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R 7035Methods & Analysis of Qualitative Research

Spring II 2008

INSTRUCTOR:Bharat S. Thakkar, Ph. D.

PHONE:(312)777-7716

EMAIL:[email protected]

FAX:

ALT PHONE:(630)267-7890 (cell)

REQUIRED TEXTS:

Title Qualitative Research and Evaluation Methods

Author(s) Michael Quinn Patton

Copyright (2001)Publisher Thousands Oaks, CA: Sage Publications

ISBN 0761919716

Edition 3rd

Title Learning in the Field : An Introduction to QualitativeResearch

Author(s) Rossman, Gretchen B. & Rallis, Sharon F.

Copyright (2003)

Publisher Thousands Oaks, CA: Sage Publications

ISBN 0761926518

Edition 2nd

This Course Requires the Purchase of a Course Packet: YES NO

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R 7035Methods & Analysis of Qualitative Research

Spring II 2008Web augmented course with online postings, sharing, discussions, input/feedback

in between classes.

INSTRUCTOR: Bharat S. Thakkar, Ph. D.

PHONE: (312)777-7716

EMAIL: [email protected]

FAX:

ALT PHONE: (630)267-7890 (cell)

Office hours: By appointment.

Short Faculty Bio:Thakkar received his MS and PhD degrees both in mechanical engineering from Illinois

Institute of Technology at Chicago in 1967 and 1976, respectively. He has been engaged inthe practice of electronic systems packaging, design, development, compliance, andreliability engineering over last thirty years of which last twenty-six years were spent withLucent Technologies (formerly AT&T Bell Laboratories). He has addressed the problemsof system reliability, electronic packaging, shock and vibration, thermal management andphysical design. Prior to joining Bell Labs, Thakkar was engaged in research anddevelopment of materials forming. He has been active in teaching at the Illinois Institute ofTechnology as Adjunct Associate Professor in Mechanical, Mechanics, and Aerospace EngDept. He also taught at the Midwest College of Engineering, where he was Chairman ofMechanical Engineering Department. Bharat published and presented over twenty technicalpapers and holds two U. S. patents. He also has received several awards for communityservice and affirmative action activities at Bell Labs.

In fall of 1997, IIT conferred Alva C. Todd Professorship upon Dr. Thakkar. This honor isgranted to a part-time faculty member who has a minimum of 15 years of peer-recognizedexperience in the field of engineering with significant responsibility for engineeringprojects, design and research. Dr. Thakkar was also appointed as a member of theEducation Task Force of the Electrical and Electronic Packaging Division (EEPD) in theAmerican Society of Mechanical Engineers (ASME).

Currently, Associate Professor, Business at Argosy University, Chicago and Consultant andCEO, PREM Group, Inc., Wheaton, Illinois, offers workshops and seminars to domestic andinternational clients.

REQUIRED TEXTS:

Michael Quinn Patton (2001)Qualitative Research and Evaluation Methods, 3rd Ed.Thousands Oaks, CA: Sage PublicationsISBN: 0761919716

Rossman, Gretchen B. & Rallis, Sharon F. (2003)Learning in the Field:An Introduction to Qualitative Research 2nd Ed.Thousands Oaks, CA: Sage Publications

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Recommended Textbooks:Bogdan, R.C. & Biklen, S.K. (1998). Qualitative Research for Education: An Introduction toTheory and Methods (3rd ed.). Boston, MA: Allyn and Bacon.Denzin, N. & Lincoln, Y. (Eds.). (2000). Handbook of Qualitative Research (2nd ed.).Thousand Oaks, CA: Sage Publications.Creswell, J.W. (1994). Research Design: Qualitative & Quantitative Approaches. ThousandOaks, CA: Sage Publications.Marshall, C. & Rosman, G. (1994). Designing Qualitative Research. Thousand Oaks, CA:Sage Publications.Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research. Thousand Oaks, CA: SagePublications.

Journals:American Educational Research JournalEvaluation ReviewHarvard Educational ReviewInternational Journal of Qualitative Studies in EducationJournal of Management InquiryQualitative Health ResearchQualitative Inquiry

Web sites:

The Qualitative Report: An online journaldedicated to qualitative research.

The Association for Qualitative Research: A recognized andrespected organization in the marketing services arena.

