EUE Proposal FY2015. Project Director ID Number Telephone Bin Zhou Project Co-Director ID Department

Transcription

1 EUE Proposal FY2015 Project ID# 15_002 Project Title Seeking funding to purchase social network analysis software UCINET to support the teaching of globalization and connectivity Project Director ID Number Telephone Bin Zhou Department Campus Box School/College Geography 1459 CAS Course or Program Geog451-3 Topic in Human Geography Project Co-Director ID Department Multiple Submission Priority: 1 Summary: This proposal seeks EUE funding to purchase the social network analysis software UCINET as part of an innovative design to teach an upper level undergraduate course (Geog451-3) with a focus on globalization and connectivity. Globalization study has become a mainstream focus on college campuses across the United States, and to a great extent, across the world. Many globalization textbooks are available to cover concepts, theories, and various aspects of globalization. However, there is a distinct lack of empirical methods to analyze the connection among participants in globalization. I intend to teach the new globalization course through combining globalization with connectivity. Essentially, teaching concepts and theories of globalization will be blended with a hands-on technique component where students learn methods of analyzing the connectivity of global networks. The primary methods will be based on social network analysis techniques, in conjunction with existing geographical analysis techniques. Social network analysis techniques allow analysis of centrality and power, network cohesion, the community and blocks in networks, hypothesis testing, network visualization, and, in conjunction with geographical analysis tools, spatial patterns of global connectivity. The techniques are largely computer-based and develop analytical skills. Existing studies show that technology-based classroom activities help improve effectiveness in learning. Through adding a

2 technique component based on computer and the Internet technologies, the new course design has the potential to enhance the effectiveness of the study of globalization. The proposal seeks EUE funding of $750 to purchase a 25-user site license of UCINET software (contractual services), a critical computer program in social network analysis. This is a onetime payment and forever license and does not involve periodical renewal. Since the Department of Geography manages its own computer lab, there is no need for services or input from the University ITS personnel. Project Budget Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total Cost-Sharing Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total

3 Seeking funding to purchase social network analysis software UCINET to support the teaching of globalization and connectivity This proposal seeks EUE funding to purchase social network analysis software UCINET as part of an innovative design to teach an upper level undergraduate course (Geog451-3) with a focus on globalization and connectivity. a. Current Situation Globalization study in colleges. In the age of a globalized world, globalization study has become a mainstream college focus across the United States, and to a great extent, across the world. Not only has there been an emergence of new courses titled Globalization or Global studies, but also many existing courses have been altered to cater to the needs of the new era for global wide coverage and connections. In my own teaching of Geog301 Economic Geography and Geog401 Geography of Development, globalization and international related issues have been added as a major theme to be covered. In 2011, I taught a graduate seminar Globalization. Taking my experience in teaching the graduate seminar, in spring 2015, I will be teaching an undergraduate course (Geog451-3) with a focus on globalization. Given the strong interest in globalization among students in my other courses, I believe this new course will have a good chance to be offered on a long term basis. A disconnect in the current teaching of globalization. While numerous globalization textbooks are available to cover the concepts, theories, and various other aspects of globalization, I find a distinct disconnect in their coverage of globalization: a lack of empirical methods and techniques to analyze the mechanisms of connection among participants in globalization. Textbooks and theories can certainly aid our understanding of globalization conceptually. However, conceptual understanding of globalization is only a start to the overall study of globalization. Another important aspect of globalization study is the empirical analysis of globalization, which ultimately will help deepen our understanding of how globalization works. At the heart of globalization is the connection of people, places, and events into networks of various geographical extent. These networks function as the channels through which ideas, 1

4 information, and messages are communicated; goods and services are purchased; and diseases, contamination and pollution are spread. To understand how globalization works, students should go beyond a conceptual understanding of globalization and come to grasp connectivity, which involves methods and techniques dealing with organization, structure, and topology of networks that underpin globalization and connect people and events at the local, regional, and global scale. b. Proposed Project An innovative way of teaching globalization. In designing my globalization course, I intend to combine globalization with connectivity. On the one hand, I will be covering selected topics most relevant to college students such as the globalization of higher education, and cultural globalization, among other topics. On the other hand, I will be introducing basic methods and techniques that help students analyze connectivity among the participants of globalization. In essence, teaching concepts and theories of globalization will be blended with a hands-on technique component where students learn methods of analyzing connectivity. The primary methods will be based on social network analysis techniques, in conjunction with existing geographical analysis techniques. Study of connectivity through social network analysis techniques. Social network analysis sees people, places, and institutions as actors connected through ties forming networks. Social network analysis techniques can help study the structure of a network in several important ways. First, social network analysis provides the study of centrality and power. In a network, actors play different roles and possess different centralities or power. Techniques in centrality and power analysis will help students analyze centers of various strengths in global economic and political landscapes and the mechanisms that underpin the patterns. Secondly, social network analysis allows the study of cohesion. Networks may demonstrate different levels of cohesion as a result of the way actors are connected. Communication and transactions in a dyadic relation may be one-sided or reciprocal; alternatively, actors may develop alternative ties to 2

