DPLS 723--Qualitative Research: Theory and Design--3 credits
Summer 2001

Course Description Course Objectives Learning Activities Web Based Syllabus Assessment and Grading Required Texts

BLACKBOARD LINK Blackboard Information and Login Instructions Bibliography and On-line Resources

Sessions and Assignments Advanced Session 1: June 25 Session 2: July 2 Session 3: July 6

Session 4: July 9 Session 5: July 16 Session 6: July 23 Session 7: July 30

Reading assignment
Ely (1991 pp. 41-57, 86-137) Doing. Doing Qualitative Research.
Beebe (2001) Rapid Assessment Process: An Introduction
Lab Notes by Tim Rogers and Tanya Kalmanovitch Department of Psychology at the University of Calgary Psychology 413: Nonexperimental Research Methods in Psychology
Transcribing
http://www.psych.ucalgary.ca/CourseNotes/old/PSYC413/Assignments/LabManual/proj4/trans1.html

Written assignment
(a) Prepare a log based on your field notes (transcript of the interview and your notes and observations) of the interview you conducted. YOU DO NOT NEED TO POST TO THE Discussion Board but OK if you do .  Ensure that you identify the person you have interviewed. Bring one copy of your assignment to class. Hard copy of your log should be double spaced, with VERY wide margins on both sides. Optional line numbers.
(b) Identify at least one important point from each chapter of Ely (1991) that you would not want your classmates to miss. You may either quote or do a summary of the points and should identify the pages where the material is found. Follow this with one to three sentences of a subjective response. Post to the Discussion Board by 9:00pm July 1.
(c) Identify the one or two main points for each chapter of my RAP book and follow with one to three sentences of a subjective response. Post to the Discussion Board by 9:00pm July 1.

IF YOU WERE NOT ABLE TO OBSERVE YOURSELF ON VIDEO, you should arrange to get together with somone from the class, drop by office, borrow the camera, and do the exercise.  (If it is easier, you could bring in somone to interview who is not in the class, and you could interview them on any topic.)

Class activities
Discussion of lessons about interviewing.  What have we learned?

Working in small groups, comment on and correct the log where you were interviewed.

Discussion on observation and combining techniques.

Discussion on the relationship of field notes to the log. (Focus on keeping things stright.)

Identification of volunteers to lead discussions at next class sessions on different qualitative approaches.  Volunteers are encouraged to supplement Creswell.  Discussion should focus on what makes the different traditions unique and where they might be most appropriate.

Discussion of RAP as an approach.

Organize teams for the Mini-RAP activity (see Beebe, 2001, appendix).  There must be at least two people on the RAP team, but a team of three or four will work better.  (If it is impossible to do this activity with someone else from the class, please see the instructor for an alternative). At a minimum this activity will involve visiting a site, interviewing someone for at least 15 minutes, breaking and the RAP team reviewing the results and reformulating questions, and returning to the site or a similar site for another interview, and team interaction in identifying codes and categories.  Activity should be scheduled to ensure that log can be completed before Friday, July 6.

For more information contact docinfo@gonzaga.edu or write to Doctoral Program in Leadership Studies Gonzaga University Spokane, WA USA 99258 (509) 323-3490

Copyright 1998,1999,2000 Page maintained by  beebe@gonzaga.edu revised 06/27/2001