Term: Summer 2001

Time: Tuesdays 6:30 - 9 PM Class Room: Powers 135

Instructor: Steven Mizrach, PhD

Office and Office Hours: by appointment (adjunct), generally before class in classroom

Telephone: 305-899-3706 (leave messages with Maureen Duffy)

Mailbox: adjunct mailbox in Social Work

Prerequisites: HSX 703 Philosophy of Science, HSX 705 Qualitative Methods

Catalog Description: Seminar discussions of qualitative readings to facilitate an advanced understanding of the qualitative perspective in nursing, education, and social work research. This course is specifically designed to assist students in particular methods for research and practice implications. In-depth analysis distinguishes this course from the first qualitative course.

Course Rationale: This course continues the exploration of the qualitative tradition of inquiry in the human sciences begun with the introductory course. The worlds of meaning and becoming are most accessible to human scientists through qualitative methods of inquiry. Through ongoing exploration of significant qualitative methods, in particular, grounded theory, phenomenology, case study, and ethnography, students will become increasingly confident and competent in the applications of these approaches in their own work. How qualitative findings are reproduced and represented, in writing and in other forms, will also be a course focus.

Course Objectives:

1. To examine in-depth, the qualitative research perspectives of grounded theory, phenomenology, case study, and ethnography.
2. To understand the pragmatics of designing, conducting, and analyzing a qualitative research project utilizing one of these four methodological traditions.
3. To explore issues of representation in presenting findings from qualitative studies.
4. To appreciate writing as a fundamental act of qualitative research.
5. To consider and discuss ethnical issues in the conduct of qualitative research.

REQUIRED

1. James P. Spradley, The Ethnographic Interview (1979).
2. Anselm Strauss and Juliet Corbin, Grounded Theory in Practice (1997).
3. Robert E. Stake, The Art of Case Study Research (1995).
4. Clark E. Moustakas, Phenomenological Research Methods (1994).

RECOMMENDED

5. David Silverman, Doing Qualitative Research (2000).

1. Student conduct issues will be handled according to procedures outlined in the Barry Student Handbook. I take a very dim view of plagiarism, especially at this level of study, and will punish it appropriately .
2. All written materials must be typewritten and follow APA standards.
3. Regular, on-time attendance is expected, and provides the basis for your evaluation of "participation".
4. Please turn off cell phones, pagers, and other noisy devices in class.

As this is a graduate course, there will not be any standardized exams - no midterm, no final. Further, as you all are doctoral students, the assignments in this course are ultimately tailored to helping you devise and analyze your research and complete your doctorate. As a small class, with 15 students, we will do a great deal of in-class discussion; please be prepared to discuss readings.

I do not accept assignments late, period, without applying penalties to the work submitted. If you are facing a family or other emergency requiring you to turn work in late, please let me know beforehand, and be prepared to give me supporting documentation.

There are 100 possible points you can earn for this course, the total number of points you earn determines your grade. Here is what each of the assignments is worth:

1. Article Analysis: You will locate one article written in each of the four research traditions (ethnography, case study, phenomenology, and grounded theory), ideally within your own discipline (education, social work, or nursing). However, articles from other disciplines that use qualitative methods (anthropology, sociology, cultural studies, cognitive science, social psychology, communication studies) can also be used. In your analysis, summarize and critique this article, in particular, was this an appropriate method for this study and did it produce valid results? Attach the cover page of the article with journal information. So, you will be turning in four analyses, worth 5 points each. (20 Points)
2. Field Work: Choose one of these four methods and put it into application. Conduct participant observation and ethnography at a field site. Do a case study of a particular patient, student, client, and use elements of oral/life history in your examination. Do a grounded theory examination of a social situation. Or do a phenomenological analysis of a social group's "lifeworld" and worldview. Ideally, find something applicable to work you have already done or will be doing. This will be presented in class. (30 Points)
3. Participation: To earn the maximum points for participation, show up for class on time, do not leave early, do not engage in side activities, and show the instructor you have done the readings and are interested in discussing the subjects found therein. (10 Points)
4. Research Proposal: For many of you, this proposal is a follow-up to work you have already done in HSX 705. It should also help build toward writing the methodology section of your dissertation, and writing research proposals for grant funding, human subjects review boards, etc. This proposal should be "built" around one of the four research traditions and its use in your discipline. Explain how you will use on of these four research methods to do the work for your dissertation. Pretend I am a granting agency and explain to my why your proposal should be funded and why this is an appropriate technique. (40 Points)

Those of you taking this class for letter grade credit:

91 - 100 A 81-90 B 71-80 C 61-70 D

I do not envision a situation in which anyone earns less than a "D" in this course. For those of you taking it pass/fail, I am told that even a low "C" is contra-indication to "pass" achievement.

Course Schedule and Outline: