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TEXAS A&M UNIVERSITY-CORPUS CHRISTI

College of Education

CNEP 6384.001 Marvarene Oliver, Ed.D., LPC, LMFT

Thursday, 4:20-6:50, ECDC 150 ECDC 148

Fall 2011 Office Hours: M, W, 12:00-6:00

Office Telephone: 825-2622 marvarene.oliver@tamucc.edu

I. CNEP 6384 Qualitative Research (3 semester hours)

This course is experientially based on the philosophy, design, and practice of qualitative

research. It is understood that participants have a solid background in methods (as

defined by the positive and post-positivist tradition) and statistics. Students will situate

qualitative inquiry/research in their philosophical, theoretical, and historical situations,

learn methods of qualitative design, and develop a capacity to collect, analyze, and

interpret qualitative empirical materials.

II. Rationale

Course content is founded on the assumption that qualitative as well as quantitative

research methods are necessary in studying, understanding, and explaining social and

cultural phenomena.

III. State Adopted Proficiencies for Teachers and/or Administrators/Counselors (NA)

IV. TExES Competencies (NA)

V. Course Objectives/Learning Outcomes (Standard in bold indicate objective which is

primarily met and measured in this class)

This course is designed to enable students to meet the following CACREP doctoral

learning objectives/outcomes:

A. CACREP Standard E-2: Knowledge - Understands qualitative designs and

approaches to qualitative data analysis.

B. CACREP Standard F-1: Skill/Practices - Demonstrates the ability to formulate

research questions appropriate for professional research and publication.

C. CACREP Standard F-2: Skill/Practices - Demonstrates the ability to create research

designs appropriate to quantitative and qualitative research questions.

The primary student learning outcome for this course includes the following:

Learning Outcome: Students will demonstrate understanding of qualitative designs

and approaches to qualitative data analysis through the design of a qualitative

semester research project which will be presented and evaluated via a poster

presentation and analysis of data sets provided by the instructor. See poster

evaluation form.

By the end of this course, students will also be able to:

D. Describe the philosophical underpinnings of qualitative approaches to scientific

research, including historical roots, major philosophical debates, relevance, and

factors leading to the emergence of interest in qualitative methods.

E. Explain how qualitative and quantitative paradigms complement each other and

identify when would be more appropriate than for specific research questions.

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F. Identify and compare a variety of qualitative research approaches including

constructivist (naturalistic inquiry), grounded theory, phenomenology, narrative, and

ethnography.

G. Explain and apply, in a beginning way, a variety of qualitative data collection

methods including interviewing, observation, focus groups, nonverbal

communication, documents and records.

H. Articulate an understanding of “Person as Instrument” and demonstrate the role

reflexivity plays in qualitative and naturalistic inquiry.

I. Articulate elements of qualitative research design.

J. Discuss qualitative constructions of trustworthiness and compare and contrast

credibility, transferability, dependability, confirmability etc. with quantitative

constructions of reliability and validity.

K. Describe and demonstrate beginning skills in the analysis and interpretation of

qualitative data according to naturalistic inquiry tenets.

L. Describe and demonstrate beginning skills in the analysis and interpretation of

qualitative data including coding, categorizing, theoretical sampling, memos, and

diagrams used in grounded theory methodology.

M. Discuss pros and cons of using computer programs in analysis of data and identify

current programs available on the commercial market.

N. Identify and practice basic skills necessary to write, present, and report qualitative

research results in a clear, easy to understand format.

O. Identify ethical issues related to the use of qualitative methods.

P. Value diverse orientations to knowledge development and personally explore

different ways of knowing.

VI. Course Topics The major topics to be considered are: Philosophical orientation, qualitative research design and methodology, data collection,

analysis, interpretation, presentation of results, and ethical considerations.

VII. Instructional Methods and Activities Methods and activities for instruction include: A. Complete reading assignments for each class in order to fully benefit from in-

class learning activities including articles critiques, data collection, participation

in focus group, data analysis, data analysis and other applied learning activities.

B. Prepare IRB proposal for semester project. Instructions are on the TAMU-CC

Graduate Studies Web Site.

