EDUC 6770 QUALITATIVE METHODS

UTAH STATE UNIVERSITY

Spring, 2018

Syllabus

Instructor: Sherry Marx, PhD Phone: 797-2227 Class Time: Wednesdays 4:30-7:00 Office: EEJ Education 341 Meeting Place: LILLY 006 Email: sherry.marx@usu.edu Office Hours: By Appointment

Purpose/Overview Welcome to Qualitative Research Methods! This is an introduction to some of the fundamental ideas and methods in qualitative research in the social sciences. In our class, we will examine a variety of approaches to studying social phenomena. In particular, we will give much attention to the underlying ideas that shape research, as well as to methods used to conduct research. These foundations of strong, meaningful qualitative research are intertwined, as we shall see. While it is impossible to become familiar with all approaches to qualitative research in just one class (or 2 or 10), it is my hope that, by the end of this class, you will have a clear understanding of 1) the diversity of the field, 2) the ways philosophy, theory, and epistemology underpin powerful social science research, 3) sound methods in which to scaffold research on these foundations, and 4) qualitative options that are available to you no matter the field you study. Throughout our class, you are encouraged to explore perspectives and methods that match your own interests and stretch your understanding of research. Our class will be conducted as a workshop that requires you to 1) deeply reflect on the materials read, 2) examine different orientations of qualitative design, and 3) design a small-scale, do-able study proposal that can be conducted at a later date through piecemeal attention to 1) key literature, 2) appropriate epistemological/theoretical foundations, 3) sturdy research question(s), and 4) appropriate, thoughtful methodology. Throughout our class, you are encouraged to analyze how various authors approach qualitative research and weave in their epistemological and theoretical positions in the creation and analysis of their projects. You, like the authors you read this semester, are encouraged to think flexibly and creatively about qualitative research. To make the most of our class, it is essential that students come prepared to every class meeting with homework completed and assignments read. We will build on the knowledge you’ve gained before class during our class time together.

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Class Dynamics

In an advanced academic class such as ours, it is natural that we all come to class with differing ideas about research, as well as differing plans for our own future scholarship. To be successful in this class and to truly appreciate qualitative research, it is necessary to have an open mind about the subject area. Some of the ideas you encounter in our class may be different than those you have heard of or experienced previously. For academics such as ourselves, new ideas and new academic challenges are gifts that enable us to think in new ways and see new perspectives. The ability to embrace the challenges that come with new ways of thinking is a true sign of a scientific mind. Thus, I ask that you respect the work presented, even if the perspectives shared are different from your own. As the same time, it is important to realize that everyone in our class has various backgrounds, experiences, perspectives, and positions that enrich us all. It is important to value and listen to what we all have to offer. It is not necessary for us all to agree to benefit from our semester together; however, it is necessary that we all respect one another. Please be confident that you are never required to agree with the perspectives we encounter in class. You are just asked to appreciate how they add to our understanding of research.

Required Readings

­ Glesne, C. (2016). Becoming Qualitative Researchers: An Introduction (5th Edition). New York: Pearson. ­ EDUC 6770 Readings available on class Canvas site ­ Most recent APA Style Manual – or solid, up to date information on APA on-line such as

https://owl.english.purdue.edu/owl/resource/560/01/

Technology Policy

Personal technology (laptops, e-readers, smart phones, etc.) may be used in our class solely for class purposes (viewing documents, searching for pertinent information, etc.). Checking email, surfing, or attending to other matters are distractions for all class members. Please recognize the use of your personal technology as a privilege in our class that comes with these responsibilities.

Value of Diversity

As we continue through the class, please note the inclusion of diverse perspectives, methodologies, fields, and authors. Qualitative research is generated by people from all over the world; of all ethnic, cultural, linguistic, economic, and gender backgrounds; and in a wide variety of subject areas. Be assured, if you are interested in pursuing qualitative research, it is available to you no matter your background or field.

Cautionary Tale

It is imperative that students not fall behind on readings and/or assignments during the semester. Everything we do in class is building up to the final project. Many tasks are laid out over the semester piece by piece. By getting behind in any of them, you risk not being able to finish your research proposal, which is the key indicator of your grade. Please manage your time wisely this semester and ensure that you are reaching the goal of the finished project little by little over the semester. If you find yourself falling being, please get in touch with your professor as quickly as possible so this problem can be remedied. Also, please note that assignments will not be accepted more than one week late and that Incompletes are only reserved for documented emergencies.

