INSTRUCTOR:
| Bharat S. Thakkar, Ph. D. |
PHONE:
| (312)777-7716 |
EMAIL:
| bthakkar@argosy.edu |
FAX:
ALT PHONE:
| (630)267-7890 (cell) |
REQUIRED TEXTS:
| Title | Qualitative Research and Evaluation Methods |
| Author(s) | Michael Quinn Patton |
| Copyright | (2001) |
| Publisher | Thousands Oaks, CA: Sage Publications |
| ISBN | 0761919716 |
| Edition | 3rd |
| Title | Learning in the Field : An Introduction to Qualitative Research |
| Author(s) | Rossman, Gretchen B. & Rallis, Sharon F. |
| Copyright | (2003) |
| Publisher | Thousands Oaks, CA: Sage Publications |
| ISBN | 0761926518 |
| Edition | 2nd |
This Course Requires the
Purchase of a Course Packet: YES NO
R 7035
Methods & Analysis of Qualitative Research
Spring II 2008
Web augmented course with online postings, sharing, discussions, input/feedback in between classes.
INSTRUCTOR: Bharat S. Thakkar, Ph. D.
PHONE: (312)777-7716
EMAIL: bthakkar@argosy.edu
FAX:
ALT PHONE: (630)267-7890 (cell)
Office hours: By appointment.
Short Faculty Bio:
Thakkar
received his MS and PhD degrees both in mechanical engineering from Illinois
Institute of Technology at Chicago in 1967 and 1976, respectively. He has been
engaged in the practice of electronic systems packaging, design, development,
compliance, and reliability engineering over last thirty years of which last
twenty-six years were spent with Lucent Technologies (formerly
AT&T Bell Laboratories). He has addressed the problems of system
reliability, electronic packaging, shock and vibration, thermal management and
physical design. Prior to joining Bell
Labs, Thakkar was engaged in research and development of materials
forming. He has been active in teaching at the Illinois Institute of
Technology as Adjunct Associate Professor in Mechanical, Mechanics, and
Aerospace Eng Dept. He also taught at the Midwest College
of Engineering, where he was Chairman of Mechanical Engineering Department.
Bharat published and presented over twenty technical papers and holds two
U. S.
patents. He also has received several awards for community service and
affirmative action activities at Bell
Labs.
In fall of 1997, IIT conferred Alva C. Todd Professorship upon Dr. Thakkar.
This honor is granted to a part-time faculty member who has a minimum of 15
years of peer-recognized experience in the field of engineering with
significant responsibility for engineering projects, design and research. Dr.
Thakkar was also appointed as a member of the Education Task Force of the
Electrical and Electronic Packaging Division (EEPD) in the American Society of
Mechanical Engineers (ASME).
Currently, Associate Professor, Business at Argosy University, Chicago and Consultant
and CEO, PREM Group, Inc., Wheaton,
Illinois, offers workshops and
seminars to domestic and international clients.
REQUIRED TEXTS:
Michael Quinn Patton (2001)
Qualitative Research and Evaluation Methods, 3rd Ed.
Thousands Oaks, CA: Sage Publications
ISBN: 0761919716
Rossman, Gretchen B. & Rallis, Sharon F. (2003)
Learning in the Field : An Introduction to Qualitative Research 2nd Ed.
Thousands Oaks, CA: Sage Publications
Recommended Textbooks:
Bogdan, R.C. & Biklen, S.K. (1998). Qualitative Research for Education: An Introduction to Theory and Methods (3rd ed.). Boston, MA: Allyn and Bacon.
Denzin, N. & Lincoln, Y. (Eds.). (2000). Handbook of Qualitative Research (2nd ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J.W. (1994). Research Design: Qualitative & Quantitative Approaches. Thousand Oaks, CA: Sage Publications.
Marshall, C. & Rosman, G. (1994). Designing Qualitative Research. Thousand Oaks, CA: Sage Publications.
Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research. Thousand Oaks, CA: Sage Publications.