C. During the first month of school, take at least 6-8 photographs representing “joy.”

Bring paper copies of photos to class for visual analysis during class learning

activity.

D. Beginning the first week of school, keep a reflective journal about “Joy” by

making a minimum of one journal entry each week. Journal will remain in

possession of student and will only be used by student for in-class document

analysis.

E. Prepare qualitative interview questions, following guidelines in the text and in

class. Interview one of your peers regarding “joy.” The interview must be

audiotaped and given to your interviewee. Ethical considerations regarding

confidentiality must be maintained. The interview must occur no later than 10/20.

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F. Critique a qualitative research article based on naturalistic inquiry. Obtain

approval from professor for article selection and use analysis guidelines provided

by the instructor. Submit paper in narrative form using APA guidelines.

G. Discuss and analyze an approved dissertation according to the main topics

covered in Patton text and material presented by professor. Some choices are

located in Blackboard and after the References in this syllabus.

H. Working alone or with a peer, design a qualitative semester research project using

proposal guidelines distributed by professor. Prepare handout and reference list

which includes citations for literature review of topic and methodology. Prepare

and present a poster to class. Project will demonstrate mastery of learning

objectives.

VIII. Evaluation and Grade Assignment A. Evaluation Points for Each Assignment and Final Grade: 100 “Joy” data collection (photography, reflective journal, individual interview)

including in-class analysis and discussion of results.

100 IRB Proposal

200 Analysis of qualitative journal article

250 Analysis of dissertation

350 Semester Project (Research design, poster of qualitative methodology including

handout & reference list)

1000 Total Grade

B. Grading Scale

A = 900-1000; B = 800-890; C = 700-790; D = 600–690; F = 590 and below

IX. Course Schedule and Policies

A.

ECDC Office phone #825- Fax #825-3377 E-mail:

Office Hours:

Date Topic Assignments Readings

08/25 Overview of course

Theoretical foundations & diverse orientations to knowledge development

Comparison of qualitative & quantitative methods

Criteria for selecting qualitative methods

Qualitative research questions and semester projects

Read Nature of Qualitative Inquiry, Patton pp. 1-35 &

Nelson, K. W. (2005). Research in counselor education: In support of qualitative

approaches to assessment and evaluation of outcome results in counseling. In

Griffin, B. (Ed.), No student left behind: Center for educational development,

evaluation & research 2004 yearbook (pp. 67-71). Corpus Christi, TX: College of

Education, Texas A&M University-Corpus Christi.

Components of qualitative article

09/01 Read Strategic Themes in Qualitative Inquiry, Patton pp. 37-73

Qualitative Research design: Essential components of semester research projects

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Naturalistic inquiry: Phenomenology, Narrative, Ethnology, Grounded Theory

Review of Components of Qualitative Article

IRB & ethical considerations

09/08 Read all materials on the IRB process <See http://research.tamucc.edu/irbhome.html>

Guest speaker: Research Compliance Officer

Graduate Studies & Research

09/15 Read Theoretical Orientations in Qualitative Inquiry, Patton pp. 75-142

In-class journal article analysis

09/22 Read Applications of Qualitative Inquiry, Patton pp. 143-205

Journal article analysis

Select semester research project 09/29 Read Qualitative Study Design, Patton pp.207-257

Submit draft of semester research project 10/06 Submit final draft of semester research project

Read Fieldwork Strategies & Observational Methods, Patton pp. 259-338

Person as Instrument

Data collection: interviewing, focus groups, observation, nonverbal (including art,

photos, music), communication, documents, and records

In class demonstration of focus group

10/13 Submit IRB proposal to be approved by instructor

Read Qualitative Interviewing, Patton pp.339-427

The qualitative interview: in class practice and demonstration

Submit journal article critique 10/20 Trustworthiness: credibility, transferability, dependability, confirmability

Read Credibility of Qualitative Research, Patton pp. 541-598

Bring 6 - 8 photos visually representing “Joy” for in-class analysis

10/27 ACES 11/03 Read Qualitative Analysis & Interpretation, Patton pp. 429-539

Person as Instrument

Data analysis & interpretation: coding, categorizing, theoretical sampling, memos,

diagrams. Bring reflective journal entries and transcription of your interview

on “Joy”: In class data analysis & interpretation.

