Fall 2010 SYLLABUS
URPA 5344/CIRP 5346 Qualitative Methods
URPA 5344/CIRP 5346
Qualitative Research Methods
Instructor: Maria Martinez-Cosio
Time and Place of Class Meetings: Tu 7:00PM - 9:50PM
contact information
Phone / 817-272-3302 / FAX / 817-272-5008Office / University Hall 544 / E-mail /
Office Hours / Monday & Wed. 5-7 p.m. / Web
Page
Course Description
This course introduces students to the epistemological, theoretical and methodological foundations of qualitative research. Students will explore the many facets of qualitative research, including ethnography, grounded theory, and discourse analysis. Students will also learn the major debates around the definitions of knowledge and will engage in specific research methods.
THIS COURSE INVOLVES A SERVICE-LEARNING COMPONENT AND FIELDWORK. TIMES/DATES FOR CLASS ARE SUBJECT TO CHANGE BY INSTRUCTOR.
Measurable Student Learning Outcomes:
• Students will identify the major approaches to qualitative research methods
• Students will demonstrate an understanding of historical, epistemological and theoretical foundations for qualitative research
• Students will identify potential challenges and solutions to conducting qualitative research
• Students will engage in a service project that will allow them to apply qualitative research methodology.
• Students will learn to interact directly with community members through a field project.
• Students will acquire skills for organizing a qualitative project for a public presentation.
• Students will acquire or improve presentation skills.
Textbook and Other Course Materials Requirements:
Required
Lofland, John, and Lyn Lofland (3rd Edition). 1995. Analyzing Social Settings. Belmont, CA: Wadsworth.
Emerson, Robert, Rachel Fretz, and Linda Shaw. 1995. Writing Ethnographic Field Notes. Chicago: University of Chicago Press.
Creswell, John. 2003. Research Design: Qualitative, Quantitative and Mixed Method Approaches. SAGE.
Optional
Weiss, Robert. 1994. Learning from Strangers: the Art ad Method of Qualitative Interview Studies. New York:Macmillan
Fine, Gary Alan. 1999. Kitchens: The Culture of Restaurant Work. Berkeley, CA: University of California Press
Descriptions of major assignments and examinations with due dates:
1. FOCUS GROUP NOTES AND RESEARCH MEMO (35 points): Students will be participating in a qualitative research project that includes conducting two focus groups. Students will take notes based on an assigned topic area at the focus group, write up their notes and develop two research memos. The memos will be based on analytic coding of the focus group data (Lofland & Lofland, 1995, p. 193).
Copy of typed-up notes for each of two focus groups: 10 points
Analytic memo based on individual coding of focus group notes: 15 points
Attendance at both focus groups: 10 points
2. GROUP PROJECT (25 points): DUE DECEMBER 10. Students are required to document their individual, specific role in successfully completing the group project, including challenges to completing their assigned work. In addition, students will respond to a series of reflection questions about their service experience with this project. Students’ grade will be based on:
1. The completeness of their explanation of the student’s individual duties or responsibilities as completed for the group project. Describe any problems or challenges faced by your group (10 points)
2. Students are also required to complete a peer review of their fellow group members
3. Three reflection memos (5 points each):
Memo #1 Oct 12
FIRST REFLECTION PAPER DUE: What are the skills I need to complete this project successfully?
Memo#2 Nov 9
CRITICAL INCIDENT REFLECTION DUE: Describe a critical incident over the past 2-3 weeks in which a decision was made, a conflict occurred, or a problem was resolved. Describe the event, how it was handled, alternative ways in which they could have resolved the situation, and how they might act differently in a similar situation in the future.
Memo#3 December 10
• Summarize the three most important things you will take with you from the experience.
• Make a list of the skills used and learned on this project.
• What have been the best and worst parts of this project?
Students will be graded on the depth and completeness of their responses with an expectation of at least one page per question. This reflective component of the class is very important for our learning, so please allow yourself time to reflect on these questions.
