This is a research methodology course. The focus is on qualitative research methods. You will be learning about methodology through readings, discussions, and active participation in a research project of your choosing.

The goals of this course are to:

• introduce you to the history and foundations of qualitative research methodology,
• assist you to develop your personal research ethic within the larger framework of established ethical standards for qualitative research
• teach you basic tools of the trade (participant- observation and interviewing),
• provide you with opportunities to experience the full cycle of a research project--from initiation to development of conclusions,
• introduce you to cutting-edge qualitative research software for data management and analysis, and
• provide you with the experience of collaborative participation in a professional research community.

This is an introductory course. While individual projects themselves may rely more heavily on one form of data collection than another, all students will be expected to explore each of the methodological approaches introduced.

The emphasis in this class is hands-on research experiences. We will read about the philosophical foundations of qualitative research, as well as books and articles on research methodology, but the bulk of the talk and the work will focus on your hands-on research experiences. What is most important is that you think long and hard about the experience of conducting research in this mode and reflect deeply upon the information and materials gleaned from this experience.

In the course of learning about qualitative research, it is my aim that we will become a community of researchers, dedicated to supporting our members through the excitement and tribulations of the research process. Qualitative research is a highly demanding endeavor. To do oneâs best work in this field requires the support of an intellectually challenging and respectful community of colleagues.

Unlike some research methodology courses where you read about the methodology in preparation for doing research at some future time, or, where you conduct activities that are "like research" to prepare you for "real research"--in this class you are a real researcher conducting real research. The heart of your class work will be a qualitative research study that you conduct by yourself, with the support class colleagues and myself.

Not everyone in this class plans to become a qualitative researcher. Regardless of your individual methodological preferences, however, there is much you can learn about your professional field and interests through a qualitative approach. It is your responsibility to see that your project fulfills this end for you.

Some of you may find qualitative research approaches unfamiliar, and, at times, uncomfortable. In this class we will make space to explore these feelings and concerns. It is expected, however, that in expressing your concerns you will behave in a responsible and professional manner toward myself, your classmates, and the spirit of inquiry. Struggle out: Don't act out!

Each student will conduct an individual research project on a topic of her/his interest. This is the work at the heart of the course. Each student will be expected to:

• select an appropriate research site and identify an appropriate research question
• secure approval from the instructor for selected research project
• explore ethical issues related to access and develop an appropriate "cover story"
• conduct three substantive observations
• develop an interview protocol and conduct 2 interviews
• develop a coding system and code the data gathered
• develop hypotheses and interpretations from the coded data and discuss these in interpretive memos
• produce a final paper examining a methodological issue of interest

This is a long list, but we will take it in stages. Assignments are structured to build one upon another so that the final paper will be built from earlier pieces of work. ?

Another word of caution: No two research projects ever unfold in the same way. As you conduct "real" research, you will find that even the best planning cannot anticipate every possible roadblock to action. It is normal that individual project timelines will differ across the semester.

This list of assignments may appear overwhelming at first glance. Please remember that there are many bits and pieces here that you will be pasting together across the semester, so that by the end of the semester you have created a whole project.

1. Selection of research site

Every student in the class is required to select a research site at which to conduct a qualitative research study. It should be a site at which you can explore research questions of interest to you and where there is an "opportunity to learn." The notion of "opportunity to learn" refers to both content (can I learn something of interest here?) and methodology (will I be able to explore all of the required approaches through this study?).

It is expected that the site/question selected for the study will be related to an issue of educational concern. Though this is a student project--the work you do is a part of the larger field of educational studies and should have relevance to questions of educational interest and concern.

Convenience will be an important concern for everyone...but it should not be the only reason for site choice. A semester is a long time to be stuck with a large research project that you have selected only because it was convenient!

Another critical selection criteria will be the appropriateness of your question to a qualitative research study. Some questions lend themselves better to quantitative inquiry. We will work hard in the beginning of the semester to hone questions that are best tailored to a qualitative approach.

You may want to use this as an opportunity to conduct a pilot study for your dissertation project. All possible accommodations will be made to support students' needs to double-up requirements, while meeting the stated goals of this course. However, this is an introductory course and it is expected that all students will learn the basic methodological approaches presented in this course.

Every student must have my official approval before they begin their formal research work. I reserve the right to withhold approval for the project until I am sure proper ethical conditions are met.