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Schedule

Readings/Assignments Due this Day Jan 10 Introduction

Ø Introductions, Possible Research Ideas, Expectations

Jan 17 What Is Qualitative Inquiry Historically & Philosophically? Ø Denzin, N. & Lincoln, Y. (2011). Introduction: The discipline and practice of

qualitative research. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (4th edition), 1-25. Thousand Oaks, London, New Delhi: Sage. (Including “Locating the Field”)

Ø Erickson, C. (2011). A History of Qualitative Inquiry in Social and Educational Research. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (4th edition), 43-59. Thousand Oaks, London, New Delhi: Sage.

Ø Preissle, J. (2006). Envisioning Qualitative Inquiry: A View across Four Decades. International Journal of Qualitative Studies in Education, 19:6, 685-695.

Ø Encyclopedia Entries: Epistemology, Theoretical Framework, Postmodernism Ø You may also listen to this interview with David Bowie where he discusses

how he’s been influenced by postmodernism. Not required, but illuminating: http://www.npr.org/2003/09/19/1436453/musician-and-songwriter-david-bowie

Homework Due: Write a one-page paper reflecting on what you have learned most about qualitative research from the assigned readings – what has made the strongest impression on you? What are the burning questions with which this introduction to the field has left you? Be ready to share these questions with classmates. Due: Complete plagiarism module in the Canvas Modules, including quizzes.

Jan 24 What Is Qualitative Inquiry Methodologically? Ø Glesne (2016). Chapter 1: Meeting Qualitative Inquiry Ø Schram (2006). Chapter 6. Choosing a research approach. In

Conceptualizing and Proposing Qualitative Research, pp. 92-115. Ø Kovach, M. (2012). Chapter: Indigenous and Qualitative Inquiry: A Round

Dance? In Indigenous Methodologies: Characteristics, Conversations, and Contexts, 23-38.

Ø Creswell, J (2013) Chapter 4: Five Qualitative Approaches to Inquiry. In Qualitative Inquiry & Research Design: Choosing among Five Approaches, pp. 69-110.

Homework Due: Write a one-page paper reflecting on how these articles overlap and depart from one another. The goal in assigning them together is to illustrate the complexity of qualitative research. No one approach is the best or most appropriate; rather, the authors seek to highlight what they most value. What’s made the strongest impression on you?

Jan 31 Qualitative Research Design

Ø Glesne (2016) Chapter 2: Research Design and Other Prestudy Tasks: Doing What Is Good for You.

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Ø Glesne (2016) Chapter 5: Field Relations: Researcher Roles, Rapport, and Reflexivity.

Ø Glesne (2016) Chapter 6: But Is It Ethical? Considering What Is “Right” Ø Creswell (2013) Example 3 of writing up a qualitative research proposal, p.

63. Homework Due: The materials share more nuts and bolts and ‘how-to’s’ than previous articles. In a one page paper, describe how you can connect what you read today with previous readings.

Feb 7 Various Approaches to Qualitative Inquiry Students will present on one of many possible research methodologies/orientations (see end of syllabus – choose from ethnography, critical ethnography; action research; participatory action research, etc.) Homework Due: Carefully analyze your methodology and be able to share its basic parameters to your classmates in a set time frame to be determined. Please provide a handout to share with your classmates about the basics of this approach. Resources to help you will be posted on Canvas. You must have completed CITI training and be certified by this date. Please turn in on Canvas.

Feb 14 Data Collection Techniques: Interviews & Observations

Ø Glesne (2016) Chapter 3: Being There: Developing Understanding through Participant Observation, Documents and Visual Research.

Ø Glesne (2016) Chapter 4: Making Words Fly: Developing Understanding through Interviewing.

Ø Keefer, J. (2015) Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it, Innovations in Education and Teaching International, 52(1), 17-28.

Homework Due: In one page, explain the methods used by Keefer and make connections to previous readings on ethics and epistemology. What do you see undergirding this study? Did you find the topic interesting? Summary of 5 Articles Related to Your Research Project Due – Please look carefully at assignment description before you start this project. Articles must be peer-reviewed.