3. FINAL PROJECT REPORT (30 points): Students will work with their group members and the professor to:
Divide responsibility for completing the final report, including: writing up specific sections of the report such as the introduction, executive summary, methods used, findings and recommendations. Charts and graphs may also be included.
Students’ grade will be based on:
· Student’s specific section written for the final report (i.e. quality of writing, completeness of information, evidence presented)- 20 points
· Student’s participation in group’s objectives to finalize the group’s findings into the final report- 10 points (i.e. collaboration skills and assisting other members of the group; obtaining additional information if needed; helping to synthesize findings into categories that can improve the final product)
4. CLASS PARTICIPATION (10 points): merely showing up for class equals 5 points. Active participation includes contributing to class discussions by using readings effectively.
Here is a list of behaviors that enhance group learning (and your participation grade).
-1. Initiate ideas or questions
-1. Ask for or give information
-1. Give reactions or opinions
-1. Ask for reactions or opinions
-1. Clarify the reasoning of another member
-1. Build on what other class members say
-1. Provide counter-arguments to strengthen ideas
-1. Express uncertainty about weak propositions
-1. Support, encourage, or help someone else
Here are some behaviors that detract from group learning (and your participation grade)
-1. Show up late or not at all
-1. Speak too often, or respond too quickly, so you keep others out (otherwise known as dominating)
-1. Zone out, doodle, appear inattentive
-1. Express hostility
-1. Make fun of someone’s comments
-1. Speak out of turn or when someone else has the floor
-1. Use humor too often as a distraction
-1. Offer irrelevant points
-1. Repeat points that do not move the discussion along
-1. Interrupt rudely (occasional polite interruptions can be effective)
-1. Insist on your point of view
-1. Talk just for the sake of saying something
Ignore others who do not speak (instead of help to find ways to include them)
(Source: Tina Deshotels, Jacksonville State University, May 12, 2009)
Course Requirements:
1. To attend the entire class session every week. In class activities and discussion are
an integral part of our learning together. I will take roll every week and unexcused absences will reduce your "participation" points.
2. To participate in class discussion and all activities. I expect for you to learn to engage intellectually with the course readings, share your view of issues pertinent to this class in a collegial manner, to question and analyze your own and other's assumptions and viewpoints and to take initiative in all aspects of the progress of the course.
3. To complete all assigned readings to prepare for discussion, use the readings in written analyses and know content for exams.
4. To submit all written assignments on the due date. Late assignments will be docked one grade level every day after the due date.
Drop Policy:
Please refer to UTA’s student catalogue.
Librarian to Contact:
Mitch Stepanovich in the Architecture and Fine Arts Library: .
Academic Dishonesty:
It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.
"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents’ Rules and Regulations, Series 50101, Section 2.2)
Plagiarism Web Sites with Examples:
· Plagiarism Examples (Rob Toreki, University of Kentucky Department of Chemistry)
http://www.chem.uky.edu/courses/common/plagiarism.html#Examples
· Avoiding Plagiarism (UC-Davis)
http://sja.ucdavis.edu/files/plagiarism.pdf
· Unacceptable Paraphrases (Indiana University Writing Tutorial Services)
http://www.indiana.edu/~wts/pamphlets.shtml
Student Support Services Available:
The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success. These programs include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.
Americans with Disabilities Act:
The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.
As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability. Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.
E-Culture Policy:
The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email.
All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.
Course Schedule
WEEK #1: AUGUST 31 Overview & Qualitative Debates
Rashomon. Whose perspective is right?
WEEK #2: SEPTEMBER 7 Epistemology of knowledge
*Becker, Howard. 1996. “The Epistemology of Qualitative Research.” In Ethnography and Human Development.
*Creswell, John. 2003. “Framework for Design” and “The Use of Theory.” In Research Design: Qualitative, Quantitative and Mixed Method Approaches. SAGE
Tillman, Linda. 2002. Culturally Sensitive Research Approaches: An African-American Perspective. Educational Researcher, 31, 9, pp. 3–12.
*Small, Mario. 2005. “Lost in Translation: How Not to Make Qualitative Research More Scientific.” Princeton University.
