Graduate Course Proposal Form Submission Detail - MHS5745
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Approved, Permanent Archive
Submission Type: New
Course Change Information (for course changes only):
Comments: To GC 11/3/11 for Bridge Cert; GC approved 11/14/11, to USF Syst 11/28/11, to SCNS 12/6/11. Appd effective 1/1/12
- Department and Contact Information
Tracking Number Date & Time Submitted 2617 2011-09-09 Department College Budget Account Number Child and Family Studies BC 583000050 Contact Person Phone Mary I. Armstrong 8139744601 firstname.lastname@example.org
- Course Information
Prefix Number Full Title MHS 5745 Applied Qualitative Research Methods Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) App Qual Res Methods Course Online? Percentage Online C - Face-to-face (0% online) 0
Because this is an advanced review course students should have completed an undergraduate research methods course Students not meeting this requirement can seek permission of the instructor
This course is designed to provide students with an understanding of applied qualitative research methods and to assist them where appropriate in applying these methods to their mentored research projects being conducted as part of the BRIDGE certificat
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
A cohort of 10 15 students will be accepted into the two semester BRIDGE Gracduate Certificate which will be offer evry year on both a summer fall and fall spring basis Given this course is a core requirement in the BRIDGE Certificate each fall and spring offering of the course will have 10 to 15 students
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Formal training in qualitative research methods, prior experience teaching qualitative research methods, and experience conducting qualitative research. Masterís degree required, Ph.D. preferred.
- Other Course Information
Upon completion of this course with its supplemental activities and materials students will be able to 1 identify relevant substantive approaches in qualitative research methods 2 apply knowledge of qualitative methods to their mentored research project 3 critically evaluate the strengths and weaknesses of qualitative research methods used by other researchers in their published research 4 select appropriate applications for the use of qualitative methods in research projects 5 analyze qualitative data 6 identify the ethical issues involved with the responsible conduct of research using qualitative methods
B. Learning Outcomes
At the end of this course students will be able to 1 critically review and critique qualitative research studies related to the student s mentored research topic 2 generate research questions that are appropriate for qualitative approaches in the student s research topic 3 identity key informants who can address the research questions identified 4 select appropriate qualitative research methods to address the research questions identified 5 develop an analytic plan for organizing and conducting basic qualitative analyses using Atlas ti or other relevant qualitative data analysis package 6 interpret summarize and write a report the findings from research conducted using qualitative methods
C. Major Topics
History of qualitative research Comparison of qualitative and quantitative research Ethics in qualitative research Standard for ensuring quality in qualitative research Reviewing qualitative research Competing paradigms in qualitative inquiry Sampling strategies in qualitative research Measurement issues in qualitative research Ethnography Biography Narrative Discourse Constructivist Perspective Grounded Theory The art of interviewing Participant observation Is a picture really worth 1000 words Conducting focus groups Using visual data collection methods Field notes and recoding Organizing qualitative data for analysis Developing coding schemes Comparisons of qualitative software Summarizing and reporting qualitative findings In addition students will spend 4 to 6 classes in the computer lab learning Atlas ti qualitative analytic software
Berg B L 2008 Qualitative research methods for the social sciences 7th ed Boston MA Allyn Bacon ISBN 0205628079
E. Course Readings, Online Resources, and Other Purchases
Appleton J V King L 1997 Constructivism A naturalistic methodology for nursing inquiry Advances in Nursing Science 20 2 13 22 Britten N 1995 Qualitative research Qualitative interviews in medical research British Medical Journal 311 251 253 Bryman A 1984 The debate about quantitative and qualitative research A question of method or epistemology The British Journal of Sociology 35 1 75 92 Golafshani N 2003 Understanding reliability and validity in qualitative research The Qualitative Report 8 4 597 607 Gotschi E Delve R Freyer B 2009 Participatory photography as a qualitative approach to obtain insights into farmer groups Field Methods 21 3 290 308 Hsieh H F Shannon S E 2005 Three approaches to qualitative content analysis Qualitative Health Research 15 9 1277 1288 Kawulich B B 2005 Participant observation as a data collection method Forum Qualitative Social Research 6 2 Art 43 http nbnresolving de urn nbn de 0114 fqs0502430 MacQueen K M McLellan E Kay K Milstein B 1998 Codebook Development for Team Based Qualitative Analysis Cultural Anthropology Methods 10 2 31 36 Marshall M N 1996 Sampling for qualitative research Family Practice 13 522 525 Maxwell J A 1992 Understanding and validity in qualitative research Harvard Educational Review 62 3 279 301 Patton M Q 2002 Two decades of developments in qualitative inquiry A personal experiential Perspective Qualitative Social Work 1 3 261 283 Popay J Rogers A Williams G 1998 Rationale and standards for the systematic review of qualitative literature in health services research Qualitative Health Research 8 3 341 351 Rappaport J 1995 Empowerment meets narrative Listening to stories and creating settings American Journal of Community Psychology 23 5 795 807 Rodgers B L Cowles K V 1993 The qualitative research audit trail A complex collection of documentation Research in Nursing Health 16 3 219 226 Sandelowski M Barroso J 2003 Writing the proposal for a qualitative research methodology project Qualitative Health Research 13 781 820 Schulze B Angermeyer M C 2003 Subjective experiences of stigma A focus group study of schizophrenic patients their relatives and mental health professionals Social Science Medicine 56 299 312 Schwartz D 1989 Visual ethnography Using photography in qualitative research 12 2 Qualitative Sociology 119 154 Shaw I 2008 Ethics and the practice of qualitative research Qualitative Social Work 7 4 400 414 Seale C 1999 Quality in qualitative research Qualitative Inquiry 5 465 478 Ware N C Tugenberg T Dickey B McHorney C A 1999 An ethnographic study of the meaning of continuity of care in mental health services Psychiatric Services 50 3 395 400
F. Student Expectations/Requirements and Grading Policy
1 Qualitative article critiques Two 5 points each 2 3 5 page written summary of a qualitative observation conducted within a health care context broadly defined 25 points 3 Qualitative analysis summary 15 points 4 Qualitative study proposal 30 points 5 Class presentation of your qualitative study proposal 10 points 6 Attendance and class participation 10 points