Feb 21 Analyzing and Writing Up Qualitative Inquiry

Ø Glesne (2016) Chapter 7: Finding Your Story: Data Analysis. Ø Glesne (2016) Chapter 8: Crafting Your Story: Writing Up Qualitative Data. Ø Tan, E. & Calabrese-Barton E. (2010). Transforming science learning and

student participation in sixth grade science: A case study of a low-income, urban, racial minority classroom. Equity & Excellence in Education, 43(1), 38-55.

Homework Due: In one page, describe how the Tan & Calabrese-Barton article illustrates the advice Glesne gives in her 2 chapters. Summary of 5 Articles Related to Your Research Project Due – Please look

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carefully at assignment description before you start this project. Articles must be peer-reviewed.

Feb 28

Examples of Studies: Indigenous Research in Qualitative Inquiry Ø Smith, L. (2005). On Tricky Ground: Researching the Native in the Age of

Uncertainty. In N. Denzin & Y. Lincoln (Eds.) (2005). The Sage handbook of qualitative research (3rd ed.), 85-107. New York: Sage.

Ø Kovach, M. (2010). Conversational Method in Indigenous Research. First Peoples Child & Family Review, 5(1), 40-48.

Ø Brayboy, B. & Maughn (2009). Indigenous Knowledges and the Story of the Bean. Harvard Educational Review, 79(1), 1-21.

Ø Postcolonialism Encyclopedia Entry

Homework Due: Given your understanding of this topic, write a one-page paper reflecting on the kinds of data collected in the Kovach and Brayboy papers and what counted as knowledge to the authors. Compare with Smith’s insights/ recommendations. Presentation: Bring in well-thought-out research question for your study proposal. You will share this with classmates for possible modification/improvement. Be able to discuss the meaning of your question, how it will contribute to the world, and how it will be grounded theoretically/epistemologically.

Mar 7 Spring Break

Mar 14

Examples of Studies: Interviews & Observations Ø Stinnett, J. (2012). Emerging voices: Resituating expertise: An activity

theory perspective on representation in critical ethnography. College English, 75(2), 129-149.

Ø Baumbusch, J. (2010). Conducting critical ethnography in long-term residential care: experiences of a novice researcher in the field. Journal of Advanced Nursing, 67(1), 184-192.

Ø DeForge, R., van Wyk, P., Hall, J., & Salmoni, A. (2011). Afraid to care; unable to care: A critical ethnography within a long term care home. Journal of Aging Studies, 25, 415-426.

Homework Due: Write a one-page paper reflecting on what you’ve learned about critical ethnography from this selection of readings. What do you find intriguing? Troubling? How do the research articles relate to the theoretical article? Be ready to share your insights with classmates. Turn in Revised Research Question

Mar

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Examples of Studies: Journey Maps & Photovoice Ø Meyer, M. & Marx, S. (2014). Engineering Dropouts. A Qualitative

Examination of Why Undergraduates Leave Engineering. Journal of Engineering Education.

Ø Behrendt, M. & Machtmes, K. (2016). Photovoice as an evalutation tool for student learning on a field trip. Research in Science &Technology Education,

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34(2), 187-203.

Homework Due: Write a one-page paper reflecting on the creative methodologies in these articles. Do you think they might work your own field of study and/or interest area? What are the strengths and limitations you see? Be ready to explain in class. Presentation: Bring to class a draft Methodological Approach you plan to use in your proposed project. Be able to argue why it is beneficial and how it is grounded in the epistemological/theoretical framework you have crafted. You will share with classmates like you did the research question. 2-3 pages.

Mar 28

Examples of Studies: Interviews, Collaboration & Document Collection Ø Guajardo, M. & Guajardo, F. (2004). The Impact of Brown on the Brown of

South Texas: A Micropolitical Perspective on the Education of Mexican Americans in a South Texas Community. American Educational Research Journal, 41(3), 501-526.

Ø Encyclopedia Entry: Critical Race Theory Ø Delgado, R. (1995). Legal Storytelling: Storytelling for Oppositionists and

Others: A Plea for Narrative. In R. Delgado (Ed.) Critical Race Theory: The Cutting Edge, pp. 64-73, Philadelphia: Temple University Press.

