Required Texts| Course Description| Student Responsibilities| Grading| Office/Office Hours| Course Outline|
(1) Basics of Qualitative Research: Techniques and
Procedures for Developing Grounded Theory, 2nd ed. – Anselm Strauss and Juliet Corbin. Sage
(1998) ISBN 0803959400
(2) Qualitative
Research Methods for the Social Sciences, 5th ed. – Bruce
L. Berg. Pearson (2004) ISBN 0205379052
(3) Qualitative
Inquiry and Research Design: Choosing Among Five Traditions – John W.
Creswell. Sage (1998) ISBN 0761901442
(4) The
Qualitative Research Experience – Deborah K. Padgett (ed.).
(5) Occasionally articles may be distributed in class or made available over the internet to supplement the readings
Recommended:
(1) Analyzing Social Settings: A Guide to Qualitative
Observation and Analysis, 4th ed -- John Lofland et al.
(2) Contemporary Field Research: Perspectives and Formulations 2nd ed. – Robert M. Emerson Waveland Press (2001) ISBN 1577661850
(3) Successful
Focus Groups: Advancing the State of the Art – David L. Morgan (ed.). Sage. ISBN 0803948743
Other invaluable sources for reviews, articles, references:
-- Journal of Contemporary Ethnography
-- Qualitative Sociology
-- Symbolic Interaction
-- Deviant Behavior
-- Social Problems
-- Social Psychology Quarterly, major sociological social psychology
journal from the ASA.
-- Annual Review of Sociology, especially since '92 or so
-- numerous other sociology journals
The course is designed to introduce students to the methods and issues of qualitative social science research. Topics covered include the ontological, epistemological, and theoretical bases of qualitative research, methods for collecting and analyzing qualitative data, personal and ethical issues particular to qualitative research, and developing and proposing qualitative research projects. Through assigned readings, lectures, and classroom discussions, the course seeks to provide students with the knowledge and skills necessary to (a) recognize the usefulness and appropriateness of qualitative research, (b) read and critically evaluate qualitative research conducted by other social scientists, and (c) design and conduct original qualitative research.
1. This is a graduate seminar. It is critical that you attend every class meeting, be prepared for discussion, discuss the readings, be professional in your presentations and interactions, and be on time for class. It will be during class that we discuss your critiques, observations, and assigned readings, so final grades on your various products will be evaluated with your attendance, preparation, and participation in mind. Throughout the semester you will be asked to do three brief “getting your feet wet” qualitative projects. Each of these will differ but may include at least one source, statement of your “research question,” data collection, summary and appropriate referencing. – 100 pts.
2. Mini-research project: More details to follow but in general your project is to include a literature review, data collection, data analysis and summary discussion. Due Mar 23 – 100 pts.
3. Research design
portfolio: Provide a review of 5 major qualitative research design types
such as ethnography, oral history, grounded theory, and so on. The portfolio is
expected to include: 1) a short review discussion of each of the design types
you choose; 2) an example (copy) of each design you choose as used in academic
journals or published manuscripts (books); 3) a brief discussion of the article
or book (brief presentation of your book or article in class); and 4) a final
discussion of the strengths and limitations of design types used in qualitative
research. This portfolio will serve as your “final exam” but
articles are to be identified for class discussion per topic discussion. Due April 27 – 100 pts.. Your portfolios will be
returned!
4. Diversity project:
Again more details to follow, but we will be doing a class project (focus group,
observations, and interviews) on diversity attitudes and issues here at MTSU.
Our emphasis will be on undergraduate and graduate students. We will work in at
least two teams. Final projects will include: proposal to Internal Review
Board, Literature Review, Data Collection, and Data Summary/Analysis. Due May 4 – 100 pts.
Final grades will be computed through a simple tally of points using the following scale:
368 - 400 A
360 - 367 A-
352 - 359 B+
328 - 351 B
320 - 327 B-
312 - 319 C+
288 - 311 C
280 - 287 C-
< 280 F
e-mail:
webpage: http://www.mtsu.edu/~jaeller
Todd 303 -- 898-2125;
MWF
Jan 19
-- Introductions to each other, the class and assignments
--
----- Assignment 1 -- listening (due Feb 2)
26
-- Locating the field and designing research
--
----- Assignment 2 – observation (due Feb 9)
Feb 2
----- Discussion of Assignment 1
-- Ethical considerations and the IRB process
----- IRB letter of achievement
--
__________
-- Ethnography and participant observation
--
9
-- Ethnography and participant observation continues
----- Discussion of Assignment 2
--
16
-- Grounded theory
--
23
-- continue with grounded theory and content analysis
--
----- Mini-research project
assigned (meet with Eller and propose project by spring break)
Mar 2
-- Unobtrusive measures, case studies, historiography
--
----- Assignment 3 (interview about
abortion, death penalty, terrorism and civil rights, or ...)
9 Spring Break
16
-- Interviewing
--
23
----- Discussion of assignment 3
-- Narrative analysis
--
----- Focus group project assigned
30
----- Mini-research project due.
Each student is expected to do a 15 minute presentation of their project. Feel
free to be creative as in power point or posters.
April 6
-- Focus groups
--
13
----- Discussion of on-going project
--
-- Data analysis
--
20
-- Finishing up one’s project
--
27
----- Research design portfolios due
** Optional day for discussion of final problems, issues, write-ups for project **
May 4
----- Discussion of findings and analyses
----- Diversity projects due – submitted as a team project