CMN 581
Qualitative Research Methods
Winter 2008
Dr. Daniel Makagon
Office: SAC 596
Office Hours: Tuesday
4:45-5:45
Phone: (773) 325-7376
e-mail: dmakagon@depaul.edu
home page: http://condor.depaul.edu/~dmakagon
Course Description
and Objectives
This
course provides a graduate-level introduction to the philosophical issues
surrounding and fieldwork practices that make up qualitative research. We will
pay special attention to questions concerning ethnography, including ethical
issues and imperialist initiatives, relationships between objective reporting
and subjective voice, and various presentational forms. The course has a dual
focus: (1) students will develop an understanding of qualitative research as a
methodology and (2) this knowledge will inform studies conducted by students.
Required Texts
All course readings are
available on-line at http://condor.depaul.edu/~dmakagon/student:
Assignments and
Grades
Research Paper: 75%
Quiz Grade: 15%
Participation: 10%
You will write one
substantial research paper. But
that work will be completed in stages. Each stage will be graded and cumulated
in a final grade. Check the course schedule for due dates.
1. Proposal: description
and justification of the project chosen. (4-5 pages)
2. Literature review and
discussion of method. (4-5 pages)
3. Completed paper (12-16
pages), which incorporates the above and comes together in the following
fashion:
Introduction
and justification of the project
Literature
review and description of methods
Analysis
of issue(s)
Conclusion:
Broader implications
Reading
quizzes will feature short answer
questions. The quizzes will allow me to gauge how well you understand the
arguments made in the readings. Unlike your papers and class discussion, where
I am interested in your opinions about the issues and the strength of the
writer's argument(s), the quizzes are designed for you to state the author's
argument only. If we do not understand what s/he's saying then our critique of
her/his work will not be properly grounded. You should treat these quizzes as
opportunities to write through your understanding of the issues raised in
course materials and a tool that can help prepare you for comprehensive exams.
Possible points for each quiz question will be listed after the question
(usually 10 or 20 points per question and usually 2-3 questions per quiz).
Answers will be graded based on your ability to clearly summarize the author's
argument(s) and use examples from the reading to support your answer(s).
The proposal is a 4-5 page document that explains what you are studying, why, and why the study is important on some level (i.e., Why should a reader care?). Your proposal should explain whom you plan to interview, what/where you will observe/do participant observation, a general timeline for the project, the theoretical context/materials that will help frame your study (i.e., what types of literature will help you flesh out your argument in the final paper), and why the study is important. You have just begun the class so I donŐt expect a lot of details about the qualitative fieldwork; that will come when you turn in the literature review/methods section. Similarly, you will turn in a literature review later in the term, so the discussion of types of literature will also be general at this point. For now, you need to develop a general plan for the study. The proposed study will change as you begin your research but this proposal should function as an introduction to the project (i.e., a scaled-down version of this 4-5 page paper should become your 1-2 page introduction in your research paper). The proposal should be written in paragraph form; donŐt turn in a literal timeline for the project.
I will record a grade for this assignment and provide written feedback but that grade and feedback should be used to help gauge the quality of your work; it is not a final grade. The final grade will be assigned for your final research paper. The proposal is due January 15.
Literature review and
discussion of method (4-5 pages) is due
February 12 and is discussed in a
separate handout that can be found in the folder containing PDFs for this
class.
Writing Guidelines
All
papers must be typed, paginated, double-spaced throughout the entire essay, and
use a consistent style (e.g., Chicago, MLA, or APA). Use one-inch margins and
12-point font. Please include a title page that contains your name, the date,
the assignment, and any other information you feel compelled to include. Please
number your pages. Do not send me electronic copies of your work. Also, see the syllabus addendum (available in the
folder that contains pdfs for this class) for a description of my grading
policies and expectations as well as further details about written assignments.
Contact or visit the
Writing Center for assistance with your writing: Lincoln Park at 802 W. Belden,
150 McGaw Hall, 773-325-4272. The Loop at 25 E. Jackson, 1620 Lewis Center,
312-362-6726. wcenter@depaul.edu.
Course Policies
Attendance and Active
Participation are expected and
required.
Promptness is expected as a general rule. If you are
consistently late to class, your grade will be negatively affected.