Homework Due: Write a one-page paper reflecting on the kinds of information that counts as knowledge in these articles, particularly Guajardo & Guajardo. If you had to give this study a methodological label, what would you call it? Many qualitative studies reflect dimensions of ethnography but resist simplistic methodological labels. Due: Turn in a well-crafted 1-2 page revision of the methods you plan to use in your research project. Methodologies will be analyzed through Turnitin plagiarism software to ensure they are original

Apr 4

No Class This Week

Apr 11

Examples of Studies: Action Research and Theory

Ø Capobianco, B. (2011). Exploring a Science Teacher’s Uncertainty with Integrating Engineering Design: An Action Research Study. Journal of Teacher Education, 22, 645-660.

Ø Yancher, S., South, J., Williams, S., & Wilson, B. (2010). Struggling with Theory? A Qualitative Investigation of Conceptual Tool Use in Instructional Design. Educational Technology Research & Development, 58(1), 39-60.

Homework Due: Write a one-page paper reflecting on the ways these articles make use of qualitative methods and reveal their epistemological/theoretical foundations. Based on what you’ve been learning, how could the Yancher article be improved? If you are in the STEM area(s), how have all the STEM articles we’ve read influenced your understanding of qualitative research?

Apr16-20

Schedule a time to meet with Dr. Marx individually to go over your proposal. Please present the proposal in close to finished form. No formal class this week.

Apr 25 Student Presentations on Research Proposals Ø Final Research Proposals Due

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Assignments All weekly reflections are due the first part of class the day the reading is due. We will use Canvas for our assignments. Weekly reflections cannot be made up if absent, but they can be turned in early. In order to help you keep up with the course load, assignments will not be accepted more than one week late. Incompletes are only given in case of documented emergencies. Please note this is a very rigorous course. All aspects of research take time, so it is wise to budget generous amounts of time to reading, writing, thinking, and revising. All assignments must be typed in 12-point font with 1” margins. Weekly homework assignments must use single spacing. Longer assignments must use double spacing. Please adhere to length requirements.

Participation Participation is a critical component of a doctoral class. Without quality discussion, the class cannot succeed. Therefore, your verbal participation is crucial. Make sure that you verbally contribute to the class with questions, comments, and insights each time we meet. At the same time, please take care not to dominate discussion, silencing others unintentionally. You will evaluate your own participation at the end of the semester utilizing the rubric on Canvas.

10%

Weekly Homework Reflections Reflections on assigned readings are required each week to encourage thoughtful reflection on the topic at hand. Evidence of thoughtfulness, careful analysis, and willingness to learn new things are necessary for credit. You are encouraged to reflect rather than react. Just one page total please. Please do not think of reflections as irrelevant busywork. This assignment is, in fact, very helpful. It is a space for initial analysis and framing of ideas before you come to class so you are prepared to contribute and/or direct the conversation. Reflections are a critically important foundation of our class. Reflections are due on Canvas by the beginning of class, but they may be turned in early. They are not accepted as a late assignment. They are graded as pass (1 pt) or fail (0 pt). You do not need to turn in a reflection on the day you present.

10% (1% each)

Student Discussion Leaders Each week, students will be in charge of leading the discussion on the readings. Leaders are encouraged to ask questions that link theoretical/epistemological and methodological aspects of the pieces read. Students are not expected to act as experts on the subject matter and are not lecture or provide explanation. Rather, the goal is to act as guides who help classmates deepen their discussion of theory and research.

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Abstracts of 10 Articles for Your Research Project This assignment is directly related to the research proposal you will prepare during class. Read 10 recent journal articles on the topic in which you are interested. Make sure several are epistemologically/theoretically grounded, that several are also empirical (i.e., they include the collection of data) so that the methods are apparent to you. Focus on the last 10 years. All articles must be peer-reviewed unless there are extenuating circumstances (like this is a new field that has not been well studied, in that case, dissertations are a reasonable option). Talk to your instructor if you are