Many useful resources for conductingqualitative inquiry. Ways of ApproachingResearch: Qualitative Designs

This Course Requires the Purchase of a Course Packet: YES NO

Course Description:This course introduces the assumptions, theories, and processes of qualitative inquiry. Thepurpose of this course is to provide students with the theoretical foundations necessary tounderstand qualitative inquiry and to enhance their abilities to conduct qualitative researchand evaluation.

Course Prerequisites: None

Course Length: 7.5 Weeks

Credit Value: 3
http://www.nova.edu/ssss/QR/web.htmlhttp://www.aqrp.co.uk/http://kerlins.net/bobbi/research/qualresearch/http://www.fortunecity.com/greenfield/grizzly/432/rra3.htmhttp://www.nova.edu/ssss/QR/web.htmlhttp://www.aqrp.co.uk/http://kerlins.net/bobbi/research/qualresearch/http://www.fortunecity.com/greenfield/grizzly/432/rra3.htm

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Contact Hours: 45

Upon successful completion of this course, the student should be able to: Outline the theoretical foundations of qualitative research and evaluation.

Develop a practical application of qualitative theory to research and evaluation.

Gather qualitative data to answer research questions.

Demonstrate the impact of the researchers orientation on qualitative research.

Develop a plan for qualitative research.

Assimilate the ethical considerations associated with qualitative research.

1. Research and Theory - Educational Leaders make decisions based on research andsupported theory. They use their knowledge and skills to:1.1. Performing - Analyze, design, conduct, and defend research in an educational

context using action research and other appropriate designs.1.2. Performing - Demonstrate knowledge of the role of research in professional

development of faculty and students.1.3. Understanding

1.3.1. Evaluate and apply research and reflective practices to complex educationalproblems, including the assessment of improvement and accountabilitysystems.

1.3.2. Exhibit a broad and systematic understanding of the role of research andtheory in professional education.1.4. Analysis

1.4.1. Critically analyze current research in education and related fields to informcurricular and instructional decisions

1.4.2. Analyze student achievement data for program improvement.1.5. Applying - Evaluate and apply theory and research to select, integrate, implement

and assess educational practices and materials1.6. Decision Making - Make decisions about curriculum, instructional strategies,

assessment and professional development that are based on sound research, bestpractice, school and district data and other contextual information

2. Communication and Information Literacy - Educational leaders effectively communicate

a vision of educational excellence to the learning community. They use their oral andwritten language skills and their knowledge of informational literacy and organizationalcommunication to:2.1. Oral and Written Communication - Orally or in writing, present educational

documents (including recommendations, critiques or justifications) that are clear,concise, organized and well supported in a professional manner using mediaappropriate to the education context and audience, using appropriate media andtechnology.

2.2. Organizational Communication - Exhibit skills in building trust, gauging climateunderstanding, assessing perception, facilitating systemic processes associatedwith organizational communication and promoting a positive learning culture.

2.3. Information Literacy - Demonstrate multiple literacies (including information

technology, knowledge of media, conflict resolution, etc.) to effectively supportimproved achievement, communicate educational messages and promote harmony.2.4. Using Technologies - Promote the use of a broad range of software applications or

Web-based tools to facilitate systematic investigation, to enrich curriculum andinstruction, to monitor instructional practices and to provide staff the assistanceneeded for improvement.

2.5. Integration - Demonstrate effective integration of instructional technology into theteaching and learning process and to manage the assessment and reporting ofstudent learning.

2.6. Accountability - Use technology to measure, assess, and evaluate informationrelated to institutional effectiveness and accountability.

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3. Critical Thinking and Problem Solving - Educational leaders develop systems to checktheir own thinking, to reflect on present and past practices in considering the future andto analyze complex issues and to evaluate potential solutions. They use their knowledgeand skills to:3.1. Critical Thinking - Analyze contemporary theoretical concepts at all levels of

educational leadership, in design, implementation, and evaluation of personnelpreparation programs at pre-service and in-service levels.

3.2. Problem Solving/Decision Making - Identify a problem, diagnose its underlyingcauses, evaluate possible solutions in relation to foundation theoretical foundations

in education, and determine and defend an appropriate course of action.3.3. Evaluation - Evaluate relevance of established theory to current education practice

and identify gaps in current literature.

