School of Education Social and Comparative Analysis of Education Concentration

UNIVERSITY OF PITTSBURGH

School of Education • Social and Comparative Analysis of Education Concentration

ADMPS 2356/ ANTH 2763/ EDUC 2205

Field Methods

Spring 2016 (2164)

Tuesdays, 4:30-7:10 pm

Maureen K. Porter, Ph.D.

Associate Professor

Education, Anthropology, and Women’s Studies

SYLLABUS

CONTACT INFORMATION

Office: 5709 W. W. Posvar Hall

Office hours: Monday andTuesday early afternoons and some Thursdays, both drop-in and scheduled slots. Additional office hours are available by prior appointment. Avail yourself of the opportunity to review past portfolios; these may be checked out for a week at a time.

NB: I will try to be in our room by around 4 pm, depending on the prior room occupants. I am not available the half hour before class begins for substantive consultations.

Phone: (412) 648-7041

Email: (regularly checked during the week, not for immediate responses) Feel free to share your challenges and questions. Remember, bring your questions to class – others will have the same ones too! Let me know by that morning if you already know that you will be delayed or absent. Advance notice of absences will help students stay on track. Travel safely and don’t text or call me ever while you drive just to say that you will be late.

COURSE OBJECTIVES

This graduate-level course is designed to provide a first-hand understanding of key modes of methodological inquiry central to qualitative research. The organizing umbrella mode of research is the semester-long ethnography. Under this parent concept I will introduce core methods and techniques used to secure a fieldsite, establish rapport and trust, take worthwhile fieldnotes, explore and map the cultural scene, successfully engage with and interview respondents, begin data analysis, and write up a research portfolio using cultural themes as a guiding framework. Each methodological component is tied to numerous demonstrations of proficiency, applied seminar activities, and constructive collegial critique and discussion. All of these are aimed at fostering competence and confidence in the beginning fieldworker. These foundational field methods will serve as a strong springboard to further intermediate coursework in specific research methodologies and third-level coursework in data analysis and dissertation/thesis composition and rhetoric.

PRE-REQUISITES AND SEQUENCING

There are no absolute prerequisites for this course; the class is open to beginning and intermediate qualitative researchers. Graduate students in education, other professional fields, the social sciences including history, and the humanities are encouraged to enroll. Indeed, the diversity of participants in past seminars has proven to be the impetus for a dynamic exchange on the meaning and significance of qualitative research in many different professional fields.

However, as this is a class where we will put principles into action, prior exposure to a basic research design overview course such as the doctoral course Introduction to Qualitative Research or a master’s level equivalent such as Introduction to Research Methodology will be helpful. Additionally, participants who have had an introduction to the ways in which qualitative research may be fundamentally different from other forms of research, often find such a background useful for framing their own foray into fieldwork. Students may take courses in interviewing, survey design, or evaluation in conjunction with Field Methods in order to build a solid foundation in this broad approach to evidence, analysis, and presentation.

I have also found that students who learn well through hands-on demonstration may discover that taking this course early in their sequence of research preparation courses better helps them to appreciate the theoretical and conceptual issues involved in qualitative fieldwork. These students may wish to take this course before other introductory level theoretical courses on research ethics and design.

Some seminar participants will have a more extensive background before they take this formal course. Students who have had a significant academic background grounded in anthropological or feminist research methods, or who have completed a prior research internship or a guided inquiry project will be able to gain a great deal from this research practice course. If students advise me that they are not being adequately challenged, I will be happy to provide supplemental readings and resources for those with advanced backgrounds!

Field Methods is a pre/co-requisitefor our upper level qualitative research courses. Students should have had a substantial research apprenticeship experience, such as is offered through Field Methods, before enrolling in Qualitative Data Management, Analysis, and Presentation (ADMPS 3012), which offers students the chance to use the computer program NVivo to analyze and present data. The next offering is in fall in the evening, and then it will skip a year. Students also will need Field Methods before they may take the Advanced Ethnography of Education (ADMPS 2360), an advanced synthesis course on qualitative research ethics, voice, reciprocity, narrative, multi-vocal ethnography, authenticity, validity, compelling storytelling, and identity. It is only offered periodically, based on the progress of our advanced graduate students.

CERTIFICATE CREDIT

Students who are earning a graduate certificate in an interdisciplinary program such as Latin American Studies, Women’s Studies, Global studies, etc. should please notify me before they pick a fieldsite. By carefully selecting and focusing their field project, they well may be able to earn credit toward their certificate for this course. Many very interesting final portfolios have been designed to successfully earn certificate credit. Students should verify their intent to do their portfolio for a certificate with the director of that program. Our successful track record in Field Methods with many such certificate seekers will serve students well in making their case.