10%

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having difficulty. To help you budget your time, turn in 5 one week, and 5 the next. You can turn them all in the first week if you like. Each abstract should be about half a page in length. Include current APA-style bibliographical reference for each article. Please also make sure all abstracts with their corresponding citations are in just one document. You must write the abstracts yourself in order to process the information. This is not a cut-and-paste assignment but a reflective, analytical one. Cut and paste abstracts will be given no credit because they are plagiarisms. Remember not to use unpublished and/or internet articles that are not published in journals. No credit will be given for such items. This assignment requires you to conduct electronic data base research here at USU and from your home. If you have not received training on how to do this in a previous class, make an appointment with the reference librarian Kacy Lundstrom and she will arrange a personalized workshop for you (kacy.lundstrom@usu.edu or (435) 797-2285). You must have this training in some form to conduct your research project. (You cannot learn it on your own.) Abstracts will be graded pass/fail per entry. While you will be encouraged to revise problematic entries, they will maintain their initial grade. Abstracts will be analyzed through Turnitin plagiarism software to ensure they are original. CITI Course in The Protection of Human Research Subjects You must go to this website: https://www.citiprogram.org/default.asp and complete the CITI Course in The Protection of Human Research Subjects. This course takes a few hours to complete, so budget your time wisely. If you have already completed this assignment in another class, just turn in your documentation.

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Presentation on Sample Research Methodology Students will choose a research methodology to carefully study and present to class in a discussion with handouts. Students must show clear understanding of the method they are sharing, careful organization, and a helpful handout.

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Research Question Given all the richly situated and crafted essays and studies you are examining, as well as your own interests, craft a rigorous, doable research question you could pursue in a later research class. The first week this is due, you must share it with you classmates and instructors for feedback. The following week, you will turn the improved/revised question to your instructor. It’s critical this be a well thought out qualitative research question. In addition to your question, include a page description of how this question builds on a theoretical/epistemological foundation. While research questions can be continually improved, the grade is associated with the first time they are submitted.

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Methodological Approach Building on your question, as well as a sound theoretical/epistemological foundation, describe the qualitative methods you will use to conduct your proposed study. This is not a fictional project, but preparation for an advanced research class and possibly your dissertation. Be thoughtful, rigorous, and careful in your construction. Like the

5%

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question, your methods will first be shared with classmates, then revised and turned in for a grade. Rather than a statement of “case study,” “ethnography,” etc., you are asked to explain the methodological orientation of your study, describing the methods you will use and why (i.e., photographs, interviews, observations, documents, etc.). Make sure your design is trustworthy, rigorous, and doable. Creativity is icing on the cake. Again, while your methodology can be continually honed, the grade is associated with the first time it is submitted.

Meet with Instructor about Your Proposal To ensure your proposal is in good condition, you must meet with your instructor for a one-to-one writing conference (April 16-20). 10% will be deducted from your overall course grade if you choose not to meet with your instructor (mtgs can be in person or through technology).

-10% possible

Plagiarism Module It is key as a developing scholar that you learn to write originally. Plagiarism, intentional or accidental, has no place in academia and can ruin a scholar’s career and reputation. This USU library module helps you learn more about plagiarism and practice avoiding it. It is brief but harder than it might seem at first, so please give some time and care to this module and its quizzes.

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Final Research Proposal The research proposal combines all the elements of research design you have amassed during the semester: a problem statement and theoretical/epistemological grounding, a literature review, a sturdy question, a proposed research design, and some discussion of the meaningfulness of this study. During the semester, we will look at examples of qualitative research proposals to help you craft this document. Be sure to adhere to page limits (to be determined in class). This is the weightiest grade in the class; it is the assignment that best shows what you have learned about qualitative research and how you can develop your own solid project. Proposals will be analyzed through Turnitin plagiarism software to ensure they are original

32%

Final Research Presentation You will present your research proposal in a PowerPoint (or similar) format to your classmates, as you would a dissertation proposal or a conference presentation. Please cover the main areas you cover in the proposal and adhere to time limits (to be determined in class).

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Student-Led Discussion Schedule

Feb 28

March 14

March 21

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March 28

April 11

POSSIBLE RESEARCH METHODOLOGIES TO STUDY AND SHARE WITH CLASS ALONG WITH KEY SOURCE

You are wise to add more sources to your inquiry, but these in depth pieces are good places to

start. If you are interested in another approach, run it and your source(s) by your instructor. All chapters are linked on a Canvas page.