4. Collaboration - Educational leaders promote democratic values by respecting the ideasand gifts of those with whose care they are charged. They continuously seekimprovement and use their knowledge and skills to:4.1. Team Building - Build teams to accomplish the goals of complex organizations with

educational missions.4.2. Families and Community - Work with families and various stakeholders of the

educational community in addressing, selecting and implementing an optimalcourse of action to deal with the issues that face educational leaders, including, butnot limited to, resource acquisition and management, policy development and

analysis, program development and evaluation, staff selection and development,school-community relations, and curriculum development.

4.3. Focus on Achievement - Use observation and collaboration to design, implementand evaluate meaningful and effective experiences that improve studentachievement.

5. Leadership - Educational leaders have an evolved leadership style that supports thedevelopment of others, is harmonious with democratic principles and best educationalpractices and focuses on student achievement as the ultimate goal of the learningcommunity. They use their knowledge and skills to:5.1. Leading - Provide leadership in various roles and responsibilities to work effectively

in achieving common goals.5.2. Motivating, Coaching, and Delegating - Train, coach, delegate, and motivate faculty,

staff, students, parents and other members of the educational community.5.3.Supervision - Evaluate teaching and staff performance using a variety of

supervisory models.5.4. Professionalism - Meet research, teaching, and service requirements of faculty

positions in public, private or higher education.5.5. Change Management - Develop clear initiatives and adapt his/her leadership

behavior to assist an educational institution, district or school reach its vision,mission, and goals in a changing environment.

5.6. Contemporary Issues - Promote the success of all students by understanding,responding to and influencing the larger political, social, economic, legal andcultural context on the local, state and national levels.

5.7. Curriculum, Instruction, and Assessment - Use best practices and sound

educational research to improve instructional programs.5.8. Data-driven Decision Making - Apply data and information to solve educational

problems.5.9. Managing Resources - Manage the organization, operations and resources in a way

that promotes a safe, efficient and effective learning environment6. Ethics/Principles - Educational leaders are bold in exhibiting and expecting

accountability in integrity, fairness and ethical behavior. Their actions6.1. Integrity - Demonstrate a respect for the rights of others with regard to

confidentiality and honesty

6.2. Fairness Demonstrate their ability to combine impartiality, sensitivity to diversityand a concern for others in dealing with all constituencies

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6.3. Ethical Behavior - Demonstrate personal and professional values of theirorganizations and the ideals of our democratic society

7. Diversity Educational leaders appreciate the value of every individual and arecommitted to their success. They use their knowledge and skills to:7.1. Managing Design and implement educational policies, instruction and curricular

reform that reflect culture and diversity.7.2. Theory & Research - Apply human development theory, proven learning and

motivational theories, and concern for diversity to the learning process7.3. Leading - Capitalize on diversity to create a culture that promotes respect and

success for all students.8. Internship - Through a program of field study, educational leaders have had the

opportunity to demonstrate their knowledge and skills situations that contribute to theirprofessional development. They have used their knowledge and skills to:8.1. Applying - Participate in a sustained and extensive internship activity that provides

opportunities to apply skills and to develop new skills in real world settings.8.2. Facilitating and Engaging - Arrange and engage in course embedded field

experiences that use best practices and sound educational research to improveinstructional programs.

9. Human Growth & Development - Educational leaders consider the personal andprofessional continuum of development of their various constituencies and use thisknowledge in all phases of their work from curriculum planning to staff development.

They use their knowledge of human intellectual, physical, social and emotional growthto:9.1. Human Development Help form comprehensive professional growth plans that

focus on authentic problems and tasks, mentoring, coaching, observation,conferencing and collaborative reflection, and other techniques that promote newknowledge and workplace skills.

9.2. Organizational Development Design procedures and techniques of inquiry-basedorganizational development and leadership to assist school and district personnelin understanding and applying best practices for student learning.

9.3. Personal Leadership Promote the success of all students of a school, district oreducational institution of higher learning of learning by facilitating the development,articulation, implementation, and stewardship of a vision supported by the

educational community.9.4. Lifelong Learning - Develop personal professional growth plans that reflect

commitment to lifelong learning and best practices. Continuously access, reflect on,and integrate knowledge to remain current in educational profession and practice.

10. Program Specific Curriculum and Instruction10.1.1. Application of Curriculum & Instruction Formulate instructional design

competencies related to strategies for growth in curriculum planning, decisionmaking, problem solving and change management.

10.1.2. Analysis of Curriculum & Instruction Principles - Use supported research andtheory to plan, implement and evaluate curricular and instructional practices.