11/10 Computer assisted qualitative data analysis programs: pros and cons

Overview of qualitative dissertation

11/17 Submit qualitative dissertation critique

Examination

11/24 Thanksgiving 12/01 Presenting Findings: Models, Tables, Figures, Themes

Poster & PowerPoint guidelines

Writing up findings

Resources: Wolcott, H. F., (1990). Writing up qualitative research. Thousand

Oaks, CA: Sage.

Lincoln & Guba: Ch. 13; Erlandson et al: Ch. 8; Strauss & Corbin: Ch. 15.

12/08 Poster presentation of semester research projects

B. Class Policies

Reading assignments are to be completed prior to class, and students are expected

to be prepared and participate in seminar-style discussions of material and other

class activities. Learning objectives must be met in order to pass the course.

Attendance is required, and instructor must be notified and approve of excused or

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unavoidable absences. Excessive absences (more than 3) will result in semester

grade being lowered by one letter grade. Late work will result in 10% deduction

of points. Out of class work will be typed in APA format (12 pt. font, double

spaced, 5 space indentions for paragraphs, 1 inch margins, and title page).

Electronic devices may not be used in class unless express permission is obtained

from the instructor. Students who must have cell phones on are required to set

them to silent/vibrate, and shall not accept calls or respond to texts unless there is

an emergency. Academic honesty must be observed, and plagiarism or other

forms of academic dishonesty will result in a 0 for that work, filing of academic

dishonesty paperwork with the appropriate university office, and perhaps a failing

grade in the course. Incomplete grade requests are granted only in extraordinary

circumstances and must be requested in advance by the student.

X. Textbook(s)

The textbook adopted for this course is:

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd

ed.). Thousand

Oaks, CA: Sage Publications.

Recommended:

Charmaz, K. (2006). Constructing grounded theory. London, Sage.

Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

XI. Bibliography

The knowledge bases that support course content and procedures include:

American Psychological Association (2009). Publication manual of the American

psychological association (6th

. ed.). Washington D.C., Author

Anderson, G. L. (1994). Studying your own school: An educator's guide to qualitative

research. Thousand Oaks, CA: Sage Publications.

Atkinson, R. (1998). The life story interview. Thousand Oaks, CA: Sage Publications.

Berg, B. L. (2001). Qualitative research for the social sciences (4th

ed.). Boston, MA:

Allyn & Bacon.

Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the

dissertation literature review in research preparation. Educational Researcher, 34

(6), 3-15.

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and

code development. Thousand Oaks, CA: Sage Publications.

Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary

research strategies. Thousand Oaks, CA: Sage Publications.

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five

approaches (2nd

ed.). Thousand Oaks, CA: Sage Publications.

Clandinin, D. J. (2000). Handbook of narrative inquiry: Mapping a methodology.

Thousand Oaks, CA: Sage Publications.

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in

qualitative research. San Franscisco, CA: Jossey-Bass Publishers.

Clarke, A. D., (2005). Situational analysis: Grounded theory after the postmodern turn.

Thousand Oaks, CA: Sage Publications.

Delaine, M. (2000). Fieldwork, participation and practice: Ethics and dilemmas in

qualitative research. Thousand Oaks, CA: Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). The Sage handbook of qualitative

research (2nd

ed.). Thousand Oaks, CA: Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative

research (3rd

ed.). Thousand Oaks, CA: Sage Publications.

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Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative

research (4th

ed.). Thousand Oaks, CA: Sage Publications.

Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1996). Writing ethnographic fieldnotes.

Chicago: The University of Chicago Press.

Erickson, K. C. (1998). Doing team ethnography: Warnings and advice. Thousand Oaks,

CA: Sage Publications.

Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic

inquiry: A guide to methods. Thousand Oaks, CA: Sage.

Fern, E. (2001). Advanced focus group research. Thousand Oaks, CA: Sage Publications.