Ethnography Tedlock, B. (2005). The observation of participation and the emergence of

public ethnography. In N. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd edition), pp. 467-481.

Critical Ethnography

Foley, D. & Valenzuela, A. (2005). Critical Ethnography: The Politics of Collaboration. In N. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd edition), pp. 217-234.

Qualitative Case Study

Stake, R. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd edition), pp. 443-466.

Participatory Action Research

Kemmis, S. & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd edition), pp. 559-603. & Gaffney, M (2008). Participatory Action Research: An Overview--What Makes It Tick? Kairaranga, v9 spec iss p9-15.

Autoethnography Ellis, C., Adams, T., & Bochner, A. (2011). Autoethnography: An overview. Historical Social Research, 36(4), 273-290.

Narrative Inquiry

Chase, S. (2011). Narrative inquiry: Still a field in the making. In N. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research (4th edition), pp. 421-434.

Grounded Theory

O’Reilly, K., Paper, D., & Marx, S. (April, 2012). Demystifying Grounded Research. Organizational Research Methods, 15 (2), 247–262.

Arts Based Research

Greenwood, J. (2012). Arts Based Research: Weaving Magic and Meaning. International Journal of Education & the Arts (13), 1, 1-21.

Phenomenology Greinewald, T. (2004). A Phenomenological Research Design Illustrated. International Journal of Qualitative Methods, 3(1), 42-55.

WHAT DOES AN “A” STUDENT LOOK LIKE? I am often asked what an “A” student looks like at every level of coursework. In this advanced doctoral class, an “A” student is a responsible learner – making sure they carefully read all the materials and otherwise prepare for class. An “A” student communicates with the instructor if they are having trouble, need clarification, or need to miss class. An “A” student carefully reads and asks questions about assignments so they understand expectations. They put forward their very best efforts, keep up with all the reading and writing assignments, and continually work on their project throughout the course of the semester. An “A” student realizes this is a rigorous, challenging class and seeks to meet all high expectations.

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CLASS POLICIES

Attendance

Students are expected to attend all class periods – to come on time, stay the full class period and be mentally present. Only documents emergencies will be excused. 5% points will be deducted for each

absence that is not an excused emergency. The materials are philosophically rich and multi dimensional. One cannot gain the same depth of understanding by examining the materials on one’s

own. Attendance is crucial.

Grades The following final grades will be given:

A A- B+ B B- C+ C C- D+ D F

100-93 92-90 89-87 86-83 82-80 79-78 77-73 72-70 69-68 67-60 <59

• It is expected that students come to class having carefully read the assigned readings and completed assigned homework.

• It is expected that students will verbally and intellectually contribute to the class by sharing insights,

opinions, and other thoughts about the topics we will be discussing in a respectful manner. • It is expected that students are mentally present in class. • It is expected that students will come to every class on time and stay the whole class period. Please

talk with instructor ahead of time if you expect to be absent. Only documented emergencies will be excused.

• It is expected that, as graduate students, you set high standards for yourself in the areas of presenting

and writing. Poorly written papers, papers with poor grammar, spelling, and editing, or papers that merely express opinions without making reference to readings will be graded down. Think of all your assignments as possible future published articles.

• Late papers or re-assigning a project will only be possible in the case of documented emergency. Late

papers or rescheduled presentations without an acceptable excuse will not be accepted. • All your work is expected to be of very high quality. Your grade on each assignment is a reflection of

the quality of your work. • Because the purpose of this syllabus and reading list is to meet the needs of the class, some materials or

assignments may change with class dynamics.

Methodology Materials

If you’d like to dig deeper into qualitative research, the following materials may be beneficial to you:

Qualitative methods books, chapters, and articles by Harry Wolcott, Corrine Glesne, Michael Patton, Linda Tuhiwai Smith, Amanda Coffey and Paul Atkinson, John Van Mann, Carolyn Ellis, James Scheurich, William Tierney, Yvonna Lincoln, Norman Denzin, Laurel Richardson, Egon Guba, Patti Lather, Elizabeth St. Pierre, John Creswell, Margaret Kovach, etc., etc., etc. These authors represent a wide variety of perspectives on qualitative and all can be helpful in different ways. See also:

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• Denzin & Y. Lincoln (Eds.) (2011/2005), The Sage handbook of qualitative research (3rd & 4th Editions). Thousand Oaks, London, New Delhi: Sage.

