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School for New Learning. Graduate Programs

M.A. in Educating Adults EA 525 – 201 Conducting Practice-Based Inquiry

Course Number & Title: EA 525 – 201 Conducting Practice-Based Inquiry

Term: Summer 2018

Meeting Day/Time: Saturdays, June 16, 30, July 14, 28, August 11, 2018

Location: Daley Building, Room 402

Instructor: Associate Professor Dr. Gabriele Strohschen

Office Hours: By appointment

Office Location: 14 East Jackson, Office 1506, LOOP Campus

E-mail: [email protected]

Telephone: 312.523.5132

SKYPE: gabrielechitown

SNL Offices

1 E. Jackson - 1400, Chicago, IL 60604

312.362.8001 Reception 312.362.8809 FAX

1. COURSE DESCRIPTION

In this course, students will be introduced to methods, strategies, and techniques

appropriate for qualitative research designs. Students will select a topic of inquiry (research

topic) relevant to their individual practice setting. The history and philosophy of qualitative

research in the social sciences will be briefly explored to provide the framework for designing a

research plan appropriate to their selected research question.

The course guides students through the standard qualitative research processes, necessary

to investigate the literature related to their topic of inquiry; the research design options; data

collection and analysis strategies; and research report writing formats. In this way, EA 525

becomes a springboard for the AIP and other inquiry projects or studies. Students who wish to

augment qualitative research with quantitative approaches are encouraged to do so through the

MAEA Electives option.

2. LEARNING STRATEGIES & LEARNING RESOURCES

In this course you will not produce a full-fledged proposal for an inquiry project nor

actually carry out a research study. Rather, this course lays the foundation for you to be able to

design and conduct systematic inquiry in the future, whether for the MAEA program’s Applied

Inquiry Project or a MAAPS program’s Integrating Project.

The focus of Practice-based Inquiry centers on problem-identification, crafting of

research question, and selection of appropriate research methods and data collection and analysis

strategies for a scholarly research study to address issues, questions, or problems in the student’s

practice environment.

Students will investigate the literature related to a selected topic of inquiry. Within the

qualitative paradigm, examination of values vis-à-vis the research issue and the inquiry process

is essential and will include the review of varying historical and philosophical contexts, generally

within a careful analysis of the existing knowledge base.

Weekly readings and reflections of assigned texts, juxtaposing texts with

experiences

Analysis of assigned texts in small and large groups with debriefing

Classroom-based group instruction, with content delivered by participants, instructor, and

guests

Guided self-assessment (in writing and/or other creative formats)

Teleconferenced exchanges with research practitioners – nationally and internationally

Onsite guided learning opportunities/exchanges with research practitioners are available

Upon student request to fulfill individualized learning goals (optional).

Texts & Readings:

Required

Gray, D.E. (2014). Doing research in the real world. Thousand Oaks, CA: Sage Publications,

Ltd. (Later editions may be used; earlier ones may not)

Merriam, S. (2009). Qualitative research: A guide to design and implementation. San

Francisco, CA: Jossey-Bass. ISBN: 978-0-470-28354-7 (pbk)

Optional Texts:

Coghlan, D., & Brannick, T. (2014). Doing action research in your own organization.

(4th ed.). Los Angeles, CA: Sage.

Jarvis, P. (1999). The practitioner-researcher: Developing theory from practice. San

Francisco, CA: Jossey-Bass.

Other readings will be distributed in class, based on individual students’ area of interest.

Below are suggestions for readings prior to course begin:

http://www.calpro-online.org/eric/docs/pfile05.htm

http://eric.ed.gov/?id=ED472366

http://digitalcommons.unl.edu/dissertations/AAI9819689/

These books may be purchased through the DePaul Bookstore or other vendor.

NOTE: On a Budget? Check out: http://www.textbooks.com; Amazon has

paperback and used versions; DL via Google Play are available for some

texts.

Additional Suggested Resources Don’t hesitate to ask the instructor for selection decision of texts from the list below

Ary, D., Jacobs, L.C., & Razavieh, A. (2013). Introduction to research in education. (9th ed.).

Belmont, CA: Wadsworth Thomson Learning.

Barber, P. (2006). Becoming a practitioner researcher: A Gestalt approach to holistic inquiry.

London: Middlesex University Press.

Bentz, V.M., & Shapiro, J.J. (1998). Mindful inquiry in social research. Thousand Oaks, CA:

Sage.

Birks, M., & Mills, J. (2015). Grounded theory: A practical guide. 2nd ed. Washington, D.C.:

Sage.