Journals:
Evaluation Review
International Journal of Qualitative Studies in Education
Journal of Management Inquiry
Qualitative Health Research
Qualitative Inquiry
Web sites:
<http://www.nova.edu/ssss/QR/web.html> The Qualitative Report: An online journal dedicated to qualitative research.
<http://www.aqrp.co.uk/> The Association for Qualitative Research: A recognized and respected organization in the marketing services arena.
<http://kerlins.net/bobbi/research/qualresearch/> Many useful resources for conducting qualitative inquiry.
<http://www.fortunecity.com/greenfield/grizzly/432/rra3.htm> Ways of Approaching Research: Qualitative Designs
This Course Requires the Purchase of a Course Packet: YES NO
Course Description:
This course introduces the assumptions, theories, and processes of qualitative inquiry. The purpose of this course is to provide students with the theoretical foundations necessary to understand qualitative inquiry and to enhance their abilities to conduct qualitative research and evaluation.
Course Prerequisites: None
Course Length: 7.5 Weeks
Contact Hours: 45
Upon successful completion of this course, the student should be able to:
1. Research and Theory – Educational Leaders make decisions based on research and supported theory. They use their knowledge and skills to:
1.1. Performing – Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs.
1.2. Performing – Demonstrate knowledge of the role of research in professional development of faculty and students.
1.3. Understanding
1.3.1. Evaluate and apply research and reflective practices to complex educational problems, including the assessment of improvement and accountability systems.
1.3.2. Exhibit a broad and systematic understanding of the role of research and theory in professional education.
1.4. Analysis
1.4.1. Critically analyze current research in education and related fields to inform curricular and instructional decisions
1.4.2. Analyze student achievement data for program improvement.
1.5. Applying – Evaluate and apply theory and research to select, integrate, implement and assess educational practices and materials
1.6. Decision Making – Make decisions about curriculum, instructional strategies, assessment and professional development that are based on sound research, best practice, school and district data and other contextual information
2. Communication and Information Literacy – Educational leaders effectively communicate a vision of educational excellence to the learning community. They use their oral and written language skills and their knowledge of informational literacy and organizational communication to:
2.1. Oral and Written Communication – Orally or in writing, present educational documents (including recommendations, critiques or justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education context and audience, using appropriate media and technology.
2.2. Organizational Communication – Exhibit skills in building trust, gauging climate understanding, assessing perception, facilitating systemic processes associated with organizational communication and promoting a positive learning culture.
2.3. Information Literacy – Demonstrate multiple literacies (including information technology, knowledge of media, conflict resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony.
2.4. Using Technologies – Promote the use of a broad range of software applications or Web-based tools to facilitate systematic investigation, to enrich curriculum and instruction, to monitor instructional practices and to provide staff the assistance needed for improvement.
2.5. Integration – Demonstrate effective integration of instructional technology into the teaching and learning process and to manage the assessment and reporting of student learning.
2.6. Accountability – Use technology to measure, assess, and evaluate information related to institutional effectiveness and accountability.
3. Critical Thinking and Problem Solving – Educational leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They use their knowledge and skills to:
3.1. Critical Thinking – Analyze contemporary theoretical concepts at all levels of educational leadership, in design, implementation, and evaluation of personnel preparation programs at pre-service and in-service levels.
3.2. Problem Solving/Decision Making – Identify a problem, diagnose its underlying causes, evaluate possible solutions in relation to foundation theoretical foundations in education, and determine and defend an appropriate course of action.
3.3. Evaluation – Evaluate relevance of established theory to current education practice and identify gaps in current literature.
4. Collaboration – Educational leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and use their knowledge and skills to:
4.1. Team Building – Build teams to accomplish the goals of complex organizations with educational missions.
4.2. Families and Community – Work with families and various stakeholders of the educational community in addressing, selecting and implementing an optimal course of action to deal with the issues that face educational leaders, including, but not limited to, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, school-community relations, and curriculum development.
4.3. Focus on Achievement – Use observation and collaboration to design, implement and evaluate meaningful and effective experiences that improve student achievement.
