forms of academic misconduct will not be tolerated. Any student
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 caught engaging in such activities will be referred to the Dean’s office for adjudication and punishment. Any student abetting or
otherwise assisting in such misconduct will also be subject to academic penalties.

All suspected cases of academic dishonesty will be investigated following procedures outlined in the Code of Behaviour on
Academic Matters. If you have questions or concerns about what constitutes appropriate academic behaviour or appropriate
research and citation methods, you are expected to seek out additional information on academic integrity from your instructor or
from other institutional resources. By enrolling in this course, you agree to abide by the university's rules regarding academic
conduct, as outlined in the Calendar. You are expected to be familiar with the Code of Behaviour on Academic Matters and Code
of Student Conduct.

Normally, students will be required to submit their course essays to the University's plagiarism detection tool for a review of textual
similarity and detection of possible plagiarism. In doing so, students will allow their essays to be included as source documents in
the tool's reference database, where they will be used solely for the purpose of detecting plagiarism. The terms that apply to the
University's use of this tool are described on the Centre for Teaching Support & Innovation web site (https://uoft.me/pdt-faq).

Policy on Use of Generative AI

Recently, there has been a large increase in the number of generative AI systems, including ChatGPT. These systems use
predictive technology that can be used to generate essays and other academic materials.

In this class, students may use AI tools for conducting background research, asking questions about course themes, refining
language or grammar (i.e. ESL purposes), or identifying secondary literature.

However, students may not use AI tools to automatically generate essay assignments or to answer exam questions. Doing so may
be considered an academic offence in this course. I have adopted this policy based on the belief that using AI tools to write essays
and test answers will not benefit you in the short or the long run.

In the short run, research on using generative AI for essay writing has shown that generative AI has several drawbacks that will
lead to poor quality essays, including:

Providing false information on a topic (i.e. AI hallucination).

Inaccurately citing sources, or making up content from these sources.
May lead to plagiarism if AI is drawing on material without citing it.

In the long run, becoming reliant on AI tools will hinder the development of your critical analysis, creativity, and writing skills.

If you have any questions about using AI applications for your coursework, please let me know. I'm happy to have this conversation
with you.

Student Services and Resources

The university offers a variety of student support services and resources, which can be found at
http://www.utm.utoronto.ca/current-students. This includes supports for your academics, health, and wellness, and other
student services.

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 Course Schedule
Date Topic
2025-05-06 Lecture topic 1: Introduction to the course and to social science research

Tutorial topic: Strategic reading

Required reading: Chapter 1

2025-05-08 Lecture topic 2: Research ethics and finding research

Tutorial topic: Overview of assignment 1: Research topic and question

Required reading: Chapter 3

2025-05-13 Lecture topic 3: Introduction to quantitative research

Tutorial topic: Using scholarly sources

Required reading: Chapter 4

Due by 11:59PM on May 13th: Assignment 1: Research topic and question

2025-05-15 Lecture topic 4: Types of quantitative research designs

Tutorial topic: Overview of assignment 2: Literature review

Required reading: Chapter 2

2025-05-20 Lecture topic 5: Survey research and quantitative

sampling Tutorial topic: Midterm test review

Required reading:

Chapter 5 (except section on "Secondary analysis of survey data")

Chapter 7 (Introduction through section on sample size; section on "Limits to generalization")

2025-05-22 Midterm test: Covering material from lectures 1-5

No tutorial today

2025-05-27 Lecture topic 6: Structured observations and field

experiments Tutorial topic: Academic writing

Required reading:

Chapter 6 (Introduction through Issues of reliability and validity) and

Review Chapter 2 (Introduction through section on quasi-experimental designs)

2025-05-29 Lecture topic 7: Introduction to qualitative methods and qualitative sampling

Tutorial topic: Overview of assignment 3: Research proposal

Required reading:
Chapter 9
Chapter 7 (section on Types of non-probability sampling)

Due by 11:59PM on June 3rd: Assignment 2: Literature review

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 2025-06-03 Lecture topic 8: Ethnography and participant

observation Tutorial topic: Research ethics

Required reading: Chapter 10

2025-06-05 Lecture topic 9: Interviewing in qualitative research

Tutorial topic: Peer-to-peer feedback

Required reading: Chapter 11

2025-06-10 Lecture topic 10: Content analysis and final test review

Tutorial topic: Final test review

Required reading: Chapter 12

Due by 11:59PM on June 12th: Assignment 3: Final research proposal

2025-06-12 Final Test: Covering material from midterm until the end of the course

Last Date to drop the course from Academic Record and GPA is June 2, 2025.

Every attempt will be made to follow this schedule, but it is subject to change at the discretion of the instructor.

A Message From the Instructor:

I am really looking forward to meeting and diving into this course with you. I recognize that as a student, it can be difficult to
meaningfully connect with a Course Instructor. However, please know that I want to hear from you! That comment you are not
sure is worth sharing in lecture – share it! It’s probably very insightful. If I mention a term or concept in lecture that you are
unfamiliar with – please feel welcome to ask for clarity. There are probably many other students who have the same question.
Stories from your lived experience are always welcome in our discussions. If you want to chat with me one-on-one about something
in the course, just send me an email and we can schedule an office hour appointment. In short, your perspectives and questions are
welcomed and encouraged, and as an Instructor, I also look forward to learning from you.

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