Boyatsis, R. (1998). Transforming qualitative information: Thematic analysis and code

development. Thousand Oaks, CA: Sage.

Braud, W. & Anderson, R. (1998). Transpersonal methods for the social sciences: Honoring

human experience. Thousand Oaks, CA: Sage.

Brooks, A., & Watkins, K. (Eds.) (1994, Fall). The emerging power of action inquiry

technologies. New Directions for Adult and Continuing Education, no. 63. San Fransisco:

Jossey-Bass.

Clandinin, D.J., & Connelly, F.M. (2000). Narrative inquiry: Experience and story in qualitative

research. San Francisco, CA: Jossey-Bass.

Chambliss, D.F. & Schutt, R.K. (2013). Making Sense of the social world: Methods of

Investigation (4th ed.). Thousand Oaks, CA: Sage Publications Inc.

Coghlan, D., & Brannick, T. (2010). Doing action research in your own organization. ( 3rd ed.).

Thousand Oaks, CA: Sage.

Cooperrider, D., Sorensen, P., Whitney, D., & Yaeger, R. (Eds.) Appreciative inquiry:

Rethinking human organization toward a positive theory of change. Champaign, Il: Stipes.

Coppin, J. & Nelson, E. (2005). The art of inquiry. Putnam, CT: Spring Publications.

Creswell, J. (2012). Qualitative inquiry and research design: Choosing among five traditions.

(3rd ed.). Thousand Oaks, CA: Sage.

Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods approaches.

(4th ed.). Thousand Oaks, CA: Sage.

Denzin, N., & Lincoln, Y. (Eds.) (1994). Handbook of qualitative research. Thousand Oaks, CA:

Sage.

Denzin, N., & Lincoln, Y. (Eds.) (1998). The landscape of qualitative research: Theories and

issues. Thousand Oaks, CA: Sage.

Dobbert, M. (1982). Ethnographic research: Theory and application for modern schools and

societies. New York: Prager.

Fink, A. (2009). How to conduct surveys: A step-by-step guide. (4th ed.) Thousand Oaks, CA:

Sage.

Flick, U. (2007). Managing quality in qualitative research. Thousand Oaks, CA: Sage.

Foster, H. (1995). The artist as ethnographer? In, G.E. Marcus & F.R. Myers (Eds.), The traffic

in culture: Refiguring art and anthropology. Berkeley: University of California.

Fowler, F. (1995). Improving survey questions: Design and evaluation. Thousand Oaks, CA:

Sage.

Fowler, F. (2009). Survey research methods. (4th ed.) Thousand Oaks, CA: Sage.

Galvan, J. (2013). Writing literature reviews: A guide for students of the social and behavioral

sciences. (5th ed.) Glendale, PA: Pyrczak Publishing.

Girden, E. (1996). Evaluating research articles: From start to finish. Thousand Oaks, CA: Sage.

Guba, E. G., & Lincoln, Y. S. (1998). Competing paradigms in qualitative research. In N.

K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117).


Hart, C. (1998). Doing a literature review: Releasing the social science research imagination.


Hatch, A. (2002). Doing qualitative research in education settings. New York, NY: State

University

of New York Press.

Herr, K., & Anderson, G. (2005). The action research dissertation: A guide for students and

faculty. Thousand Oaks, CA: Sage.

Jaeger, R. (Ed.) (1988). Complementary methods for research in education. Washington, D.C.:

American Educational Research Association.

Krueger, R. (2009). Focus groups: A practical guide for applied research. (4th ed.). Thousand

Oaks, CA: Sage.

Kuhne, G., & Quigley, B.A. (1997, Spring). Understanding and using action research in

practice settings. New Directions for Adult and Continuing Education, no. 73. San Francisco,

CA: Jossey-Bass.

Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research

interviewing. ( 2nd ed.). Thousand Oaks, CA: Sage.

Leedy, P. & Ormrod, J. (2013). Practical research: Planning and design. (10th ed.). Upper

Saddle River, NJ: Pearson.

McIntyre, A. (2008). Participatory action research. Qualitative Research Methods Series 52.

Los Angeles, CA: Sage.

Marshall, C. & Rossman, G. (2016). Designing qualitative research. (6th ed.). Thousand Oaks,

CA: Sage.

Merriam, S.B. & Simpson, E.L. (2000). A guide to research for educators and trainers of adults.

(2nd ed.). Malabar, FL: Krieger Publishing Company.

Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative data analysis: A methods

sourcebook. (3rd ed.). Thousand Oaks, CA: Sage.

Morgan, D. (1997). Focus groups as qualitative research. Qualitative Research Methods (2nd

ed.). Series 16. Thousand Oaks, CA: Sage.

Morgan, G. (Ed.) (1983). Beyond method: Strategies for social research. Newbury Park, CA:

Sage.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

Muncey, T. (2010). Creating autoethnographies. Thousand Oaks, CA: Sage.

Nalita, J., & Busher, H. (2010). Online interviewing. Thousand Oaks, CA: Sage.

Patten, M. (2012). Understanding research methods: An overview of the essentials. (8th ed.).

Glendale, CA: Pyrczak.

Patton, M.Q. (1980). Qualitative evaluation methods. Beverly Hills, CA: Sage.

Patton, M. Q. (2001). Qualitative research and evaluation methods. (3rd ed.). Thousand Oaks,

CA: Sage.

Pyrczak, F. (2012). Evaluating research in academic journals. (5th ed.). Los Angeles, CA:

Pyrczak Rublishing.

Rea, L., & Parker, R. (1997). Designing and conducting survey research: A comprehensive

guide. (2nd ed.). San Francisco, CA: Jossey-Bass.

Reason, P., & Rowan, J. (Eds.) (1981). Human inquiry: A sourcebook of new paradigm research.

New York, NY: John Wiley & Sons.

Rehoick, D.A. & Bentz, V.M. (Eds.) (2008). Transformative phenomenology: Changing

ourselves, lifeworlds, and professional practice. New York, NY: Lexington Books.

Reinharz, S. (1992). Feminist methods in social science. New York, NY: Oxford University

Press.

Riesssman, C. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.

Romanyshyn, R.D. (2007). The wounded researcher. New Orleans, LA: Spring Journal Books.

Roulston, K. (2010). Reflective interviewing: A guide to theory and practice. Thousand Oaks,

CA: Sage.

Rubin, H., & Rubin, I. (2005). Qualitative interviewing: The art of hearing data. (2nd ed.).


Sagor, R. (2010). The action research guidebook. (2nd ed.). Thousand Oaks, CA: Sage.

Salmons, J. (2010). Online interviews in real time. Thousand Oaks, CA: Sage.

Schon, D. (1983). The reflective practitioner: How professionals think in action. New York, NY:

Basic Books.

Schutt, R.K. (2012). Investigating the social world: The process and practice of research.

(7thed.). Thousand Oaks, CA: Sage.

Simons, H. (2010). Case study research in practice. Thousand Oaks, CA: Sage.

Smith, C., & Kornblum, W. (1996). In the field: Readings on field research experience. (2nd

ed.). Westport, CT: Praeger.

Spradley, J. (1979). The ethnographic interview. New York, NY: Holt, Rinehart, Winston.

Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.

Stringer, E. (2007). Action research. (3rd ed.). Thousand Oaks, CA: Sage.

Swanson, R.A. & Holton, E.F. III. (Eds.) (2005). Research in organizations: Foundations and

methods of inquiry. San Francisco, CA: Berret-Koehler.

Symon, G. & Cassell. C. (2013) Qualitative organizational research: Core methods and current

challenges. Los Angeles, CA: Sage.

Trochim, W. (2001). The research methods knowledge base. (2nd ed.). Cincinnati, OH: Atomic

Dog Publishing.

Whitney, D., & Trosten-Bloom, A. (2010). The power of appreciative inquiry: A practical guide

to positive change. (2nd ed.). San Francisco, CA: Berrett-Koehler.

Whyte, W. (1990). Participatory action research. Thousand Oaks, CA: Sage.

Yin, R. (2002). Applications of case study research. Thousand Oaks, CA: Sage.

Yin, R. (2013). Case study research: Design and methods. (5th ed.). Thousand Oaks, CA: Sage.

3. LEARNING OUTCOMES

NOTE for MAAPS program students: During the first session, please inform the instructor

which of the MAAPS program focus area competencies you wish to satisfy with the completion

of this course. The choices are:

1) AP-520 Methods of Research: “Can describe and analyze at least two methods of

gathering data appropriate to my focus area and develop a detailed protocol for

implementing one.”

2) AP-585, -586, -587, -588, -589 Supplemental Competence: “Can articulate and

demonstrate the nature of the careful thinker as one engaged in the inquiry process.”

3) Another version of the above competencies. This choice is subject to advance approval

from the instructor and faculty mentor.