10.1.3. Curriculum Theory & Design - Demonstrate advanced skills in synthesizingand merging curriculum and instructional theory to design, implement and

assess instructional programs that lead to improved student achievement.10.1.4. Evaluation - Evaluate the instructional processes, strategies, techniques and

methodologies (e.g., strategies for growth in planning, decision-making,problem solving, and change management) in an educational institution.

10.1.5. Monitoring Monitor and evaluate operational systems to ensure theyenhance student learning and reflect accountability to the community.

10.1.6. Promote Technology - Use and promote technology and information systemsto enrich district curriculum and instruction, monitor instructional practices andprovide assistance to administrators who have needs for improvement

10.1.7. Staff Development - Assist school and district personnel in understandingand applying best practices for student learning

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10.1.8. Professional Responsibility - Apply theoretical concepts for all levels ofcurriculum design, implementation and assessment of educational preparationprograms

Course Objectives:

1. Outline the theoretical foundations of qualitative research and evaluation. [20%]2. Develop a practical application of qualitative theory to research and evaluation.

[30%]2. Gather qualitative data to answer research questions. [10%]4. Demonstrate the impact of the researchers orientation on qualitative research. [10%]5. Develop a plan for qualitative research. [20%]5. Assimilate the ethical considerations associated with qualitative research. [10%]

Classroom Teaching TechniquesGroup discussion, experiential exercises, presentations, learners contributing materials,applying/using course content, conducting interviews and observations, classmatesassisting and supporting one another, learners working together to complete assignments,videos. The purpose is to maximize learning, the experience of it, make learning long lasting

or a lasting change in behavior or performance.

Online and class participation

a) A web-augmented course and its online participation is a continuation of thelearning and what happens in class. It provides continuity or connection betweenclasses. Online participation is an opportunity to ask questions, have discussions;share ideas, suggestions, information, links, resources; post whatever assignmentyou are working on for input/feedback.

b) Class participation includes reading the assigned readings, coming prepared forthe class discussions, contributing outside information or resources for one or twoof the class topics,asking for what would support or assist you, assisting yourclassmates with their requests, giving full attention and participation in classexercises and discussions. Class participation also means basic group/classcourtesy, respect and decency--coming to class on time, not leaving early, keepingto the break time, listening to what your classmates say and making sure they wereheard before replying, one person speaking at a time, sticking to the topic, notmonopolizing a conversation, contacting the instructor if you will be late or have toleave early.

Guidelines for having excellent, high quality class discussions include:

Communicating ideas in a manner that is clear and complete, leaving no information

implied. Justifying ideas and responses by using appropriate examples and references from

the literature, texts, websites, and other references or personal experiences. Demonstrating clear evidence of critical thinking, decision making, and problem

solving skills. Participating in the discussions by asking questions, providing statements of

clarification, providing a point of view with rationale, challenging a point ofdiscussion, or making a relationship between one or more points of the discussion.

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Utilizing I statements, active listening, supportive feedback and other communication

skills that foster openness, trust and rapport.

Displaying consistent sensitivity when communicating and collaborating with

individuals from varied backgrounds.Classroom Teaching Techniques

Group discussion, experiential exercises, presentations, learners contributing materials,applying/using course content, conducting interviews and observations, classmatesassisting and supporting one another, learners working together to complete assignments,videos. The purpose is to maximize learning, the experience of it, make learning long lastingor a lasting change in behavior or performance.

The Qualitative Research Examples brought to class as an illustration, sample orapplication of each week`s topic.

AssignmentsWrite all assignments in the APA format and style. You are encouraged to gain input/feedback

anytime on any assignment or work you do from me and/or your classmates.1. Class participation includes reading the assigned readings, contributing to the class

discussions, bringing a qualitative research study to class, asking for what wouldsupport or assist you, assisting your classmates with their requests, giving full attentionand participation in class exercises and discussions.

Class participation also means basic group/class courtesy, respect and decency--comingto class on time, not leaving early, keeping to the break time, listening to what yourclassmates say and making sure they were heard before replying, one person speaking ata time, sticking to the topic, not monopolizing a conversation, contacting the instructor ifyou will be late or have to leave early.

2) Read the assigned readings in the Course Outline.3) Conduct three or more interviews for your Qualitative Research Study Design Your notes or

transcripts will be analyzed in class so make a copy for the instructor and half or all of theclass.

