top of page
This site was designed with the
.com
website builder. Create your website today.Start Now

COURSE CONTENT

Course Description & Purpose

The purpose of this course is to introduce doctoral students to the field of qualitative research and prepare them in the skills, techniques, and knowledge necessary to undertake independent health focused research using this methodology. The course is divided into three units: 1) Qualitative Research in Theory and Practice; 2) Data Collection; and 3) Data Analysis and Presentation. Students are expected to complete the assigned readings (required textbook and downloadable research articles) each week, and actively engage in the seminar discussions. Classes will be a mix of lectures, interactive discussions, and hands-on activities. Students may use on their own research project or data provided throughout the semester.
 

Student Learning Outcomes

By the end of this course, the successful student should be able to:

  • Articulate how interpretive and critical qualitative research traditions differ from other forms of health sciences research

  • Illustrate a knowledge of the traditions of qualitative research and specific research strategies (e.g. ethnography, grounded theory, phenomenology)

  • Evaluate the rigor of qualitative research methods in health sciences research

  • Identify appropriate design methods for a proposal and describe data collection approaches

  • Effectively critique issues related to subjectivity, role, access, and ethics in qualitative research

  • Learn common strategies for qualitative research analysis (e.g. coding & memos), including working within and across forms of data.

  • Conceptualize, write up and justify scientifically a research project that uses qualitative research methods
     

ACCESSIBILITY AND ACCOMMODATION
For additional assistance please contact our Disability Resource Center.
 

​

COURSE PREREQUISITES

Graduate Standing and permission of Dr. Dionne Stephens.
 

​

REQUIRED READINGS & SOFTWARE

Qualitative Inquiry and Research Design: Choosing Among Five Approaches
(5th Edition coming January 2024)

John Cresswell & Cheryl Poth

ISBN-13: 978-1506330204

ISBN-10: 1506330207

​

Thematic Analysis: A Practical Guide,

Virginia Braun & Victoria Clarke

ISBN-13: 978-1473953239 (1st Edition)

ISBN-10: 1473953235 (1st Edition)


Additional Readings available to download on the Weekly Resources Page

 

MaxQDA Software

A 24 month license will be provided for registered psychology doctoral students.

​

​

​

ASSIGNMENTS
The course assignments contain multiple components that build toward completing a draft research project outline. The assignments follow the course content structure and ensure that students are gaining practical experiences along with the theoretical learning.
See full details in Canvas or the Assignments Page.

​

​

QUALITATIVE RESEARCH PROJECT PLAN (60 points)

In this course students students will be responsible for developing components for pieces for a Proposed Qualitative Research Project. It is important to work on this project throughout the course as it draws upon content that will be covered over multiple weeks.
 

Part 1: Introduction & Positionality Statement (20 points)
Part 2: Methodology & Methods (20 points)

Part 3: Sampling & Interview Guide (15 points)

Part 4: Standards of Evaluation (5 points)
 

​

GROUP CODING PROJECT (30 Points)

The goal of this assignment is to practice qualitative coding. Working in groups of three, students will perform qualitative coding using an existing qualitative dataset. Students can code data they bring to the course if they secure approval from Dr. Stephens by the beginning of Week 2. Drawing from the assigned readings and seminar presentations, students will illustrate their understanding of coding processes, create a data display table, and present preliminary results to their peers.
 

​

PARTICIPATION  (10 points)

We are using a flipped classroom structure, which requires students to share their views about qualitative research through the articulation of critical thinking skills and meaningful dialogues across topics and disciplines. Students abilities in these areas are assessed through their participation. Toward this end students are expected to attend all seminars and actively participate in the meeting discussions. Failure to illustrate their knowledge of the required lecture and reading content will negatively impact this grade.

​

​

Qual_CreswellPoth.jpg
bottom of page