| WEEK |
DATE |
TOPICS |
Readings / Deliverables |
| Week 1 |
3/29 |
Introductions, introduction to
qualitative research, IRB.
In Class: Observation exercise.
|
|
| |
3/31 |
Discussion of research sites, introduction to
observing, jottings, notebooks.
In Class: Jotting exercise.
|
Bogdan and Biklan, pp 1-10; Emerson et al.,
Chap.1+2
D.group: List of Group Members, research site,
preliminary research question
|
| Week 2 |
4/5 |
Research site and research question discussions.
Writing up fieldnotes from jottings. Telling the story.
Show actions unfolding. Fieldnote template.
In Class: Writing exercise--taking different
perspectives.
|
Emerson et al., Chap.3 + 4,
D.individual: Reference List (6 references with full
citation and abstract. For 3 of the 6 articles also
prepare a 2 to 3 paragraph statement saying how the
article influences your thinking about the research
question.
|
| |
4/7 |
Pursuing member's meanings.
In Class: Discuss final research questions, share
jottings and early observations.
|
Emerson et al., Chapter 5, Heath and Luff. pp 1-30
D.group: Final research question
D.individual: Bring jottings to class.
|
| Week 3 |
4/12 |
Processing Field Notes: Coding and Memoing |
Emerson, Chap. 6, Hughes et. al. pp123-141
D.individual: Bring fieldnotes to class.
|
| |
4/14 |
Coding and grounded theoretic approaches. Collecting
documentation, organizing data, projects |
On Catalyst Page: More examples of fieldwork.
QDA webpage:
http://onlineqda.hud.ac.uk/Intro_QDA/what_is_qda.php
D.individual: Bring fieldnotes to class. |
| Week 4 |
4/19 |
Introduction to Interviewing,
In Class: Presentations and Discussion, Interviewing
Exercise
|
Seidman, pp.7-14, Weiss, Chap.1 - 3
D.individual: Bring one memo, discussing one theme
from your own fieldnotes that could address the
research question. Make sure to include your research
question at the top.
|
| |
4/21 |
Data session: discussion of early findings
Constructing a good interview protocol |
Weiss, Chap.4+5, pp61-83
D.group. Each group should bring powerpoint slides
detailing their research question, and 2 pairs (or
triplets) of quotes from your collective field notes
that may represent a theme that could answer your
research question.
|
| Week 5 |
4/26 |
Data session: discussion of early findings.
In-class: First Draft of Interview Protocols
|
Weiss, Chap. 6+7
D.group. Each group should bring powerpoint slides
detailing their research question, and 4 triplets of
quotes from your collective field notes that may
represent a theme that could answer your research
question.
|
| |
4/28 |
Interviewing Techniques
Data session: discussion of early findings.
|
D.group. Submit a Interview protocol with no more
than 12 questions with questions grouped by theme.
Catalyst: Team Member Evaluations
|
| Week 6 |
5/3 |
No Class Today to allow additional time for
data collection and transcription. |
|
| |
5/5 |
Informal presentations.
Working in groups. |
D.group. Each group may bring powerpoint slides
detailing their research question, presenting four
memos on developing themes (two of these can expansions
on earlier themes, but two should be new.
Alternatively an informal status update will suffice.
|
| Week 7 |
5/10 |
No Class Today . Use time to collect more data and to code.
Note: CPL@CHI
|
|
| |
5/12 |
No Class Today. Use time to collect more data and to code.
Note: CPL@CHI
|
|
| Week 8 |
5/17 |
Data sessions, share coding examples |
D.individual: Interview Transcripts Due before
Class
D.individual: Bring transcripts. Bring fieldnotes. |
| |
5/19 |
Data sessions, share memos. Codebooks. |
D.individual: Bring memos. Bring fieldnotes. |
| Week 9 |
5/24 |
Data sessions. |
D.groupA (Language Learning, GECCO Team): Each group informally presents for 6 minutes on: 1) quotes and analysis relevant to illustrating emerging
themes for only two interview protocol questions of your choice and quotes and analysis for one new theme (supported by three quotes from fieldnotes and or interviews) that helps to answer your research question.
D.individual: Bring memos. Bring fieldnotes. |
| |
5/26 |
Data sessions |
D.groupB (Architecture Class, Horizon House): Each group informally presents for 6 minutes on: 1) quotes and analysis relevant to illustrating emerging
themes for only two interview protocol questions of your choice and quotes and analysis for one new theme (supported by three quotes from fieldnotes and or interviews) that helps to answer your research question.
D.individual: Bring memos. Bring fieldnotes. |
| Week 10 |
5/31 |
Class presentations |
D.groupA: 15 minute presentation, 10 minutes
questions |
| |
6/2 |
Class presentations |
D.groupB: 15 minute presentation, 10 minutes
questions |
| |
6/6 |
Final papers and binders are due by
4pm |
|
The syllabus is subject to change, please check the website
regularly!
Readings
Emerson, R. M, Fretz, R. I., Shaw, L. L. 1995. Writing
Ethnographic Fieldnotes. Chicago, IL: The University of Chicago
Press.
Weiss, R. S. 1994. Learning From Strangers: The Art and
Method of Qualitative Interview Studies. New York, NY: The Free
Press.
The Readings Below Will Be Emailed To You:
Bogdan and Biklan.
Miles, M. B., Huberman, A. M. 1994. Qualitative Data
Analysis: An Expanded Sourcebook. Sage Publications.
Seidman, I. 2006. Interviewing as Qualitative Research: A
Guid for Researchers in Education and the Social Sciences. New
York, NY: Teachers College Press.
Grading
Week 2 Individual Reference List: 10%
Week 3 Individual Memo: 5%
Week 5 Group Presentation: 20%
Week 6 Individual Interview Transcript: 15%
Week 8 Individual Participation Grade (1/2 team and 1/2 instructure): 5%
Week 10 Group Final Presentation: 10%
Finals Week: Group Final Paper and Binder: 35%
Policies
Academic Integrity
Students are expected to work independently unless other
instructions are given. Consult with the instructor if you
think your work plan might constitute plagiarism. You should
also acquaint yourself with the HCDE Plagiarism Policy.
Attendance
Students are expected to attend class regularly. Missing a
significant number of classes will result in a deducation from
the course grade.
Student Rights to Privacy: Emailing Assignments and
Grades
There are Federal laws that protect every student's right to
privacy. One important aspect of your right to privacy is your
right not to have the grades I assign and the comments I
provide made public. So, for example, grades would never be
posted outside my office door. My preference is to email
assignments with grades and comments to each student. However,
it is conceivable that such emails might be intercepted,
enabling someone to view what I have sent you. If you do not
want to accept this risk, please let me know, and I will use an
alternative means of returning graded assignments to you.
|