2. Weekly required readings: Please see the syllabus and the list of required reading for more information.

3. An ethnographic journal. I expect that you will make entries in your journal throughout the semester (two per week is the minimum). Your journal is the place where you reflect on class discussions, readings, and fieldwork experiences. The logs will be turned in at the mid-term and final dates. Start doing this on a regular basis, do not expect to create several weeks logs at the last minute. It does you no good--and it doesn't make for great reading on my end. I do not grade the logs, but I do look them over to see how you are reflecting on the ideas and experiences you are encountering. The quality of your log is considered in decisions about your final grade.

Your ethnographic log should be submitted in typed form. Use the left 2/3's of the page for your log and leave the right 1/3 of the page blank for comments. Each log entry should be dated.

4. Data Collection. As part of this course you will learn how to conduct observations and interviews--primary tools of qualitative researchers. Observations, interviews, coding, and other data collection and analysis assignments will be submitted as part of the mid-term assignments.

5.Weekly Assignments. There will be a number of weekly assignments from examples of data collection to memos. It is expected that you will complete each of these as assigned.

Mid-Term Assignments

1st mid-term assignment:??10/18/99?

2nd mid-term assignment?11/15/99

Final Submission and Final Paper

At the end of the semester you will submit a final notebook with a full set of research materials AND a methodology paper. Copies of the methodology paper will also be shared with class colleagues.

Final Submission

The final submission, in notebook form, will include copies of all the logs, observations, interviews, memos and other materials developed during the course, and examples of your computer-based coding and analysis process. The final paper will be included in the final submission notebook.

The notebook of materials should be clearly labeled with studentâs name, course name, and name of project on back and spine.

This will be due no later than 10:00 am on Monday, December 20, 1999.

Final paper

The final paper (20 pgs maximum) will be a presentation of an aspect of your research project in complete form. This assignment will draw upon all of the fieldwork experiences, readings, and class discussions. The paper will include these sections:

You will be expected to use standard APA style.

Because of the nature of the previous assignments, you will have already created many pieces of this paper through earlier assignments. When you get to this point, you will realize that you already have the pieces in hand and what remains to be done is to integrate them in a cohesive fashion. You will also have opportunities in class to hone your findings through discussions with your research team.

Ethical concerns and the well being and safety of those we study is a serious matter for all researchers. You will be ethically responsible for your actions and behaviors at your individual site, by which I refer in particular to the promises you make regarding anonymity and confidentiality. In this class you will learn much about the research sites of your classmates, and you will also be responsible for ensuring the confidentiality of the information you possess regarding these sites and the individuals involved in all of the projects discussed in class. In this sense, the class is a version of a large research team in which all members must accept the ethical vows of all members of the team and their various research sites.

Your grade for the semester will depend upon the following elements:

1. attendance and active participation in full-class and research team discussions

2. completion of all assignments in a timely and responsible manner

3. quality of the completed assignments

Attendance Log

I ask that you keep an attendance log, noting the class date--and your presence, tardiness or absence. Please make a notation around absences or tardiness. I ask that you keep this continuous record, turning it in with each graded assigning and with the final submission. This is an experiment. I have never done attendance this way before, but I'd like to see how this works.

*A word about attendance: Because this is a hands-on class--frequent absences cannot be tolerated. In addition, excessive absence (more than one session) and tardiness takes a heavy toll on group activities. If you cannot attend class or must be late for a specific reason, I ask that you contact me, in advance if possible. If you are absent more than twice, or if you are consistently late to class, we will need to talk about the implications for your progress.

I need to warn you: this is a very demanding class. This is not like a traditional--read a book and write a paper--kind of class. A hands-on research class makes special demands on students. Gaining access to a site, conducting interviews or observations, documenting research experiences, and coding data -- all of these activities are very labor intensive. For instance, an hour's observation will take an equal or greater amount of time to write-up later--and the write-up must be done soon after the event. Even when you are not engaged in one of these activities, you will find yourself indirectly engaged in research as you ponder what happened and ask yourself why. In other words, a hands-on class of this sort takes up a lot of space--on the calendar and in your mind.

An important compensation for the effort you will be expending will be the opportunity to conduct authentic research about questions of importance to you in your professional field. My experience has been that this kind of class is a turning point for many students in their understanding of their career goals and methodological stance. For most, despite the hard work, it provides important personal and professional rewards.

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