Course Syllabus

American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association. 

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed). Newbury Park: SAGE.

Nathan, R. (2006). My freshman year: What a professor learned by becoming a student. Ithaca, NY: Cornell University Press.

Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed).Newbury Park, California: SAGE.

Supplemental Readings:

To be posted in Blackboard

Suggested Readings (not required, but may be of interest):

Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1996). Women's ways of knowing (10 th ed.). NY: HarperCollins.

Berg, B. L. (2007). Qualitative research methods for the social sciences (6th ed.). NY: Allyn & Bacon.

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: SAGE.

Gilligan, C. (1993). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: SAGE.

Reinharz, S. (1992). Feminist methods in social research. NY: Oxford University Press.

Rubin, H. J., & Rubin, I. S. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: SAGE

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

Yin, R. K. (1994). Case study research. Thousand Oaks, CA: SAGE.

 Course Objectives:

1.Identify and describe different types of qualitative approaches and designs.

2.Understand the political influences impacting qualitative evaluation and research.

3.Recognize ethical considerations in qualitative research.

4.Apply and tailor various approaches and designs for educational and social programs.

5.Pose qualitative research questions and develop problem statements, significance arguments.

6.Describe data collection alternatives and develop various types of data collection tools/ guides.

7.Understand how to enhance the quality and credibility of qualitative research findings.

8.Become familiar with specific topics and issues in qualitative research such as ethnography, case studies, qualitative interviews, focus groups, open-ended items on questionnaires, participant observation, journaling, document review, sampling techniques, triangulation.

9.Read, summarize, and critique qualitative research reports.

10. Prepare a manuscript suitable for publication in a peer-reviewed journal.

Course Overview: What is qualitative research? As expressed on page 1 of the Patton text:

Psychometricians try to measure it.

Experimentalists try to control it.

Interviewers ask questions about it.

Observers watch it.

Participant observers do it.

Statisticians count it.

Evaluators value it.

Qualitative inquirers find meaning in it.

That being said, Qualitative Research is concerned with understanding the processes that lead to behaviors.  It is multi-method in focus. Qualitative researchers study individuals in their natural settings (for example, the classroom, the college, the housing project, the organization), trying to make sense or to interpret the phenomena in terms of the meanings that people bring to them.

Qualitative research, then, aims to make meaning. Why do some students persist to graduation and other students drop out? How do adjunct faculty see themselves as part of a college/university's organizational structure? What is the freshman experience? How do college deans' beliefs about learning play out within their institutional culture? What characteristics do distance learners have in common with those students in a face-to-face setting? In what way have role models contributed to men's choice to enter college?

How does qualitative research differ from quantitative research? Quantitative research looks for causal determination, predictions, and generalization of findings. Qualitative researchers look for understanding, illumination, and extrapolation to similar situations.

What methods do qualitative researchers use? Since they research in a natural setting, they use a variety of methods to collect "data." Such methods include, but are not limited to, interviews, observations, analysis of documents, and focus groups.

The instructional method to be used in this class features a combination of discussion, student presentations, small group activities, threaded discussions, and lecture.You are expected to attend class and participate in class discussions and activities. Also be prepared to summarize your work on the completed assignments during class.

The underlying principle guiding the instruction is that presentation of information be followed by active practice, providing the opportunity to use or apply the knowledge.You actively practice the material by generating and responding to discussion questions, working in small groups during and outside of class, and completing course assignments.

The goal of this course is to develop a climate of collaboration and cooperation, one which prepares you to integrate qualitative elements into your dissertation, if you so choose.

Brief Description of Assignments: 

Discussion Forums in Blackboard. Using directions posted in BB, students are to introduce themselves to one another by responding to two discussion forums. due by first class meeting.

My Freshman Year. You will read the book My Freshman Year before week two and come to class with two to three discussion questions. Be prepared to discuss the ideas and themes that you found pertinent to higher education research. In addition, identify the qualitative techniques used and the implications of these techniques to the research findings, presentation, and research ethics. due week 1

Research Topic. You are required to submit a one-page single-spaced paper containing the following: (1) proposed topic of research, (2) a brief paragraph on the significance of this topic, and (3) a very brief review of the literature. due week 2

Summary and critique of qualitative journal article. For this assignment, you select a qualitative journal article that interests you.The article must be a primary research report  from a peer reviewed journal (see list of suggested journals on BB) that contains original empirical data (not a theory, literature review, or opinion article). This critique should be 3-5 double spaced pages and follow the guidelines posted in BB. due week 3

Class Discussion Leader. Students will work in pairs for this assignment and will be responsible for creating a class threaded discussion assignment, monitoring the discussion, submitting prompter questions/comments to continue the discussion, then completing a report on the discussion. Additional details to be provided in BB.