Optional
*Howe, Kenneth and Margaret Eisenhart. 1990. Standards for Qualitative (And Quantitative) Research: A Prolegomenon. Educational Researcher, 19, 4, pp. 2-9
WEEK#3: SEPTEMBER 21 Entrée, Legitimacy and Ethics of Research
Lareau, A. 2000. Appendix: Common Problems in Field Work: A Personal
Essay. In Home Advantage, pp. 197233.
*Bosk, Charles and Raymond G. De Vries. 2004. “Bureaucracies of Mass Deception: Institutional Review Boards and the Ethics of Ethnographic Research.” Annals of the American Academy of Political and Social Science. 595: 249-93.
*Creswell, John. 2003. “Writing Strategies and Ethical Considerations.” (p. 62-69). In Research Design: Qualitative, Quantitative and Mixed Method Approaches. SAGE.
*Lofland and Lofland. 1995. Chapters 2-4
*Thorne, Barrie. 1980. “’You Still Takin’ Notes?’ Fieldwork and the Problems of Consent.” Social Problems. 27(3):284-297.
WEEK #4: SEPTEMBER 28 Grounded Theory & Case Study Methods
Presenter: Robin Dickey, UTA’s Regulatory Services Office
* Charmaz, Kathy. 1990. Discovering’ Chronic Illness: Using Grounded Theory. Social Science Medicine, 30. II. pp. 1161-l 172. (see also www.groundedtheory.com
* Pepperell , Jennifer and Deborah J. Rubel. 2006. The Experience of Gifted Girls Transitioning from Elementary School to Sixth and Seventh Grade: A Grounded Theory. The Qualitative Report 14, 341-360.
*Schrank, Andrew. 2006. “Case-Based Research.” In Perecman, Ellen & Sara Curran (Eds.). A handbook for Social Science Field Research: Essays and Bibliographic Sources on Research Design and Methods. Thousand Oaks, CA: Sage (pps 21-46).
Example of a case study for policy:
*Mayfield, Jim and William Chance, Roxanne Lieb. 2002. “Higher Education Coordination in Washington State.”
Assignment – Complete UTA Human Subjects Certification draft on MavSpace titled URPA5344_IRB1a.doc
Complete Human Subjects Protection Training online
WEEK #5: OCTOBER 5 Conducting Interviews & Focus Groups
BRIEFING BY MESQUITE CITY PLANNING STAFF
*Lofland and Lofland. 1995. Chapter 5, Section III, IV and V
*Morgan, David (Ed.) 1993. Successful Focus Groups: Advancing the State of the Art. Newbury Park, NY: Sage. Chapters 1-5.
*Shapiro, Thomas and Heather Beth Johnson. “Assets, Race and Educational Choice.” Working Paper 00-7, Center for Social Development, Washington University.
optional
Weiss, Robert. 1994. Learning from Strangers. New York: Free Press. Pp. vii-150.
WEEK #6: OCTOBER 12 FIELDWORK
FIRST REFLECTION PAPER DUE: What are the skills I need to complete this project successfully?
WEEK #7: OCTOBER 19 Coding and Writing
*Lofland and Lofland. 1995. Chapters 9 and 10.
*Emerson, Robert, Rachel Fretz, and Linda Shaw. 1995. Writing Ethnographic Field Notes. Chicago: University of Chicago Press. Pp vii-141. chapters 1-6
*Creswell, John. 2003. “Qualitative Procedures.” In Research Design: Qualitative, Quantitative and Mixed Method Approaches. SAGE. (pps 179-206)
Optional
Fine, Gary Alan. 1999. Chapter 4. In Kitchens: The Culture of Restaurant Work. Berkeley, CA: University of California Press
WEEK #8: OCTOBER 26 FIELDWORK
WEEK #9: NOVEMBER 2 Urban Ethnography
Turn in typed notes from focus groups
Review coding matrix
*Clayman, Steven and Ann Reisner. 1998. “Gatekeeping in Action: Editorial Conferences and Assessments of Newsworthiness.” American Sociological Review. 63:178-99.