CORE TEXTS

The course’s required research methods texts have been chosen for their integration of a wide variety of fieldworkers’ experiences, their engaging style, and their authors’ candor and experience. Student course evaluations have helped to shape this list. These are classics, so they are available in several editions; the syllabus has been built with the following editions in mind.

Angrosino, P. (2007). Naturalistic observation. Walnut Creek, CA: Left Coast Press. ISBN: 1-59874-060-1

Note: This compact book goes into greater depth about the fundamental method of participant observation and ethnography, something that past students have highly valued.

Campbell Galman, S. (2007). Shane, the lone ethnographer: A beginner’s guide to ethnography. Lanham, MD: AltaMira Press. ISBN: 0-7591-0344-5

Note: I found this graphic guide at the American Anthropology Association meetings. I was captivated and I hope that you will be too. I worked with the author for a national award in anthropology last summer and post-tenure she has take on an editorship of a major journal in our field: if you'd like to connect with her, we could do that too.

Glesne, C. (2011). Becoming qualitative researchers. Boston: Pearson. (4th Ed.)ISBN: 0-13-704797-5

Note: This book has been used in Introduction to Qualitative Research. Those who have had this foundation course may benefit from the new perspective, and other beginners may appreciate the larger framework for qualitative ways of knowing and vibrant debates in the field.

Whiteford, L. & Trotter II, R.T. (2008). Ethics for anthropological research and practice. Long Grove, IL: Waveland Press. ISBN: 978-1-57766-535-9

I’ve added this book in response to our program’s shared goal of more explicitly addressing issues of ethics and social justice in research and praxis. I believe that the concise chapters and thought experiments will generate good discussion sessions of our course.

We will also share an exemplary book that is based on an ethnographic dissertation. It is my hope that the author will be able to join us in spring. It is very readable, and gives an award-winning example of “how to pull it all together.”

Mir, S. (2014). Muslim American women on campus: Undergraduate social life and identity. Chapel Hill, NC: University of North Carolina Press.

Here is a website with a review:

We will also be making thorough use of two research activities books that show students how to complete the elements of an introductory portfolio. I will be using both in close coordination; students will be able to help me to decide if I should continue with one versus the other.

Stone Sunstein, B., & Chiseri-Strater, E. (2007). Fieldworking: Reading and writing research. (3rd Ed.). Boston: Bedford/St. Martin’s. ISBN: 0-312-43841-8

Janesick, V. J. (2016). “Stretching” exercises for qualitative researchers. (4th Ed.) Los Angeles: Sage. ISBN: 978-1-4833-5827-7

Note: The second most recent edition of these are also acceptable, just be sure to check the box numbers and chapter equivalents closely with a classmate!

Two of our texts have been selected because they strategically provide a continuum of resources with the other foundational and epistemological courses. For more advanced and in-depth coverage as well as for guidance in completing complex graduate-level projects, I highly recommend the following, which we will be referencing and using as optional resources in class:

Rubin, H, & Rubin, I. (2005). Qualitative interviewing: The art of hearing data. (2nd ed.) Thousand Oaks, CA: SAGE Publications. ISBN: 0-76192075-5

Note: This book has been used in the intermediate School of Education interviewing course and will be used in ADMPS 3012, the Nvivo course. Therefore, it is a good resource to have on your bookcase.

Wolcott, H.F. (2008). Ethnography: A way of seeing. (2nd Ed.).Lanham, MD: AltaMira Press. ISBN: 0-7591-1169-3

Note: This is a solid resource for those who are considering a strong foundation in qualitative research. It is highly recommended for those pursuing further methodological training.

We will also be using a popular press book that complements the academic texts. It provides a larger, six-fold framework to situate the core competencies. Students will have the opportunity to make a short (10 minute) presentation drawing on the following.

Pink, D. (2005). A whole new mind: Why right-brainers will rule the future. New York: Riverhead Books. ISBN: 978-1-59448-171-0

Note: This helps to contextualize exactly those skills that qualitative researchers have, and that businesses of many kinds will need in the future. What anthropologists have long known and social scientists refined, leadership studies have come to appreciate.

Building a library of writing and composition guides is also important. Most educational research is written in APA or MLA format. For this class, students are responsible for following APA conventions for punctuation, quotes, citations, and references, unless their home field or advisor has different preferences. I suggest that all students purchase the most recent edition of the Publication Manual of the American Psychological Association and keep it by their side. I recommend the spiral-bound edition. See also the APA manual web site, The most important conventions are summarized in the Appendices. There are also an increasing number of official on-line resources to help you master scholarly citation.