4)Qualitative Research Examples. For one or more of the topics covered in each class,

bring in examples, samples, illustrations or applications from Qualitative Researchstudies, dissertations, textbooks, articles or other outside readings. Make copies for theinstructor and half or all of the class. Note: the weekly Qualitative Research Exampleswill serve as the outside readings for your Qualitative Research Study Design.

5) Complete a Qualitative Research Study Design covering all 10 steps.

Complete the 10 steps in the Qualitative Research Study Design. use the Qualitative Research Examples as the outside readings. See Other Readings

and Resources.

Cite your sources and have References in the end according to the APA style.

6) Make a Qualitative Research Study Design Presentation reporting on how you fulfilled the10 steps. It is an oral, not a written report. Input/feedback comes from both your

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classmates and what you ask for. Make copies of your Study for the instructor and halfor all of the class.

Assignments Possible Points

Class participation 25

Interviews 20

Qualitative Research Examples 20

Qualitative Research Study Design 30

Qualitative Research Study Design Presentation 5Total 100 (%)

Grading

A 90 100%B 80 89%C 70 79%D 60 69%F 50 59%

Assignment Table

Week Module TopicsReadings

Assignments

1 PattonChapter 1

The Nature ofQualitativeResearch

Qualitative

ResearchVersusQuantitativeResearch

Discussion Questions:Evaluate the implications of the purposes and intendedprimary audiences in designing a research study.

Deduce the major strengths and source of power ofqualitative data. Justify your response.

Analyze and report on the main sources of raw data inqualitative research.Justify your responses with examples from the text orany other readings.Assignment:Complete assignment and submit to the DiscussionBoard.Find any research-based journal article in the field ofeducation, or the social and behavioral sciences thatuses a qualitative methodology. Write a 2 to 3 pagecritique of the journal article.

2 PattonChapter 2Chapter 3

PrimaryThemes ofQualitativeResearchTraditions inQualitativeResearch

Case Study

Discussion Questions:1. Analyze why qualitative research designs are

characterized as naturalistic inquiry. Support youropinion with examples.

2. Predict how purposeful sampling might be used in

qualitative research. Justify your response.

3. Debate the issue of the qualitative researcher gettingclose to the phenomena being studied, as opposedto maintaining an objective distance. Support youropinion with examples.

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4. Relate how the qualitative researcher uses his/her

direct experiences in the world when conductingqualitative inquiry. Justify your reasoning withappropriate examples.

5. Differentiate between the logic behind inductiveanalysis of qualitative research and the hypothetical-deductive approach used in quantitative analysis.Illustrate the differences with examples.

Assignment:

Complete the assignment and submit to theDiscussion Board.

Scenario: A somewhat traditional University isimplementing changes in course delivery. Some coursesare now being delivered in an online format. TheAdministration is interested in understanding the impactthat this change. As a research consultant, you have beenasked to examine this transition from the moretraditional class delivery to the online format.

Students in the more traditional classes haveexperienced a more or less seat-of-the-pants approach,which is characterized by a flexible curriculum sequence,an evolving structure, little reliance on technology,improvisational classroom activities, and modification ofinstructional materials. The online format coversexactly the same topics and concepts, but is constructedand designed with a predetermined structure andsequence, relatively little opportunity for modification bythe instructor, and a significant reliance upon technologyto deliver the course.Write a 2 to 3 page paper describing your proposed study

of this situation from your chosen qualitative theoreticalperspective. Also, post a 2 to 3 paragraph summary ofyour paper to the Discussion Area.


Applicationsof QualitativeMethods

QualitativeDesigns

Discussion Questions:1. Debate the logic and power of purposeful sampling

strategies as pertains to qualitative research.

2. Analyze and report on the term triangulation.Differentiate between the different types oftriangulation, as they pertain to qualitative research.

3. Qualitative designs are often emergent designs.

Interpret this statement.Assignment:Complete the assignments and submit to the DiscussionBoard.

Qualitative inquiry can be appropriately used in manydifferent types of evaluation. For example, qualitativeinquiry can be used in program evaluation studies,quality assurance studies, outcome studies, processstudies, comparing programs, investigating changes inan organization, and many other practical applications.These types of studies are often conducted to improve

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programs, deal with real problems, or provide informationto assist decision-making.Identify a problem or issue in your current or previousworkplace that you believe could benefit from anevaluation study using qualitative inquiry. Write a paperin which you:i) Describe the issue or problem.ii) Describe how qualitative inquiry could serve to helpilluminate the issue or problem.Describe how qualitative methods could be used toimprove the usefulness of evaluation results.