5 hedge against a dominant player. Thus the study of cohesion in a network will help students understand why that in issues related global development, some countries are in a vulnerable position by connecting only to a few dominant players while others are less so by developing diverse connections. Thirdly, social network analysis techniques will help students understand aggregate patterns in global cultural currents and events, geo-political relations, or world trade through grouping countries into blocks. This can be done through community identification and blockmodeling. Community identification involves grouping actors in a network according to varying levels of connectivity. Blockmodeling not only places actors into groups or positions, but also determines their roles such as dominance or subordination. Fourthly, social network analysis techniques provide statistical tools which allow testing hypotheses regarding relationships among networks. For example, how geo-political relations, as reflected in a global political network, are affected by the global trade network, and global social-cultural networks? Such questions can be answered by conducting network correlation and regression analyses. Furthermore, social network analysis techniques provide visualization of a network. Such visualization helps reveal patterns of connection and their changes over time to the naked eye, and provides insight into network connectivity which would not otherwise be easily detected. As undergraduate students have often grown up with video games, the art of network visualization would likely make an exciting quick connection to the field. Finally, social network analysis techniques, in conjunction with geographical information system techniques, as well as conventional standard statistical techniques, will work as a great tool set to enhance students ability in analyzing and visualizing the spatial pattern of globalization and connectivity. For example, many network indices can be obtained through social network analysis techniques and then transferred into geographical information system software for spatial analysis (calculating Moran s I to determine spatial autocorrelation, for example) and visualization. The buffer zone technique from 3

6 geographical information system techniques can be used in a social network to determine appropriate cutoffs in a network to deal with the edge effects. As many academic publications show, a combination of techniques from social network analysis and geographical information systems has created tremendous synergy. With careful selection of topics and techniques, these tools should also be feasible for student use. I have also been teaching Geog321 Quantitative Techniques in Geography, a core class for majors. The network correlation and regression techniques from social network analysis can be smoothly extended into this course to benefit students. Being versatile in techniques including social network analysis, geographical information systems, and conventional statistics will provide students with skills needed in today s job markets. Software in social network analysis. Many social network software programs are available for free. For example, Microsoft NodeXL is spreadsheet based and makes great interface with Excel and other Microsoft products; Pajek provides capacity in blockmodeling for the study of roles and positions; ORA includes basic mapping capacity and exports geo-referenced files to Google Earth; and Gephi has great visualization capability for large networks and also mapping functionality. These programs, in conjunction with the spatial analysis software available through the University site license, will assist students to learn some methods and techniques of globalization and connectivity. Although all the above programs are necessary and helpful, one crucial ingredient is missing. This is UCINET program. UCINET software is one of the most-used programs in social network analysis. It includes most capabilities and functionalities frequently used social network analysis, including many advanced as well as basic capabilities that other social network analysis software program do not have. In data analysis, one common way to generate a dataset is through a spreadsheet. In social network analysis, the basic file structure is a matrix in which dyadic relations among pairwise actors in a network are displayed. UCINET can take in attribute data in a spreadsheet and create matrices used in social network analysis. This capability is not available in many other social network analysis software. UCINET 4

