Winter 2026 · Graduate Course · Faculty of Education · McGill

EDPE 605

Research Methods

"Research design is not a technique — it is a way of thinking about the world."

An introduction to research design and methodology in education for graduate students. The emphasis is on design as an iterative, reflexive, thought-driven process — exploring quantitative, qualitative, and mixed methods approaches, and learning to use AI tools critically throughout the research process, culminating in a complete research proposal.

Course Details
CourseEDPE 605 · 3 credits
TermWinter 2026
BeginsMonday, January 5, 2026
InstructorSam Bruzzese
LocationEducation Bldg., Room 629
Day / TimeMondays · 11:35 AM – 2:25 PM
Contactsam.bruzzese@mcgill.ca
Bluesky@sbruzzese.org
Office HrsBy appt. · after class 2:35–3:30
1
Balanced CoverageExplore qualitative and quantitative research approaches with equal depth and rigour.
2
Conduct ResearchLearn how to begin — from identifying a research problem to a complete proposal.
3
Read & EvaluateDevelop the critical skills to read, analyse, and evaluate published research studies.
Research Design: Why Thinking About Design Matters — Cheek & Øby, SAGE 2023

Primary Textbook

Research Design: Why Thinking About Design Matters

Julianne Cheek & Elise Øby · SAGE Publications · 2023

Our primary resource for the fundamental concepts of research planning. Cheek and Øby treat design as an iterative, reflexive process — one in which decisions are constantly revisited as research develops. The text features Tip, Activity, and Putting it into Practice boxes throughout.

This course emphasises research design rather than methods of data collection, which are covered in other ECP methods and statistics courses. Selected articles are also posted to Perusall throughout the semester.

✓ Free via McGill Library

Weekly Schedule

The 13 Weeks

Week Date Focus Due
Week 1 Jan 5
Course Overview & Philosophy
Syllabus, assignments, and orientation to research thinking
Week 2 Jan 12
Research as an Iterative Process
Quantitative & qualitative overview; examining two research articles in detail
Week 3 Jan 19
Ethics, Writing & Research Problems
Ethical considerations; framing research problems; academic writing practices
 Blog Post #1
Week 4 Jan 26
Research Questions & Literature
Formulating focused questions; systematic searches; synthesising literature
Week 5 Feb 2
Paradigms & Methodological Thinking
Positivism, post-positivism, constructivism — beliefs that guide methodology
 Blog Post #2
Week 6 Feb 9
Methods: Advantages & Limitations
"The Coffee Shop Revisited" simulation — no single method is inherently superior
 Research Proposal (Q 4-5)
Week 7 Feb 23
Qualitative Methods
Strategies of inquiry; grounded theory article; literature review exercise
 Blog Post #3
Break Mar 2–6
Spring Break — No Class
Week 8 Mar 9
Analysing Qualitative Data
Iterative & dynamic strategies; ethnographic research; literature review continued
 Research Proposal (Q 6-8)
Week 9 Mar 16
Designing Credible Quantitative Research
Experimental design; what makes quantitative research rigorous
 Blog Post #4
Week 10 Mar 23
Measuring Variables
Validity; correlational and survey design — are you measuring what you think?
 Research Proposal (Q 9) Lit. review
Week 11 Mar 30
Mixed Methods & Action Research
What is a mixed methods approach? Student presentations begin
 Blog Post #5; Research Proposal (Q 10)
Holiday Apr 6
Easter Break — No Class
Week 12 Apr 13
Student Presentations
Research proposal presentations — 20 min. max + 10 min. Q&A
Week 13 Apr 20
Synthesis, Wrap-Up & Presentations cont'd
The big picture: declaring research design decisions. Course wrap-up.
 Blog Post #6

Evaluation

Assignments & Grading

20%
Assignment 01
Perusall Reading Annotations
20% · Weeks 2–13

Minimum 3–5 substantive annotations per reading: questions that deepen understanding, connections to your own research, critical analysis, and responses to peers. Auto-scored by Perusall with instructor review. Aim for annotations that spark real discussion — say what you actually think.

25%
Assignment 02
Research Proposal Development
25% total — scaffolded across semester

Part A (15%): Research Problem & Literature Review — due end of Week 6. 1000–1500 words, 10–15 sources, including AI use documentation.

Part B (10%): Proposed Method & Procedure — due end of Week 9. 1500–2000 words covering methodology, sampling strategy, data analysis plan, and ethical considerations.

20%
Assignment 03
Reflective Blog Posts
20% · Six bi-weekly posts

Six posts of 500–750 words, due at the start of Weeks 3, 5, 7, 9, 11, and 13. Prompts encourage reflection on your evolving research worldview, paradigm alignment, and the role of AI tools in your work. Rubric posted on MyCourses.

10%
Assignment 04
Mini Presentation
10% · Weeks 12–13

Groups of 2–3 students share their research proposal or a conference poster. 20 min. max + 10 min. Q&A. The class gives structured feedback. Graded on understanding of design (30%), critical analysis (25%), quality of example (25%), clarity (15%), and Q&A engagement (5%).

25%
Assignment 05
Participation & Engagement
25% · Ongoing throughout semester

Active participation in class discussions, constructive peer feedback, completion of in-class activities, and contribution to the collaborative learning environment. Graded on attendance & punctuality (30%), quality of contributions (40%), peer collaboration (20%), and in-class activity completion (10%).

AI Tools Policy & Guidelines

Critical AI Literacy

This course recognises that AI tools are becoming integral to academic research. Rather than prohibiting their use, you will develop the skills to use them effectively, ethically, and critically — as research assistants, not ghostwriters.

Encouraged
  • Literature search & discovery
  • Brainstorming research questions
  • Organising thoughts and outlines
  • Grammar checking & proofreading
  • Generating database search keywords
  • Explaining complex methodologies
  • Formatting references & citations
  • Translating technical language
Allowed with Documentation
  • Feedback on draft writing
  • Rephrasing your own arguments
  • Diagrams of your research design
  • Exploring alternative methods
  • Debugging qualitative coding
Not Permitted
  • Copying AI text without attribution
  • AI-written assignment sections
  • Submitting AI literature reviews
  • AI analysis replacing your own
  • Citations for sources you haven't read
  • Replacing critical thinking with AI output

All written assignments require a 100–200 word AI Use Statement documenting which tools you used, what for, how you evaluated outputs, and what you learned about their limitations. Using AI is not cheating — failing to document it is.

Typical Class Format

Mondays · 11:35 AM – 2:25 PM · Room 629

11:35 – 11:50Observations from previous class; introduction of weekly theme
11:50 – 12:30Group discussion and reflections on readings
12:30 – 1:30Main topic, lecture, and concept exploration.
Typically we take a health break from 1 to 1:15
1:30 – 2:15Hands-on activities, simulations, small group work
2:15 – 2:25Wrap-up and preview of next week

Office hours by appointment before or after class (2:35–3:30). Email response within 24 hours on weekdays.
Spring Break: March 2–6 · Easter Break: April 6 (no class both weeks).

Learning Resources

WC
McGill Writing Centremcgill.ca/mwc
LIB
McGill Library — Research Consultationsmcgill.ca/libraries/research-services
RDS
WH
McGill Student Wellness Hubmcgill.ca/wellness-hub
AI
McGill Academic Integritymcgill.ca/deanofstudents