Literature Review:  You will prepare a literature review (between 5 and 10 peer-reviewed sources) and 3-5 double spaced pages on your research topic for this class. This assignment will be incorporated into your research manuscript. Additional details, including readings, are posted in BB under the topic "Literature Review." due week 5

Interview questions and procedure.You are required to conduct an interview with at least three participants that are included in or related to your research project. You will need to provide a 2-3 double spaced page write-up of the interview procedures, including a description of the participants, the setting, and your justification for your interview.  In preparation for the interview, you will develop standardized open-ended interview questions. A description of the procedure and sampling is also required. In addition, you will begin to provide analysis of the interviews conducted. This assignment will be incorporated into your research manuscript. due week 6

Observation guidelines and procedure. You are required to conduct an observation of participants that are included in or related to your research project. The observation must total at least five hours. You will need to provide a 2-3 page write-up of the observation procedures, including a description of the participants, the setting, and justification for your observation procedures. In addition, you will begin to provide analysis of the observations conducted. This assignment will be incorporated into your research manuscript. due week 7.

Third method. You are to choose a third method (focus groups or documents review) to use as data collecting source. If doing a focus group you are required to submit a plan or protocol for leading such a group as well as the procedures for doing so. If you choose a documents review, you will design a plan for collecting and reviewing the documents, including why this method is appropriate and the rationale for choosing the various documents.  Additional details provided in BB. due week 9

Data Analysis. You will perform a systematic data analysis of the interviews, observations, and your third form of data that you have conducted in this course. You are expected to choose and identify your analysis procedures in brief write up. In addition to describing the analysis procedures, we ask that you discuss how you validated the data (i.e., triangulation). The write-up should include the results of your analysis, such as the themes that emerged from the data. This assignment will be incorporated into your research manuscript. Additional details provided in BB. due Week 12

Research Manuscript . You will write a short qualitative research manuscript, suitable for publication (approximately 15 pages long). This manuscript must have an introduction, literature review, description of the method, findings, discussion, and conclusion. References are also required and should include only research articles and books. The proposed methodology must be qualitative and incorporate the observation, interview, and document analysis (or other data source in option three) components developed in earlier assignments.  Due December 1

Personal Journal. As part of qualitative research, the researcher keeps a personal journal of  feelings, events, and various activities. You are to keep a journal throughout this class, noting your activities, activities, your research process, etc. At the end of the class you will be required to analyze your journal for common themes and submit a brief paper noting the themes and any personal changes you noticed over the semester. due week 16

Value of Assignments:

Research Topic	50 points
Journal Critique	100 points
Discussion Leader	100 points
Literature Review	100 points
Interview/Protocol	50 points
Observation	50 points
3rd Method	50 points
Data Analysis (Synthesis)	100 points
Manuscript	200 points
Journal	50 points
Participation	150 points
	1000 points

Grading:

925-1000	A		775-799	C+
900-924	A-		725-774	C
875-899	B+		700-724	C-
825-874	B		below 699	F
800-824	B-

E-Mail and Blackboard Account: Students must activate and use their ODU student e-mail accounts. You will be responsible for checking your ODU account regularly during the semester and checking Blackboard at least twice a week for posted announcements and handouts. All students must have an activated ODU e-mail account and must appear on Blackboard no later than the first Friday of the semester. Since all class handouts are only available through Blackboard, it is imperative that each student confirms that his or her Blackboard account is working. It is the student's responsibility to work with OCCS in correcting any problem as the instructor is unable to correct these errors for the student. Students with problems activating their Blackboard account should immediately send an e-mail to OCCS at: occshelp@odu.edu. Blackboard can be accessed at: http://blackboard.odu.edu

Class Attendance & Participation: In this course, students will become important resources for each other. Therefore, full class participation and completion of each reading assignment as well as each BB assignment are required. Students are expected to arrive at the TTN broadcasts on time; attend entire class meetings; contribute to class discussions; and actively participate in activities, exercises, demonstrations, and practice sessions.  Videostreaming students are expected to log into class early to let the the instructor know you are there.