7 has an easy-to-use interface with Excel spreadsheets. While many other social network analysis programs require spreadsheets to be saved as CVS files to be imported, UCINET allows copying and pasting Excel based spreadsheets directly into the UCINET spreadsheet. UCINET can also save network datasets in other formats to be used in compatible social network analysis programs. Furthermore, UCINET can read node-list or edge-list files as input files and produce matrices as output files to be used in network analysis. In addition, UCINET contains statistical tools (such as network correlation, network regression, and network logistical regression) that other social network analysis programs do not. In general, UCINET will make it possible to conduct most of the important social network analysis, and other social network analysis programs will supplement UCINET capabilities in terms of visualization, mapping capability, and data manipulation. However, UCINET is not free. That is why this proposal seeks EUE funding to purchase the UCINET program. c. Evaluation and Dissemination Essentially, the course is designed to teach globalization with a hands-on technique component. These hands-on techniques deal with real world data and will help improve students learning. First, the analytical techniques involved will help make globalization realistic to students. Some social network analysis software allows real time exchanges and chat to be directly downloaded from social media such as Facebook and Twitter. This will allow students to analyze and understand real world communication patterns and content. No textbook discussion of globalization can substitute for this. In addition, social network analysis techniques teach students analytical skills in dealing with empirical data. A huge amount of data are available to be analyzed from a globalization and connectivity perspective: trade, investment, migration, tourism, diseases, pollution, just mention a few. Students who are equipped with analytical skills would likely be more capable in problem-solving, and thus excel in their professional lives. Valdez (2005) calls technology the catalyst in classroom teaching and learning. To him, computer-based technologies and the Internet are becoming increasingly vital tools in 5

8 an information society. Exposure to, and mastering of, these technologies and the related techniques have become an important component in assessing the effectiveness in classroom teaching. Korwin and Jones (1990) confirm that hands-on technology-based activities enhance learning by reinforcing cognitive knowledge and retention. In my new design of the globalization course, the analytical techniques of network connectivity constitute one such vital technological component. Thus, it has great potential to increase the learning effectiveness in the study of globalization. According to the preliminary design, one mid-term and a final will be given to test students understanding of concepts, theories, and basic facts of globalization; five labs and a more extensive project will be required to demonstrate their mastering of techniques in analyzing network connectivity. Students will be required to present their projects to the class so that they can share ideas and learn from each other. The presentations will be open to the University community for campus-wide dissemination. Students will also be encouraged to present their projects at the campus events such as the CAS Thinking About conference, and at the regional academic conferences. d. Budget A 25-user site license of UCINET costs $750. This is a onetime payment and forever license, and does not involve periodical renewal. The Department of Geography s computer lab has 24 student computers and one teacher s computer. Thus a 25-user site license would meet my teaching needs. As a result, the proposed budget is $750 (for contractual services). Since the Department manages its own computer lab, there is no need for services or input from the University ITS personnel. e. Work Cited Valdez, G., 2005, Critical Issue: Technology: A Catalyst for Teaching and Learning in the Classroom. Retrieved on January from Korwin, A.R., and Jones, R.E Do Hands-On, Technology-Based Activities Enhance Learning by Reinforcing Cognitive Knowledge and Retention? Journal of Technology Education 1(2). 6

9 Biographical Sketch CURRICULUM VITAE: BIN ZHOU A. Education Ph.D Geography, University of Georgia, Georgia, USA M.S Geography, Beijing Normal University, Beijing, China B.S Geography, Beijing Normal University, Beijing, China B. Work Experience present: Department of Geography, SIUE, Professor : Department of Geography, SIUE, Associate Professor : Department of Geography, SIUE, Assistant Professor C. Books or Sections of Books Published Since Working at SIUE Bin Zhou Geography and Governance. In International Encyclopedia of Public Policy. Perth, Australia, GPERU (Global Political Economy Research Unit), Curtin University Bin Zhou Entries on Capital Market, Inflation, Exchange Rates, and Gold Standard. Encyclopedia of International Development. New York. Routledge Ltd. Bin Zhou Gazetteer of China. Encyclopedia of World Geography. New York: Salem Press, Inc. Bin Zhou Banking Geography of the United States. New York: Garland Publishing, Inc. D. Research Articles Published Since Working at SIUE Bin Zhou Does Geography Matter? A Study of Determinants of Bank Office Size in Illinois. International Journal of Applied Geospatial Research. (Forthcoming) Bin Zhou Changing Retail Banking Supply-Demand Mismatch: A Tale of Two States. International Journal of Applied Geospatial Research. 1: Bin Zhou Geographical Conditions and Economic Development. Geography Online 9. Bin Zhou Regional Economic Integration and Economic Location: A Note. Geography Online 7. Bin Zhou A Comparative Examination of the General Methodology in Assessing Retail Banking Supply-Demand Mismatch: Illinois and New York. Papers of the Applied Geography Conference 29: Bin Zhou and Wendy Shaw Is Retail Banking Service Really Converging Toward the Market in Illinois? A General Methodology. Papers of the Applied Geography Conferences 28: Bin Zhou ôthe Rise and Fall of St. Louis as a Regional Interstate Banking Center in the United States.ö Papers of the Applied Geography Conferences 27: Bin Zhou "Is the Geography of Banking Services Converging toward Markets? A Case of Illinoisö Industrial Geographer2: Bin Zhou and Wendy Shaw Financial Transformation and Portfolio Reallocation: Impacts on House Mortgage Finance in the USA.ö Housing Studies 19: Wendy Shaw and Bin Zhou "Race and American College Testing (ACT) Scores in Illinois." The Geographical Bulletin Wendy Shaw and Bin Zhou "ACT Scores in Illinois: Relationships to High School Grade Point Average and Gender." Bulletin of the Illinois Geographical Society 45: Wendy Shaw and Bin Zhou "A Geographical View of ACT Scores in Illinois." Bulletin of the Illinois Geographical Society 44: Bin Zhou "Trade Theory and Location Theory." Geography Online 3. Bin Zhou ôa Note on Comparative Advantage and Money. Geography Online, 2.