InterviewingSkills

GroupInterviewsObservation

SkillsObserver andObserved:Unity andSeparation

Summary

Discussion Questions:1. Debate the potential value of using sensitizing

concepts in qualitative research.2. Debate what you believe to be some of the most

important considerations of a skilled qualitativeinterview.

3. Outline some of the main features, strategies, and

advantages of focus group interviews.4. Relate some of the major ethical issues and

considerations regarding interviewing. Justify youropinion.

5. Relate the potential strengths and value associated

with naturalistic observations that are used inqualitative research.

6. What is meant by the terms emic and etic in

qualitative research?

6. Evaluate the issues in qualitative researchregarding the process of observation affectingwhat is observed.

7.Assignment:Complete the assignment and submit to the DiscussionBoard.

Assess your own interviewing skills. What strengths andlimitations do you possess? Given what you have learnedin this module regarding effective interviewing, whatskills, qualities, knowledge, behaviors, or experience do

you believe are important for an effective interview, bothindividual and group?

5 PattonChapter 8

Techniques ofAnalysisCoding Data

Finding Patterns

Labeling Themes

Discussion Questions:1. Deduce the meaning of thick description in

qualitative analysis.

2. Describe how data collection and data analysis can beoverlapping activities in qualitative research.

3. Summarize the process of coding, classifying,

categorizing, and labeling primary patterns aspertains to qualitative data analysis.

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DevelopingCategories

ComputerSoftware forQualitativeAnalysis

4. Outline the main purposes of analysis inphenomenological studies, as well as groundedtheory research.

5. Evaluate some of the main challenges regarding

interpretation of findings in qualitative analysis.Assignment:Complete the assignment and submit to the DiscussionBoard.

Review Appendix 8.3 Qualitative Research and EvaluationMethods (3rd Edition). Patton, M.Q. Thousand Oaks, CA,Sage, 2002, pp. 525-534, regarding interviews with 11participants in a wilderness education program. Theappendix presents portions of a report describing theeffects on participants of their experiences in thewilderness education program. Given what you havelearned in this module regarding analysis, interpretation,and reporting of qualitative interviews, answer thefollowing questions:

How might certain theoretical and philosophicalperspectives affect analysis?Decide how reflexivity and voice are a part ofengaging the findings.Assess the appendix with regard to the balance betweendescription and interpretation.

6 PattonChapter 9

Quality andCredibility ofQualitative

Analysis

OverviewIntegrityTriangulationCredibilityTransferabilityTrustworthiness

Discussion Questions:1. Debate how the issue of quality is judged in

qualitative research.

2. Outline the alternative criteria to traditional scientific

research that are used to evaluate qualitativeresearch.

3. Relate how the issue of generalizability pertains to

qualitative research.Complete the assignment and submit to the DiscussionBoard.

Write about the different kinds of triangulation that cancontribute to verification and validation of qualitativeanalysis.

7 Reflexivity

InformedConsentConfidentialityInstitutionalReview Board(IRB)

Discussion Questions:

1. Debate at least three of the important ethical issues

involved in qualitative research. Give reasons whyeach issue is important.

2. Identify and report on ethical issues that may crop up

when applying qualitative methodology to youridentified phenomenon of interest. Justify theseissues with your classmates.

3. Analyze the meaning of the term reflexivity in the

context of qualitative inquiry.

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Assignment:Complete the assignment and submit to the DiscussionBoard.

Identify at least three areas where you could usequalitative research in your immediate environment.Describe why qualitative research would be a goodmethodology to use in each of the cases.

8 Course SummaryAssignments Discussion Questions:1. Discuss the most significant challenges you faced

while developing your project.2. Report on the most significant learning experiences

that occurred during the development of your project.3. Outline how developing your project affected you as a

student and as a person.4. Conclude how your understanding of qualitative

research changed because of developing yourproject. Give examples.

Assignment:1. Submit the reflective paper and its power point

presentation.

Course Reflective Paper:Title: Proposing a Qualitative Research Study

Overview / ScenarioOver the 7.5-week duration of this course, you will conduct a qualitative research study.