Specifically, the Learning Outcomes will be presented within the following learning products

(1) Inquiry Process Log

(2) The literature

(3) Research Design

(4) Reflection Log. The complete Course Notebook is due no later than November 21.

Date each entry and do not edit preceding edits based on feedback --- create new ones to see

your progress.

3. SCHEDULE, ASSIGNMENTS, and ASSESSMENT

COURSE SCHEDULE

Week Topics Resources

SESSION 1 Introductions

RA 525 overview

Learning contracts & learning outcomes

The research topic and questions

History of the scientific method

Overview of scholarly research

A first look at literature reviews

Review the entire required

Gray*** text. Note

questions

Review handouts

Review Session Summary

Complete NIH Tutorial

SESSION 2 Review

Q&A

Qualitative & quantitative research – Part 1

Literature review approaches

The research topic & research question

Research designs in the social sciences

Ethical considerations

Gray: Assigned Chapters

Complete Learning

Contract


SESSION 3 Review

Q&A

Qualitative & quantitative research: Research

designs & data collection – Part 2

Data collection strategies and data analysis

Learning Studio



SESSION 4 Review

Q&A

Qualitative & quantitative research: The

Research design and data collection– part 3

Qualitative & quantitative research: Findings,

analysis, and reporting – Part 4

Learning Studio



SESSION 5 Reviews of seminar content

Research Design Plans Presentations

Group reflection

Next Steps

Review Seminar Session

Summary

*** Chapter assignments will be finalized after syllabus review with all participants, and when

each participant’s competences/learning activities are mutually approved in individual learning

contracts.

ASSESSMENT OF STUDENT LEARNING & GRADE

Prerequisite:

Completion of library workshop (if needed, individual appointments can be scheduled wit

librarians)

Assignments:

1. Literature Review

2. Research Design

3. Draft Protocol/Proposal of Research Project

4. Reflection (written, oral, or other selected format)

5. NIH Certificate (Human Subject Module)

Due Dates to be collaboratively determined during first course session.

Personalized Learning Contracts will be completed by Session 2 with details on

assignments

Templates/Outlines for deliverables will be provided

Literature Review (25 points)

Present a review of the literature relevant to your selected topic and narrowed to your

particular research question, leading to the need for your forthcoming study

o Each theme constitutes a section of the Literature Review should include: (a) what

the primary authors say about this particular topic/theme; and, (b) the points on

which the authors agree and disagree; and (c) your perspective on the finding in

the knowledge bases.

o Investigate and cite sources that represent a mix with at least 60% from scholarly

sources, include: Books, Articles in Scholarly journals, Current thinking-practice, e.g.,

conference proceedings, white papers, trade & association publications; social media sites

Research Design (25 points)

Select and name your research design and provide a rationale for this selection supported

by citations from the research methods literature. The research design should align to the

purpose of your forthcoming study.

o Describe and analyze the selected research design method and the corresponding research

paradigm you plan on using in your study. Support these choices, citing from the

literature.

o Select one data collection strategy that will be the primary one for your forthcoming

study

o Draft a data gathering instrument (e.g., interviews, focus groups, surveys, observations)

o Sketch out additional components of your research plan (incorporating feedback from the

instructor and your peers).

Draft Protocol or Proposal of Research Project (25)

SEE https://resident360.nejm.org/content_items/1839 A hard copy of an adapted template will

be provided.

Reflection (10%)

https://resident360.nejm.org/content_items/1839

o Format to be selected by the student.

o Personal Narrative on the process of learning about the research process.

o Consideration of values, assumptions, and personal purpose for conducting research

CITI Certificate of completion for Human Subjects Research (15 points)

through the DePaul IRB (Institutional Research Board).

Participation (0 points)

The success of a course builds upon on participants’ engagement. Notify the instructor of

anticipated absences or needed accommodations if alternate arrangements for

participation is needed (e.g., moderation of session activities; but alternate arrangements with

Instructor are required if absent.

GENERAL DPU POLICIES

6. EXPECTATIONS, POLICIES & OTHER RESOURCES

a. Adult/Professional Engagement: All course participants (students & instructors alike)

are responsible for co-creating the learning space of this course—contributing individual

uniqueness while also modulating them for the sake of group learning. In this regard,

professional engagement is expected from all—and particularly in areas of difference.