Fielding, N., & Lee, R. M. (1998). Computer analysis and qualitative research. London:

Sage Publications.

Fitzpatrick, J., Secrist, J., & Wright, D. J. (1998). Secrets for a successful dissertation.

Thousand Oaks, CA: Sage Publications.

Gubrium, J. G., & Holstein, J. A. (2001). Handbook of interview research: Context and

method. Thousand Oaks, CA: Sage Publications.

Helmeke, K. B., & Sprenkle, D. H. (2000). Clients’ perceptions of pivotal moments in

couple’s therapy: A qualitative study of change in therapy. Journal of Marriage

and Family Therapy, 26, 469-483.

Kopala, M., & Suzuki, L. A. (Eds.). (1999). Using qualitative methods in psychology.

Thousand Oaks, CA: Sage Publications.

Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing.

Thousand Oaks, CA: Sage Publications.

Lancy, D. F. (2001). Studying children and schools: Qualitative research traditions.

Prospect Heights, IL: Waveland Press.

Linville, D., & Lyness, A. P. (2007). Twenty American families’ stories of adaptation:

Adoption of children from Russian and Rumanian institutions. Journal of Marital

and Family Therapy, 33, 77-93.

Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd

ed.).

Thousand Oaks, CA: Sage Publications.

McCracken, G. D. (1988). The long interview. Newbury Park: CA: Thousand Oaks, CA:

Sage Publications.

McLeod, J. (2001). Qualitative research in counseling and psychotherapy. Thousand

Oaks, CA: Sage Publications.

Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd

ed.). San Francisco, CA: Jossey-Bass Publishers.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd

ed.). Thousand

Oaks, CA: Sage Publications.

Moch, S. D., & Gates, M. F. (Eds.). (2000). The researcher experience in qualitative

research. Thousand Oaks, CA: Sage Publications.

Morse, J. M. (2001). Nature of qualitative evidence. Thousand Oaks, CA: Sage

Publications.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA.

Sage.

Ozga, J. (2000). Policy research in educational settings. (Series: Doing qualitative

research in educational settings). Philadelphia, PA: Open University Press.

Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd

ed.). Thousand Oaks, CA: Sage Publications.

Radnor, H. A. (2001). Researching your professional practice: Doing interpretative

research. (Series: Doing qualitative research in educational settings).

Philadelphia, PA: Open University Press.

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Schwandt, T. A. (2007). Dictionary of qualitative inquiry (3rd

ed..). Thousand Oaks, CA:

Sage Publications.

Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in

education and the social sciences (2nd

ed.). NY: Teachers College Press.

Shkedi, A. (2005). Multiple case narratives: A qualitative approach to studying multiple

populations. Amsterdam/Philadelphia: John Benjamins Publication Company.

Silverman, D. (2001). Interpreting qualitative data: Methods for analyzing talk, text, and

interaction (2nd

ed.). Thousand Oaks, CA: Sage Publications.

Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage

Publications.

Strauss, A., & Corbin, K. (1998). Basics of qualitative research: Techniques and

procedures for developing grounded theory (2nd

ed.). Thousand Oaks, CA: Sage

Publications.

Travers, M. (2001). Qualitative research through case studies. Thousand Oaks, CA: Sage

Publications.

Warren, C. A. (2000). Gender issues in ethnography (2nd

ed.). Thousand Oaks, CA: Sage

Publications.

Wolcott, H. F. (2001). Writing up qualitative research (2nd

ed.). Thousand Oaks, CA:

Sage Publications.

Yin, R. K. (2003). Case study research: Design and methods (3rd

ed.). Thousand Oaks,

CA: Sage Publications.

Bibliography: Selected Journal Article Publications Connolly, C. (2005). A qualitative exploration of resilience in long-term lesbian couples.

The Family Journal: Counseling and therapy for couples and families, 13, 266-

280.

Eriksen, K. (1999). Counselor advocacy: A qualitative analysis of leaders’ perceptions,

organizational activities, and advocacy documents. Journal of Mental Health

Counseling, 21(1), 33-49.