You will have to:

1. Identify a specific phenomenon to be studied.2. Conduct a brief literature review.3. Articulate a rationale for the use of qualitative methodology.4. Select a qualitative tradition to study the identified phenomenon.5. Create research questions.6. Select data gathering methods; interview, observation, or review of documents.7. Discuss the proposed data gathering method(s) and its application to the identified

phenomenon of interest.8. Describe data analysis techniques of coding, identifying patterns, identifying

themes, and identifying categories to be used with identified phenomenon.9. Identify and discuss quality and credibility issues.10. Identify and discuss ethical issues and considerations.

11. Summarize the research study.

Your paper will be divided into a number of tasks related to the weekly content covered inthe course.

Grading Criteria:

Grading Scale

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LibraryLibrary Resources: Argosy Universitys core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subjectareas including Business & Economics, Career & General Education, Computers,Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social &Behavior Sciences. Many titles are directly accessible through the Online Public AccessCatalog at http://library.argosyu.edu . All resources in Argosy Universitys online collectionare available through the Internet. The library will provide students with links, user IDs, andpasswords. A detailed list of online resources is located athttp://library.argosyu.edu/misc/onlinedblist.html . In addition to online resources, ArgosyUniversitys onsite collections contain a wealth of subject-specific research materialssearchable in the Online Public Access Catalog. Catalog searching is easily limited toindividual campus collections. Alternatively, students can search combined collections ofall Argosy University Libraries. Students are encouraged to seek research and referenceassistance from campus librarians.Information Literacy: Argosy Universitys Information Literacy Tutorial was developed toteach students fundamental and transferable research skills. The tutorial consists of fivemodules where students learn to select sources appropriate for academic-level research,search periodical indexes and search engines, and evaluate and cite information. In thetutorial, students study concepts and practice them through interactions. At the conclusionof each module, they can test their comprehension and receive immediate feedback. Eachmodule takes less than 20 minutes to complete. Please view the tutorial athttp://library.argosyu.edu/infolit/

Academic PoliciesAcademic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrityduring the learning process, Argosy University requires that the submission of all courseassignments represent the original work produced by that student. All sources must bedocumented through normal scholarly references/citations and all work must be submittedusing the Publication Manual of the American Psychological Association, 5th Edition (2001).

A 100 -93

A- 92 - 90

B+ 89 - 88

B 87 - 83

B- 82 80

C+ 79 78

C 77 73

C- 72 70

F 69 and below
http://library.argosyu.edu/http://library.argosyu.edu/misc/onlinedblist.htmlhttp://library.argosyu.edu/infolit/http://library.argosyu.edu/http://library.argosyu.edu/misc/onlinedblist.htmlhttp://library.argosyu.edu/infolit/

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Washington DC: American Psychological Association (APA) format. Please refer toAppendix A in the Publication Manual of the American Psychological Association, 5thEdition for thesis and paper format. Students are encouraged to purchase this manual(required in some courses) and become familiar with its content as well as consult theArgosy University catalog for further information regarding academic dishonesty andplagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learningenvironment that supports scholarly and ethical writing, free from academic dishonesty and

plagiarism. This includes the proper and appropriate referencing of all sources. You maybe asked to submit your course assignments through Turnitin, (www.turnitin.com), anonline resource established to help educators develop writing/research skills and detectpotential cases of academic dishonesty. Turnitin compares submitted papers to billions ofpages of content and provides a comparison report to your instructor. This comparisondetects papers that share common information and duplicative language.

Americans with Disabilities Act PolicyIt is the policy of Argosy University to make reasonable accommodations for qualifiedstudents with disabilities, in accordance with the Americans with Disabilities Act (ADA). If astudent with disabilities needs accommodations, the student must notify the Director of

Student Services. Procedures for documenting student disability and the development ofreasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request foraccommodation is approved or denied in writing via a designated form. To receiveaccommodation in class, it is the students responsibility to present the form (at his or herdiscretion) to the instructor. In an effort to protect student privacy, the Department ofStudent Services will not discuss the accommodation needs of any student withinstructors. Faculty may not make accommodations for individuals who have not beenapproved in this manner.The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic,economic, and educational experiences. Boththe academic and training curricula are designed to provide an environment in whichstudents can develop the skills and attitudes essential to working with people from a widerange of backgrounds.Acknowledgement of Syllabus ContentI have read and understand the coursesyllabus for R7035 Qualitative Research and Evaluation during Summer 2004, which isbeing taught by Randy Bennett Ed.D.. I hereby agree to the terms stated in this syllabus.

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7/28/2019 R7035_Sp08Thakkar

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