In addition to the APA Publication Manual, I encourage students to acquire and enjoy:

Lamott, A. (1994). Bird by bird: Some instructions on writing and life. New York: Anchor Books. ISBN: 0-385-48001-6

Truss, L. (2003). Eats, shoots & leaves: The zero tolerance approach to punctuation. New York: Gotham Books. ISBN: 1-592-400087-6

Parody. A. (2004). Eats, shites & leaves: Crap English and how to use it. New York: Metro Books. ISBN: 0-7607-7254-1

CORE COMPETENCIES:

This is a Basic Areas of Education course and thus is an essential foundation for the basic skills for graduate study. You are responsible for gaining the core technological skills in Powerpoint, Prezi, EndNote/Mendeley, library searching, word processing and bibliographic programs needed to complete the course. Most forms of technology have new iterations and capacities, so ongoing professional development is essential to being an engaged adult learner.

Students should make full use of the training sessions on searching the vast library system holdings in the University Library system. After they have made a good effort on their own, they should feel free to consult with Laurie Cohen, the education specialist at Hillman Library. She is available at and (412) 648-7731. Learning to navigate the physical and virtual realms of our great libraries is a Basic Areas of Education skill that should be continually refreshed. A new education portal to Hillman has just been developed and we hope to make good use of it. We may also have a chance to contribute to a relevant LibGuide.

Creating cohesive and selective annotated bibliographies using EndNote, Mendeley RefWorks, or another program is also a Basic Areas of Education skill. Consult the home websites, e.g. , and stay tuned for public Hillman Library training sessions. You may also contact Laurie Cohen (above) or Marnie Hampton ( and (412) 648-7770) for assistance as they concurrently explore the new Mendeley capacities. There are regularly offered free courses on these programs. Students will be required to turn in evidence, such as a screenshot, that prove their use of this software by later in the term.

ADDITIONAL RESOURCES

As members of the course, students (no matter what their home program or school) have access to a variety of computer labs and software resources to complete their work. Students should make sure that they have an active password for use in the School of Education labs. Non-education students in our courses have the added benefit of having access to the labs!

Courseweb provides us with a class e-mail and contact list. All students should periodically check to ensure that the university has their correct information for their student profile, as this is what is automatically entered into the Peoplesoft records. Students should also be sure that if they do not check their Pitt e-mail regularly that they have set it up to forward to their actual e-mail! The university only uses the official e-mail address that it has generated for correspondence and for School announcements. I only have access to what Peoplesoft lists for you.

Individualized attention makes a big difference in learning qualitative research. I encourage you to sit down with me outside of class to review your assignments, progress, and insights. It is up to you to take the initiative and to make the most of this opportunity for me to help you. Come to look at completed ethnographies and other student work in this field! Come early and after as the office hours slots fill up quickly after Spring Break for defenses, theses, and graduating students.

The Courseweb site that accompanies this class will be developed over the course of this semester. Additional details about assignments, links to useful resources, additional readings, and other supplemental resources may be posted there. Feel free to let me know if you have found something that you think would interest the whole class so that I could add this resource.

UNIVERSITY POLICIES AND RESOURCES

Several university policies and academic best practices are pertinent to this course. First of all, as a professor I am committed to modeling professional expertise and mentorship in guiding novice fieldworkers toward competence. Indeed, the opportunity to mentor apprentice fieldworkers is one of the things that motives me to offer this course regularly.

Part of the core of the social foundations of education is providing a welcoming atmosphere for exchange that builds on an anti-racist, non-sexist, non-classist, and non-heterosexist pedagogy. I aim to foster an environment that is as safe and inclusive as possible, and that encourages students to reach out to one another for support and constructive criticism. Providing constructive feedback to colleagues is part of the teamwork and trust necessary for qualitative research teams. We will all practice this through required and spontaneous activities. It is my intention to engage fully and live up to the best of these intentions and commitments. If everyone in the class is likewise committed, the class will be enjoyable and productive!

In summary, as an introduction to the kinds of reciprocity and collegiality that can mark the best of qualitative research teams, in this class we will aim to support one another, challenge one another, and to question one another. Qualitative research, done well, can be both a professional and personally challenging mode of inquiry and engagement with the world, and that is why it is meaningful- both for us and for those with whom we work.

I am also committed to making the class physically accessible to anyone wishing to participate. If you have a special need for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services, 216 William Pitt Union, 412/648-7890 or 412/383-7355 (TTY), as early as possible in the term. DRS will determine reasonable accommodations for this course. See You must discuss any necessary accommodations with me in a timely manner.

FORMAT AND PARTICIPATION

The central premise of the course is that fieldwork must be lived to be understood. Students will have the opportunity to engage in a semester-long fieldwork project of their own choosing (within defined limits). Participants may work either as a small team or individually. Many have found creative callings, dissertation topics, and new areas of interest through the course.