G. Assignments, Exams and Tests
1 Qualitative article critiques 5 points each Each student is required to locate read analyze and provide a 3 5 page written critique of two qualitative research articles The two articles selected should 1 be published in peer reviewed journals 2 involve research on topics related to behavioral health care 3 involve different qualitative research approaches At a minimum critiques should assess the extent to which 1 the topic was appropriate for qualitative inquiry 2 the specific qualitative research method chosen fit the literature reviewed and was consistent with the method chosen 3 there was sufficient description of informants or participants context and researcher 4 appropriate methods for information gathering and information analysis were employed 5 the conclusions are sound and emerge from the data gathered and 6 the research had important and relevant implication for behavioral health Students are encouraged to reference Forchuk C Roberts J 1993 How to critique qualitative research articles Canadian Journal of Nursing Research 25 4 47 55 for further guidance See attached scoring rubric 2 Observation Summary 25 points Students are required to conduct a one hour observation within a health care context broadly defined recording and summarizing their observations Students will submit a 3 5 page written summary of their observations including 1 when where why this environment was selected for observation 2 any prior expectations the students may have had regarding this context 3 what was observed 4 what was learned 5 how the observations comported with prior expectations See attached scoring rubric 3 Qualitative analysis summary 15 points Students will be provided a qualitative data set and required to complete an analysis of these data using ATLAS ti Students are required to 1 complete the analysis and 2 prepare a 3 5 page summary of the findings and conclusions 4 Qualitative study proposal 30 points Students are required to develop a 10 15 page proposal for a qualitative research study focused on an issue related to behavioral health The proposal should include a 1 statement of the presenting problem and the research question s to be addressed 2 review of literature on this issues 3 details about the qualitative approach that will be used in this study including the target population of interest sampling procedures data collection strategy and analysis plan See attached scoring rubric 5 Class presentation of your qualitative study proposal 10 points Each student will be required to do a 15 minute class presentation summarizing their proposed qualitative study 6 Attendances and class participation 10 points Students will also be graded on their class attendance and participation Students are expected to have read the readings for each and to participate in class discussions
H. Attendance Policy
Course Attendance at First Class Meeting Policy for Graduate Students For structured courses 6000 and above the College Campus Dean will set the first day class attendance requirement Check with the College for specific information This policy is not applicable to courses in the following categories Educational Outreach Open University TV FEEDS Program Community Experiential Learning CEL Cooperative Education Training and courses that do not have regularly scheduled meeting days times such as directed reading research or study individual research thesis dissertation internship practica etc Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty See USF Regulation Registration 4 0101 http usfweb2 usf edu usfgc ogc 20web currentreg htm Attendance Policy for the Observance of Religious Days by Students In accordance with Sections 1006 53 and 1001 74 10 g Florida Statutes and Board of Governors Regulation 6C 6 0115 the University of South Florida University USF has established the following policy regarding religious observances http usfweb2 usf edu usfgc gc pp acadaf gc10 045 htm In the event of an emergency it may be necessary for USF to suspend normal operations During this time USF may opt to continue delivery of instruction through methods that include but are not limited to Blackboard Elluminate Skype and email messaging and or an alternate schedule It s the responsibility of the student to monitor Blackboard site for each class for course specific communication and the main USF College and department websites emails and MoBull messages for important general information
I. Policy on Make-up Work
I Incomplete Grade Policy An Incomplete grade I is exceptional and granted at the instructor s discretion only when students are unable to complete course requirements due to illness or other circumstances beyond their control This applies to all gradable courses including pass fail S U Students may only be eligible for an I when majority of the student s work for a course has been completed before the end of the semester the work that has been completed must be qualitatively satisfactory the student has requested consideration for an I grade as soon as possible but no later than the last day of finals week The student must request consideration for an Incomplete grade and obtain an I Grade Contract from the instructor of record Even though the student may meet the eligibility requirements for this grade the course instructor retains the right to make the final decision on granting a student s request for an Incomplete The course instructor and student must complete and sign the I Grade Contract Form that describes the work to be completed the date it is due and the grade the student would earn factoring in a zero for all incomplete assignments The due date can be negotiated and extended by student instructor as long as it does not exceed one semester from the original date grades were due for that course The instructor must file a copy of the I Grade Contract in the department that offered the course and the Graduate School by the date grades are due The instructor must not require students to either re 8208 register for the course or audit the course in order to complete the I grade Students may register to audit the course with the instructor s approval but cannot re 8208 take the course for credit until the I grade is cleared An I grade not cleared within the next academic semester including summer semester will revert to the grade noted on the contract I grades are not computed in the GPA but the grade noted on the contract will be computed in the GPA retroactive to the semester the course was taken if the contract is not fulfilled by the specified date When the final grade is assigned if applicable the student will be placed on academic probation or academically dismissed refer to Automated Academic Probation Procedures for information Students cannot be admitted to doctoral candidacy or certified for graduation with an I grade http www grad usf edu inc linked files Catalog 20and 20Policies 2010 2011 Section 207 Acad Stds Grades 71110 pdf
J. Program This Course Supports
This course is part of the BRIDGE (Behavioral Research Immersion to Develop Graduate Excellence) Graduate Certificate
- Course Concurrence Information