Qualitative Methods
Prof. Ellen Rigsby
Spring 2012
MWF 10:20-11:20
Dr. Ellen M. Rigsby •105 K Sichel • 925-631-4953 • fax 925-376-7282 • cell available by
request
erigsby@stmarys-ca.eduOffice Hours: Monday 9:20-10:20; Wednesday 11:30-12:30 and by
apt.
Qualitative Methods Course Description:
This course introduces students to data collection and analysis using qualitative methodology,
and offers students an opportunity to design and carry out research projects. Topics addressed
will include origins of qualitative methodology, ethnography, participant observation,
interviewing, formulating research questions, collection and analysis of data, writing the
literature review, and authoring the qualitative essay.
Course Goals:
 To become familiar with the branch of the field known as qualitative methods
and its relative merits and limitations with respect to quantitative and interpretive
methods
 To understand and use them to gather and analyze data.
Learning Outcomes 1: hybrid of Core goals and my class
1. To recognize, analyze and compose readable qualtiative research writing, as
characterized by
a. clear and careful organization, coherent paragraphs and well-constructed
sentences that employ the conventions of Standard Written English and
appropriate diction
b. appropriate consideration of audience, context and format
2. To produce qualitative research that is well-supported, well-reasoned, and controlled by
a thesis--explicated in literature reviews, method statements, data analyses and
introductions and conclusions.
3. Use the process of writing to enhance intellectual discovery and unravel complexities of
research, discovery and analysis.
4. To learn the vocabularies and skill sets associated with qualitative research methods
5. To practice research skills and knowledge
a. To develop search strategies and use library catalogs and databases to find
relevant material
b. To critically evaluate sources
c. To integrate secondary literature and cite evidence appropriately
d. To understand the concept of intellectual property and practice academic
honesty.
Assessment for the Course/Course Requirements:
All assignments and quizzes must be completed and turned in to pass this course. No late work
will be accepted for submittal, save for documented medical emergencies or unless PRIOR
approval from instructor is granted.
2 Midterms on research terminology and readings
200
Observation Project
100
IRB report for Interview
50
Follow-up research assignments
50
Two Informal Presentations
20
Formal Presentation
50
Final reflection on research
25
Interview Research Project
200
CMC final research project
200
Ten + in-class assignments
100
total points, 1000
Assignment scaffolding for writing and research:
In-class assignments 3,4, and 5 are preliminary observation assignments that ask
students to do three forms of preliminary observation (non-participant observation of public
spaces at SMC, a participant observation of themselves in an activity, and a transcription of five
minutes of overhead conversation. The follow-up to each of these is an assignment that asks
students to make a list of key words they would use to search for articles about their three
preliminary observation topics, plus a list of likely databases where they would look to find
these articles and a search for one key term on one database with annotations showing which
articles are likely to be useful, which not, and why. (Hubbuch, pages 3-12; 35-40; 43-86) 1
ONE of these assignments will then become the topic for their observation project,
which will be a fuller, deeper investigation of the topic they chose. This topic will require a
literature review (Hubbuch pages 35-40; appendix c, pp. 304-321) a documentary analysis, and
a conclusion based on the data collected that answers the research question. The literature
review will be peer-edited and drafts will be required of the whole before the paper is due.
In-class assignment 7 is an interview in dyads on a topic given by the instructor.
Students take turns being the subject and the interviewer. The Interview project is mostly
about learning to gather and write up data from interviews. The students choose an interview
subject based on a project they identify and they do preliminary interviews on fellow
classmates to test interview style and question-writing. They also learn and use thematic
analysis as a way to analyze data and to use this method to reach a conclusion. The IRB form
will be peer-edited.
In-class assignments 8-10 are practice with coding varying types of transcripts and news
articles. Students practice coding and comparing their codes with other students to
1
The Hubbuch is also used for teaching APA citation form pp. 304-321;
approximate the kind of “norming” done in qualitative research gathering. All of these coding
assignments are peer-edited. The Final project is an analysis of interactions between members
of microblogging sites. In this assignment, the data is “found” and the emphasis is on working
inductively to relevant research in the field (Hubbuch pages pp.15-42) and on coding the data.
The documentary analysis is peer-edited.