On-line Discussions: Students cannot pass this class without participating in the online discussion forums. Periodically one (or more) of your colleagues  - or even the instructor - will facilitate a class discussion on the week's topic. You are expected  to post a substantive  contribution to the discussion at that time.  Simply saying "hello"  or "I agree" is not considered to be a substantive contribution. Students must support their positions or begin a related topic or somehow add to the discussion when responding to each other's facilitations. 

The Qualitative Coffee Cafe: Most of us are teachers or have taught at some point in our careers. We are also aware of the need for students to interact with one another - on an ungraded basis. The Qualitative Coffee Cafe (located in the Discussion Board section) provides a chance for you to meet with each other, discuss the course, share events - as well as frustrations - and just get to know each other. In F2F classes students can chat for 5-10 minutes before class begins. This isn't necessarily true in hybird or on-line courses, however. This cafe allows for the same option - but is open 24/7.   Participation is strongly encouraged, but not required., but you doo need to read the postings even if you do not choose to respond......and the instructor will participate as well. Stop by the cafe any time - you do not have to wait for class to begin. Consider this our social area. I will share my schedule with you and post important class announcements in the Cafe as well.

Nettiquette: Several rules apply to both the discussion forums and to the Cafe: (1) Check the discussin frequently and respond approopriately and on topic. There is nothing worse than a classmate asking a quesiotn that is never answered. (2) Focus on one subject per message and use appropriate subject titles. (3) Capitalize words only to highlight a point or for titles. Capitalizing otherwise is generally viewed as SHOUTING! (4) Be professional and careful with your online  inreraction. (5) Cite all quotes, references, and sources. (6) It is considered extremely rude to forward (or copy)  someone else's messges without his or her permission. (7) It is fine to use humor, but use it carefully.  The absence of F2F cues can cause humor to be misinterpreted as criticism or "flaming" (angry, antgonistic criticism). Feel free to use emoticons such as :-) or ;-) to let somone know yo are being humorous.

Special Needs: In accordance with university policy, a student who wishes to receive some instructional accommodation because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation. Any student who has a concern or needs to make special arrangements for meeting the requirements of the course is encouraged to speak with the instructor.

Honor Pledge:  "I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned." By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors.

Office Hours:

Dr. Molly Duggan  please e-mail to schedule telephone conference mduggan@odu.edu

 

Professional Information and Background Statement: Dr. Molly H. Duggan

Specialties: career development, workforce development, use of animated pedagogical agents to teach helping skills, dislocated workers, program assessment & evaluation, and transfer student retention. Member American Association of Community Colleges (AACC), Member Council for the Study of Community Colleges (CSCC), Member American Educational Research Association (AERA), Member American College Personnel Association (ACPA), Member National Council for Research & Planning (NCPA), HUman Services Information Technology Applications (HUSITA), Member National Organization for Human Services (NOHS), Member Southern Organization for Human Service Educators(SOHSE), Web Designer SOHSE 2005 Conference, Member Virginia Counseling Association, and Member University Transfer Student Retention Committee.

Publications include "Program Evaluation in Human Service Education: Applying a Chain of Objectives Model"  with Schwitzer (Human Service Education), " Barriers to Transfer Student Academic Success and Retention" with Pickering (Journal of College Student Retention), "Creating a Web-based Environment to Enhance Helping Skills" with Adcock, (Human Service Education), "Teaching Effective Helping Skills at a Distance: The Development of Project CATHIE" with Adcock (Quarterly Review of Distance Education), "Distance Learners - Welcome to Campus" with Schwitzer (About Campus), "Career Counseling in Women's Groups: A Relational Approach" with Jurgens (VCA Journal), and "STD 105: Process Groups as an Instructional Medium for Re-entry Women at Paul D. Camp Community College" with Creamer and Kidd (Inquiry). Lead author of Career Interventions and Techniques: A Complete Guide for Human Service Professionals. 

The instructor reserves the right to adjust this syllabus as necessary.