• Anyon, J. (2009). Theory and Educational Research: Toward Critical Social Explanation. New York & London: Routledge.

• Scheurich, J. (1997). Research Methods in the Postmodern. London; Washington, DC: Falmer Press. • International Journal of Qualitative Studies in Education (QSE) • International Journal of Multicultural Education (IJME) • International Congress of Qualitative Inquiry www.icqi.org

Utah State University Selected Policies and Procedures

Academic Freedom and Professional Responsibilities Academic freedom is the right to teach, study, discuss, investigate, discover, create, and publish freely. Academic freedom protects the rights of faculty members in teaching and of students in learning. Freedom in research is fundamental to the advancement of truth. Faculty members are entitled to full freedom in teaching, research, and creative activities, subject to the limitations imposed by professional responsibility. Faculty Code Policy #403 further defines academic freedom and professional responsibilities: http://personnel.usu.edu/policies/403.htm. Academic Integrity – "The Honor System" Each student has the right and duty to pursue his or her academic experience free of dishonesty. The Honor System is designed to establish the higher level of conduct expected and required of all Utah State University students. The Honor Pledge: To enhance the learning environment at Utah State University and to develop student academic integrity, each student agrees to the following Honor Pledge: "I pledge, on my honor, to conduct myself with the foremost level of academic integrity." A student who lives by the Honor Pledge is a student who does more than not cheat, falsify, or plagiarize. A student who lives by the Honor Pledge: • Espouses academic integrity as an underlying and essential principle of the Utah State University community; • Understands that each act of academic dishonesty devalues every degree that is awarded by this institution; and • Is a welcomed and valued member of Utah State University. Plagiarism Plagiarism includes knowingly "representing, by paraphrase or direct quotation, the published or unpublished work of another person as one's own in any academic exercise or activity without full and clear acknowledgment. It also includes the unacknowledged used of materials prepared by another person or agency engaged in the selling of term papers or other academic materials." The penalties for plagiarism are severe. They include warning or reprimand, grade adjustment, probation, suspension, expulsion, withholding of transcripts, denial or revocation of degrees, and referral to psychological counseling. Grievance Process (Student Code) Students who feel they have been unfairly treated [in matters other than (i) discipline or (ii) admission, residency, employment, traffic, and parking - which are addressed by procedures separate and independent from the Student Code] may file a grievance through the channels and procedures described in the Student Code: http://studentlife.tsc.usu.edu/stuserv/pdf/student_code.pdf (Article VII. Grievances, pages 25-30). Sexual Harassment Sexual harassment is defined by the Affirmative Action/Equal Employment Opportunity Commission as any "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature." If you feel you are a victim of sexual harassment, you may talk to or file a complaint with the Affirmative Action/Equal Employment Opportunity Office located in Old Main, Room 161, or call the AA/EEO Office at 797-1266.

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Students with Disabilities The Americans with Disabilities Act states: "Reasonable accommodation will be provided for all persons with disabilities in order to ensure equal participation within the program. If a student has a disability that will likely require some accommodation by the instructor, the student must contact the instructor and document the disability through the Disability Resource Center (797-2444), preferably during the first week of the course. Any request for special consideration relating to attendance, pedagogy, taking of examinations, etc., must be discussed with and approved by the instructor. In cooperation with the Disability Resource Center, course materials can be provided in alternative format, large print, audio, diskette, or Braille." Withdrawal Policy and "I" Grade Policy Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term 'extenuating' circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter a work schedule to secure employment, (4) change in work schedule as required by an employer, or (5) other emergencies deemed appropriate by the instructor. Course Fees Courses that utilize course fees are required to identify the amount of the course fee and explain the purpose of the course fee on the syllabus given to students. Course fee information not included on the syllabus will result in the course fee automatically being deleted. Course Grading Faculty are responsible for the course grading system and grading scale used in each class. However, grading systems and grading scales must be fair and reasonable. An example of one possible grading scale is below: • A 100-93% • B 86-83% • C 76-73% • D 66-60% • A- 92-90% • B- 82-80% • C- 72-70% • F 59% and below • B+ 89-87% • C+ 79-77% • D+ 69-67%