Such engagement manifests itself through punctual attendance, thorough preparation,

focused and respectful interactions (turning off electronic devices; curtailing side-

conversations; active listening; informed contributions; probing questions; involved

discussion; open-mindedness; etc.) as well as a high degree of both self-motivation and

self-accountability. In addition, as adults, we are all responsible for requesting what we

need to improve/sustain learning. The answer may be ‘yes’ or ‘no’---but, not to request is

to leave the matter to chance. For additional information pertaining to DePaul’s Code of

Student Responsibility, see: http://studentaffairs.depaul.edu/handbook/index.html

b. Academic Integrity: Students are expected to adhere to the University’s policy

regarding academic integrity (involving plagiarism, cheating and other forms of academic

dishonesty). Violations of academic integrity will be adjudicated in accordance with this

policy. For additional information pertaining to Academic Integrity, see following link:

http://academicintegrity.depaul.edu/AcademicIntegrityPolicy.pdf.

c. Attendance: In accordance with adult/professional engagement (above) and, in

particular, the importance of co-creating the learning space of this course, students are

expected to participate and contribute within all class sessions. Lack of attendance

(absences, late arrivals, early departures, etc.) may, at the discretion of the Instructor,

impact final grade assignment. Students whose lack of attendance is equal to, or in excess

of, one-third of all class sessions are advised to drop the course to avoid a grade of C- or

lower which would necessitate reregistering for the course.

d. Citation Format: SNL Graduate Programs has adopted the APA reference style for all

papers, presentations, etc. See most recent edition of Publication Manual of the American

Psychological Association.

e. Classroom-based Research involving Human Subjects: Students are expected, when

conducting research through the auspices of this course, to exhibit concern for the

confidentiality and protection of their research subjects—guaranteeing anonymity

wherever possible. Should there be any possibility or intent to publish or otherwise

disseminate data and findings of research associated with this course, students are

required to file an application for review of their methods protocol with the IRB

(Institutional Review Board) prior to beginning any data collection. For additional

information pertaining to Classroom-based Research, see following link:

http://research.depaul.edu/IRB/IRB_Home.html .

f. Incomplete Grade: Students seeking an “incomplete” (due to unusual or unforeseeable

circumstances not encountered by other students and as acceptable to the instructor) are

to request such in accordance with the University’s policy regarding incompletes. To

request an incomplete, students are to complete and submit the required form in advance

of grading deadlines listed in the syllabus. Instructors are not obligated to accept all

requests for incompletes. For additional information pertaining to “incompletes”

(including required form), see following link: See

http://snl/StudentResources/Graduate_Resources/Grades.asp .

g. Learning Disabilities: Students who have need of an accommodation based on the

impact of a disability should contact the instructor as early in the course as possible for a

private/confidential conversation. In addition, students should contact Plus Program (for

LD, AD/HD) at 773-325-4239 or The Office for Students with Disabilities at 773-325-

7290. See http://studentaffairs.depaul.edu/plus/index.asp

h. Writing Assistance:

Students who wish assistance with their writing may seek such

through the DePaul Writing Centers. These centers offer resources for student writers

through both on-site and online services. Students are advised to consult the following

links for information pertaining to writing assistance:

http://condor.depaul.edu/writing/index.html and/or

http://snl.depaul.edu/writing/index.html.

APPENDIX

Sample Research Protocol Template

Title:

Principal Investigator:

Other Investigators:

Institutional affiliations:

I. BACKGROUND AND SIGNIFICANCE

A. Background information on condition or problem to be studied: Include incidence,

typical characterization of the condition, etc.

B. Previous studies looking at the same condition/problem: Include what has been looked at to

this point, gaps in the literature, inconsistencies, and variations from what you will be

proposing.

II. STUDY OBJECTIVE(S); INCLUDING SPECIFIC AIMS AND/OR HYPOTHESES

A. List the broad, long-term objectives and describe concisely and realistically what the research

is intended to accomplish and the hypotheses to be tested.III. METHODS

A. Study Design

B. Study Population

C. Assessment of Resources

D. Study Procedures

IV. DATA COLLECTION

V. DATA ANALYSI

VI. DATA AND SAFETY MONITORING PLAN (if applicable)

VII. STUDY LIMITATIONS

VIII. ETHICAL CONSIDERATIONS

D. Costs to Subject (Applies to studies using human subjects)

E. Compensation to Subject (Applies to studies using human subjects)

F. Provisions for vulnerable subjects (Applies to studies using human subjects)

G. Subject Privacy and Data Confidentiality (Applies to studies using human subjects)

IX. PLANS FOR DISSEMINATION OF FINDINGS

X. REFERENCES

XI. APPENDICES

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