Helmeke, K. B., & Sprenkle, D. H. (2000). Clients’ perceptions of pivotal moments in

couple’s therapy: A qualitative study of change in therapy. Journal of Marriage

and Family Therapy, 26, 469-483.

Hughes, F. R., & Kliest, D. M. (2005). First-semester experiences of counselor education

doctoral students. Counselor Education and Supervision, 45, 97-108.

Jackson, S. A. (2000). Referrals to the school counselor: A qualitative study. Professional

School Counseling, 3, 277-289.

Kolbert, J. B., Morgan, B., & Brendel, J. M. (2002). Faculty and student perceptions of

dual relationships within counselor education: A qualitative analysis. Counselor

Education & Supervision, 41, 193-206.

LaRocco, D. J., & Bruns, D. A. (2006). Practitioner to professor: An examination of

second career academics’ entry into academia. Education, 126, 626-639.

Mills, L. J., & Daniluk, J. C. (2002). Her body speaks: The experience of dance therapy

for women survivors of child sexual abuse. Journal of Counseling and

Development, 80, 77-85.

Nelson, K. W. (2005). Research in counselor education: In support of qualitative

approaches to assessment and evaluation of outcome results in counseling. In

Griffin, B. (Ed.), No student left behind: Center for educational development,

evaluation & research 2004 yearbook (pp. 67-71). Corpus Christi, TX: College of

Education, Texas A&M University-Corpus Christi

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Nelson, K. W., Brendel, J. M., Mize, L. K., Lad, K., Hancock, C. C., & Pinjala, A.

(2001). Therapist perceptions of ethnicity issues in family therapy: A qualitative

inquiry. Journal of Marital & Family Therapy, 27, 363-373.

Nelson, K.W., & Jackson, S. A. (2001). Factors affecting the learning environment of

doctoral students in counselor education. (ERIC Document Reproduction Service

No. ED 451 440).

Nelson, K. W., & Jackson, S A. (2003). Professional counselor identity development: A

qualitative study of Hispanic interns. Counselor Education and Supervision, 43,

2-14.

Nelson, K. W., Oliver, M., & Capps, F. (2006). Becoming a supervisor: Doctoral student

perceptions of the training experience. Counselor Education and Supervision, 46,

17-31.

Sommer, C. A., & Cox, J. A. (2005). Elements of supervision in sexual violence

counselors’ narratives: A qualitative analysis. Counselor Education and

Supervision, 45, 97-108.

Bibliography: Selected Dissertations Adams, K. C. (2003). Deciding to leave: A phenomenological study of teachers’ decision

to leave the classroom. Dissertation Abstract International, 64/12A, 4277. (AAT

3117240).

Autry, L. (2007). Lived experiences of ministers’ wives: A phenomenological study.

Unpublished doctoral dissertation, Texas A&M University-Corpus Christi.

Freeman, S. D. (2009). The transcultural adaptation of Western counseling in Japan: A

grounded theory.

Hoskins, C. M. (2002). Doctoral student persistence in counselor education programs:

Student-Program match and the decision making process. (UMI No. 3046834).

Joest, K. S. (2003). Multiple contexts of violence in the lives of adolescent

Females who have been exposed to domestic violence. Unpublished doctoral

dissertation, Virginia Polytechnic Institute and State University.

Kelley, J. P. (2001). What do women in therapy for an eating disorder find helpful?

Unpublished doctoral dissertation, Virginia Polytechnic Institute and State

University.

Schulz, L. L. (2003). The experience of alienation for males ages 16 – 19 from high

school in the pacific northwest: A phenomenological inquiry. Unpublished

doctoral dissertation, Virginia Polytechnic Institute and State University.

Yorgason, J. B. (2003). Acquired hearing impairment in older couple relationships: An

exploration of couple resilience processes. Unpublished doctoral dissertation,

Virginia Polytechnic Institute and State University.