Thus in three projects students are taken through gathering data three times,
through library research twice, and through heavy data analysis twice. They practice
reflection through peer editing and through presentation of research questions or
findings to the class.
Writing Center Office Hours:
Students of all levels and disciplines are welcome to drop in or make appointments for one-onone sessions with Writing Advisers. Students may request weekly or biweekly sessions with the
same peer student Adviser. The Center, in Dante 202, is open 5-8 p.m. Sunday and 2-8 p.m.
Monday through Thursday. The phone number is 925.631.4684. Through collaborative
engagement, Advisers guide their peers toward expressing ideas clearly and revising their own
papers with an eye toward audience and purpose. Writers should bring their assignments,
texts, and related material. Writers visit the Center to brainstorm ideas, revise drafts, or work
on specific aspects of writing, such as grammar, citation, thesis development, organization,
critical reading, or research methods. Discussions may involve any type of writing, including
poetry, science lab reports, argument-driven research, or scholarship application letters.
GRADING SCALE
GRADE
%
A
93 –100 %
A- 90 – 92 %
B+ 87 – 89 %
B
83 – 86 %
B- 80 – 82 %
C+ 77 – 79 %
C
73 – 76 %
C- 70 – 72 %
D+ 67 – 69 %
D
63 – 66 %
D- 60 – 62 %
F
59 % and below
Grading Standards:
“C” is an average grade indicating that you have an adequate command of the
substantive material of the course and that you have engaged in the exploration of the
ideas and concepts. This is generally demonstrated through class participation and
through satisfactory completion of class assignments and examinations.
“B” is a good grade, indicating your involvement with the course and its material has
been more than just adequate. “B” work is very good – significantly above average.
“A” work is more than simple mastery of course material. It represents a very active
and sophisticated engagement with every aspect of the course, demonstrated through
sophisticated analysis or creative treatment of the ideas and data covered in the course.
“D” work is less than adequate. For instance, a “D” may indicate that you failed in
one or more areas of the course or that you have slipped below a satisfactory level of
work in all areas.
“F”
indicates a failure to meet the requirements described above.
Required Texts:
Creswell, Research Design: Quantitative, Qualitative, and Mixed Methods
Lindloff and Taylor, Qualitative Communication Research Methods 3RD EDITION ONLY
Things to be aware of:
 HONOR: The SMC honor code is enforced in this class. All written work, barring
group projects, is expected to be your own work. Work from students that is
substantially similar will be treated as an honor code violation, and sent to the
council. Written essays come in via turnitin.com
 CIVILITY: Civility is expected of every student in discussion. Discussion sometimes
becomes heated, but comments must be substantive (not derogatory) and directed
at the conversation, not the person speaking.
 ATTENDANCE/Participation/Gaellearn: I advocate active and experiential learning,
thus your presence is crucial for the implementation of this course. Consequently, I
expect your best effort at engaging the course material via class discussions,
assignments, on-line activities, etc. This effort, of course, requires attendance of
every class, as well as turning off of disruptive devices such as pagers, cell phones,
net-surfing unrelated to class, etc. Missing class will result in a deduction of points
from your grade. I will allow 3 unexcused absences before deducting points (25
points per absence. This is 2.5% of your grade). Please note, that missing class
frequently will considerably decrease your grade. Having more than 5 absences can
result in automatic failure of the class. Moreover, continual lateness will be assessed
as one-half an absence.
 READING for class: Assigned reading must be brought to class every day.


LATE ASSIGNMENTS: The instructor is not obligated to accept late assignments.
NOTE THAT ALL MAJOR ASSIGNMENTS MUST BE TURNED IN TO RECEIVE A
PASSING GRADE IN THIS COURSE.
Student Disability Services:
Student Disability Services extends reasonable and appropriate accommodations that
take into account the context of the course and its essential elements, for individuals
with qualifying disabilities. Students with disabilities are encouraged to contact the
Student Disability Services Director at (925) 631-4164 to set up a confidential
appointment to discuss accommodation guidelines and available services. Additional
information regarding the services available may be found at the following address on
the Saint Mary’s website: http://www.stmarys-ca.edu/academics/academic-advisingand-achievement/student-disability-services.html