You
are allowed one (1) unexcused absence in this class and two absences total
if one or both of those absences are excused. An excused absence is documented
in terms of medical illness/emergency, family illness/emergency, required
by a court of law, a religious holiday, or university business. If you miss
more than two class sessions, you will receive an "F' in the class (even
if the absences are excused). Missing this many class sessions (more than
20% of the term) undermines the integrity of the classroom experience. If
you miss this much class because of illness or a family emergency, you should
meet with the Graduate Director to discuss withdrawal options.
All
assignments are due on assigned days. There will be NO MAKE UPS. Documented illnesses or documented emergencies are
the only exception to this policy. Changes in work schedules, personal
celebrations (e.g., birthdays), or vacations are NOT considered to be
legitimate reasons for missing assignment deadlines or class meetings. If you
miss a quiz and have documentation for your absence then you will take the quiz
on the next date you attend class.
Students
with disabilities should provide me with documentation from the Office of
Students with Disabilities.
If
you have a cellular phone or pager, turn it off or set it to vibrate.
Plagiarism will be discussed below but for now you should note that all cell
phones must be put away during quizzes and you should not be sending or reading
text messages during class sessions.
Please
make sure my e-mail address is listed on your approved list if you are using a
commercial e-mail provider.
Plagiarism
I
have often found that plagiarism becomes tempting if students are feeling
pressured. Remember, when in doubt quote. If you are quoting somebody directly
then you need to list the information within quotation marks and cite a page
number. If you are paraphrasing then you need to cite the person and a page
number. Never copy and paste entire documents into your paper and do not quote
others to the point where your ideas become indistinguishable from your
source's ideas. There is no reason to plagiarize given the resources available
to you (e.g., opportunities to meet with me; coaches in the writing center; my
handout on writing for the class; and DePaul's policy on academic integrity
available at http://studentaffairs.depaul.edu/handbook/code16.html).
If you do plagiarize, you will automatically receive a grade of "F"
in this class. Moreover, the Academic Affairs office will be contacted.
Grade Scale
93-100 A, 90-92 A-, 88-89
B+, 83-87 B, 80-82 B-, 78-79 C+, 73-77 C, 70-72 C-, 60-69 D,
0-59 F
DATE
READING
ASSIGNMENTS
January 8 Norman
Denzin and Yvonna Lincoln, "Introduction: The Discipline and Practice of
Qualitative Research"
Recommended: Bronislaw Malinowski, Argonauts of the Western
Pacific (Forward, Introduction, Ch.
22)
Edward
Evan Evans-Pritchard, The Nuer
(Introductory)
[These
recommended materials are not in the PDF folder]
January 15 H.
Russell Bernard, "Participant Observation" and "Unstructured and
Semistructured Interviewing"
Liz
Bird, "Understanding the Ethnographic Encounter"
Proposal
Due
January 22 Erving
Goffman, "On Fieldwork"
Robert
Emerson, Rachel Fretz, and Linda Shaw, "Fieldnotes in Ethnographic Research"
Greg
Scott, "'It's a sucker's outfit': How urban gangs enable and impede the
reintegration of ex-convicts"
January 29 Clifford
Geertz, The Interpretation of Cultures (excerpts)
Nick
Trujillo, "Interpreting November 22"
February 5 George
Marcus and Michael Fisher, Anthropology as Cultural Critique (excerpts)
Eric
Klinenberg, "Dying Alone"
February 12 Thomas
Lindlof and Bryan Taylor, "Qualitative Analysis and Iterpretation"
Literature
Review/Method Section Due
Recommended: Berg, "Content Analysis"
February 19
John Van Maanen, Tales of the Field (excerpts)
Daniel
Makagon, Where the Ball Drops
(excerpts)
February 26 Tom Wolfe,
"Like a Novel," & "Seizing the Power"
William
Finnegan, "The Unwanted"
Susan
Orlean, "The Congo Sound"
March 4
Business Week, "The
Science of Desire" and supplement
Lawrence
Osborne, "Consuming Rituals of the Suburban Tribe"
Lexa
Murphy, "The Dialectical Gaze"
March 11 Conferences
MONDAY, MARCH 17 FINAL
PAPER DUE BY 5:45 PM