10 Bin Zhou and Wendy Shaw ôan Empirical Study of Institutional Characteristics of the Regional Financial Markets: Evidence from Kentucky. Southeastern Geographer 41: Bin Zhou Structural and Control Patterns of Depository Institutions in Kentucky. Papers and Proceedings of the Applied Geography Conferences 22: Bin Zhou An Assessment of Appalachian Banking: Evidence from Kentucky. Proceedings of the Ninth Biennial Conference on Appalachian Geography and Geography Education: Bin Zhou and Wendy Shaw Economies of Scale and Cost Efficiency of School District Operation: Evidence from Georgia. The Southeastern Geographer 36: E. SIUE Grants Received 2006 SIUE Instructional Equipment grant $3, SIUE EUE grant $25,940 (with T. Lavallee)

11 Date: January 17, 2014 To: EUE Committee From: Gillian Acheson, Chair, Department of Geography RE: Professor Bin Zhou s EUE proposal This memo is in support of Dr. Bin Zhou s Excellence in Undergraduate Education proposal. Dr. Zhou requests a relatively small amount of funds ($750) to purchase networking software to use in a special topics course in Geography. The software that Dr. Zhou would like to purchase will provide students with the opportunity to go beyond the typical theoretical accounts of globalization; instead, by using this software, students will be able to work with real-world data and measure the process of globalization. This real-world experience as well as an additional opportunity to improve technical and quantitative skills will certainly benefit students who take this course. As Dr. Zhou notes in his proposal, the cost of the software is a one-time cost, meaning that it could be used beyond the particular course that Dr. Zhou envisions. Within Geography, we have the facilities and personnel to install the software in our GIS lab. Finally, in terms of the number of students who would benefit from funding this proposal, we would expect that, initially, about 24 students would be exposed to this software. Most of the students would be Geography majors or minors, but some would come from other majors as well. Since the software is a one-time cost and could be used in future semesters, additional students (in GEOG 451 as well as other courses, such as GEOG 301: Economic Geography and GEOG 321: Quantitative Techniques) could also benefit from funding this proposal. I believe that Dr. Zhou s proposed project would benefit undergraduates and promote excellence in undergraduate education. I fully support his proposal and do so without reservation. If you need additional information, please do not hesitate to contact me ( gacheso@siue.edu / phone: ). College of Arts and Sciences, Department of Geography Box 1459, Edwardsville, Illinois, Voice: / Fax: / Web:

12 COLLEGE OF ARTS AND SCIENCES, OFFICE OF THE DEAN To: Excellence in Undergraduate Education From: Subject: Larry LaFond, Associate Dean, College of Arts and Sciences Dean s Memo of Support Date: 24 January, 2014 The College of Arts and Sciences supports the application of Dr. Bin Zhou for an EUE grant. As the Chair of his department indicates, the budget for this project is very modest but would have an ongoing impact on a relatively large number of students. This project supports hand-on learning with real-world applications, and is in line with the University s goal of internationalizing the curriculum as well as learning technological skills that will serve students well in their future careers. Campus Box 1608 Tel: 5047 Fax: 5050

13 Support Memo International Studies Prior EUE Support Project Director Project Number Award Amount Project Dates Prior Results Additional Information on Prior Projects