5. Leadership – Educational leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They use their knowledge and skills to:
5.1. Leading – Provide leadership in various roles and responsibilities to work effectively in achieving common goals.
5.2. Motivating, Coaching, and Delegating – Train, coach, delegate, and motivate faculty, staff, students, parents and other members of the educational community.
5.3. Supervision – Evaluate teaching and staff performance using a variety of supervisory models.
5.4. Professionalism – Meet research, teaching, and service requirements of faculty positions in public, private or higher education.
5.5. Change Management – Develop clear initiatives and adapt his/her leadership behavior to assist an educational institution, district or school reach its vision, mission, and goals in a changing environment.
5.6. Contemporary Issues – Promote the success of all students by understanding, responding to and influencing the larger political, social, economic, legal and cultural context on the local, state and national levels.
5.7. Curriculum, Instruction, and Assessment – Use best practices and sound educational research to improve instructional programs.
5.8. Data-driven Decision Making – Apply data and information to solve educational problems.
5.9. Managing Resources – Manage the organization, operations and resources in a way that promotes a safe, efficient and effective learning environment
6. Ethics/Principles – Educational leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions
6.1. Integrity – Demonstrate a respect for the rights of others with regard to confidentiality and honesty
6.2. Fairness – Demonstrate their ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies
6.3. Ethical Behavior – Demonstrate personal and professional values of their organizations and the ideals of our democratic society
7. Diversity – Educational leaders appreciate the value of every individual and are committed to their success. They use their knowledge and skills to:
7.1. Managing – Design and implement educational policies, instruction and curricular reform that reflect culture and diversity.
7.2. Theory & Research – Apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process
7.3. Leading – Capitalize on diversity to create a culture that promotes respect and success for all students.
8. Internship – Through a program of field study, educational leaders have had the opportunity to demonstrate their knowledge and skills situations that contribute to their professional development. They have used their knowledge and skills to:
8.1. Applying – Participate in a sustained and extensive internship activity that provides opportunities to apply skills and to develop new skills in real world settings.
8.2. Facilitating and Engaging – Arrange and engage in course embedded field experiences that use best practices and sound educational research to improve instructional programs.
9. Human Growth & Development – Educational leaders consider the personal and professional continuum of development of their various constituencies and use this knowledge in all phases of their work from curriculum planning to staff development. They use their knowledge of human intellectual, physical, social and emotional growth to:
9.1. Human Development – Help form comprehensive professional growth plans that focus on authentic problems and tasks, mentoring, coaching, observation, conferencing and collaborative reflection, and other techniques that promote new knowledge and workplace skills.
9.2. Organizational Development – Design procedures and techniques of inquiry-based organizational development and leadership to assist school and district personnel in understanding and applying best practices for student learning.
9.3. Personal Leadership – Promote the success of all students of a school, district or educational institution of higher learning of learning by facilitating the development, articulation, implementation, and stewardship of a vision supported by the educational community.
9.4. Lifelong Learning – Develop personal professional growth plans that reflect commitment to lifelong learning and best practices. Continuously access, reflect on, and integrate knowledge to remain current in educational profession and practice.
10. Program Specific – Curriculum and Instruction
10.1.1. Application of Curriculum & Instruction – Formulate instructional design competencies related to strategies for growth in curriculum planning, decision making, problem solving and change management.
10.1.2. Analysis of Curriculum & Instruction Principles – Use supported research and theory to plan, implement and evaluate curricular and instructional practices.
10.1.3. Curriculum Theory & Design – Demonstrate advanced skills in synthesizing and merging curriculum and instructional theory to design, implement and assess instructional programs that lead to improved student achievement.
10.1.4. Evaluation – Evaluate the instructional processes, strategies, techniques and methodologies (e.g., strategies for growth in planning, decision-making, problem solving, and change management) in an educational institution.
10.1.5. Monitoring – Monitor and evaluate operational systems to ensure they enhance student learning and reflect accountability to the community.