XII. Grade Appeals As stated in University Rule 13.02.99.C2, Student Grade Appeals, a student who believes

that he or she has not been held to appropriate academic standards as outlined in the class

syllabus, equitable evaluation procedures, or appropriate grading, may appeal the final

grade given in the course. The burden of proof is upon the student to demonstrate the

appropriateness of the appeal. A student with a complaint about a grade is encouraged to

first discuss the matter with the instructor. For complete details, including the

responsibilities of the parties involved in the process and the number of days allowed for

completing the steps in the process, see University Rule13.02.99.C2, Student Grade

Appeals, and University Procedure 13.02.99.C2.01, Student Grade Appeal Procedures.

These documents are accessible through the University Rules Web site at

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http://www.tamucc.edu/provost/university_rules/index.html. For assistance and/or

guidance in the grade appeal process, students may contact the Office of Student Affairs.

XIII. Disabilities Accommodations The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that

provides comprehensive civil rights protection for persons with disabilities. Among other

things, this legislation requires that all students with disabilities be guaranteed a learning

environment that provides for reasonable accommodation of their disabilities. If you

believe you have a disability requiring an accommodation, please call or visit Disability

Services at (361) 825-5816 in Driftwood 101.

If you are a returning veteran and are experiencing cognitive and/or physical access

issues in the classroom or on campus, please contact the Disability Services office for

assistance at (361) 825-5816.

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Date:___________ Name_____________________

CNEP 6384 Evaluation of Qualitative Research Poster Presentation

Each poster will be evaluated according to the the appropriateness and quality of each of the 14 components (1 = component not

present or woefully inadequate; 2 = component present but merely adequate; 3 = component good but of average quality; 4 =

component very good but may lack rigor, detail, & clarity; 5 = component clearly outstanding with rigor, detail, & clarity).

Title of Poster__________________________________________________________________

I. Title (indicates nature & scope of study) 1 2 3 4 5

II. Statement of problem 1 2 3 4 5

III. Research question 1 2 3 4 5

IV. Significance of the study 1 2 3 4 5

V. Qualitative approach 1 2 3 4 5

VI. Participants & context of study 1 2 3 4 5

VII. Data collection 1 2 3 4 5

VIII. Data analysis 1 2 3 4 5

IX. Trustworthiness 1 2 3 4 5

X. Role of the Researcher 1 2 3 4 5

XI. Results 1 2 3 4 5

XII. Limitations 1 2 3 4 5

XIII. Organization, neatness, & creativity 1 2 3 4 5

XIV. Handout (Title, Abstract & references) 1 2 3 4 5

Comments:

25 points for each of 14 components Total Points Earned________

14 components x 25 points = 350 total points

Date:___________ Name_____________________

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CNEP 6384 Evaluation of Journal Article, Dissertation Critique

Journal article and dissertation critiques should include narrative discussion of elements indicated below. If elements are missing

from the article or dissertation, you should address the impact of the omission. Your critiques will be evaluated according to the

following: 1 = evaluation not present or woefully inadequate; 2 = evaluation present but merely adequate; 3 = evaluation good

but of average quality; 4 = evaluation very good but may lack rigor, detail, & clarity; 5 = evaluation clearly outstanding with

rigor, detail, & clarity.

1. Statement of problem 1 2 3 4 5

2. Research question 1 2 3 4 5

3. Significance of the study 1 2 3 4 5

4. Qualitative approach 1 2 3 4 5

5. Participants & context of study 1 2 3 4 5

6. Data collection 1 2 3 4 5

7. Data analysis 1 2 3 4 5

8. Trustworthiness 1 2 3 4 5

9. Role of the Researcher 1 2 3 4 5

10. Results & Implications 1 2 3 4 5

Comments:

20 points each for journal article (200 pts.) Total Points Earned________

25 points each for dissertation (250 pts.)

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NAME ____________________________

IRB Proposal Grading Rubric

1 Unclear, fails to address significant required segments, lacks critical information;

significant writing problems

2 Confusing, fails to address all of the required elements, critical information incomplete;

may have significant writing problems

3 Addresses all required elements, but may be of insufficient depth to provide required

information; may have mechanical errors in writing

4 Addresses all required elements, addresses key issues critical to IRB, may have minor

omissions, may lack some clarity; may have minor mechanical writing issues.

5 Excellent, with all required elements presented with clarity