10.1.6. Promote Technology – Use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices and provide assistance to administrators who have needs for improvement
10.1.7. Staff Development – Assist school and district personnel in understanding and applying best practices for student learning
10.1.8. Professional Responsibility – Apply theoretical concepts for all levels of curriculum design, implementation and assessment of educational preparation programs
Course Objectives:
Classroom Teaching Techniques
Group discussion, experiential exercises, presentations, learners contributing materials, applying/using course content, conducting interviews and observations, classmates assisting and supporting one another, learners working together to complete assignments, videos. The purpose is to maximize learning, the experience of it, make learning long lasting or a lasting change in behavior or performance.
Online and class participation
a) A web-augmented course and its online participation is a continuation of the learning and what happens in class. It provides continuity or connection between classes. Online participation is an opportunity to ask questions, have discussions; share ideas, suggestions, information, links, resources; post whatever assignment you are working on for input/feedback.
b) Class participation includes reading the assigned readings, coming prepared for the class discussions, contributing outside information or resources for one or two of the class topics, asking for what would support or assist you, assisting your classmates with their requests, giving full attention and participation in class exercises and discussions. Class participation also means basic group/class courtesy, respect and decency–coming to class on time, not leaving early, keeping to the break time, listening to what your classmates say and making sure they were heard before replying, one person speaking at a time, sticking to the topic, not monopolizing a conversation, contacting the instructor if you will be late or have to leave early.
Guidelines for having excellent, high quality class discussions include:
Classroom Teaching Techniques
Group discussion, experiential exercises, presentations, learners contributing materials, applying/using course content, conducting interviews and observations, classmates assisting and supporting one another, learners working together to complete assignments, videos. The purpose is to maximize learning, the experience of it, make learning long lasting or a lasting change in behavior or performance.
The Qualitative Research Examples brought to class as an illustration, sample or application of each week`s topic.
Assignments
Write all assignments in the APA format and style. You are encouraged to gain input/feedback anytime on any assignment or work you do from me and/or your classmates.
1. Class participation includes reading the assigned readings, contributing to the class discussions, bringing a qualitative research study to class, asking for what would support or assist you, assisting your classmates with their requests, giving full attention and participation in class exercises and discussions.
Class participation also means basic group/class courtesy, respect and decency–coming to class on time, not leaving early, keeping to the break time, listening to what your classmates say and making sure they were heard before replying, one person speaking at a time, sticking to the topic, not monopolizing a conversation, contacting the instructor if you will be late or have to leave early.
2) Read the assigned readings in the Course Outline.
3) Conduct three or more interviews for your Qualitative Research Study Design Your notes or transcripts will be analyzed in class so make a copy for the instructor and half or all of the class.
4) Qualitative Research Examples. For one or more of the topics covered in each class, bring in examples, samples, illustrations or applications from Qualitative Research studies, dissertations, textbooks, articles or other outside readings. Make copies for the instructor and half or all of the class. Note: the weekly Qualitative Research Examples will serve as the outside readings for your Qualitative Research Study Design.
5) Complete a Qualitative Research Study Design covering all 10 steps.
· Complete the 10 steps in the Qualitative Research Study Design.
· use the Qualitative Research Examples as the outside readings. See Other Readings and Resources.
· Cite your sources and have References in the end according to the APA style.
6) Make a Qualitative Research Study Design Presentation reporting on how you fulfilled the 10 steps. It is an oral, not a written report. Input/feedback comes from both your classmates and what you ask for. Make copies of your Study for the instructor and half or all of the class.
| Assignments | Possible Points |
| Class participation | 25 |
| Interviews | 20 |
| Qualitative Research Examples | 20 |
| Qualitative Research Study Design | 30 |
| Qualitative Research Study Design Presentation | 5 |
| Total | 100 (%) |
A 90 – 100%
B 80 – 89%
C 70 – 79%
D 60 – 69%
F 50 – 59%
Assignment Table
| Week | Module Topics Readings | Assignments |
| 1 | Patton Chapter 1 The Nature of Qualitative Research Qualitative Research Versus Quantitative Research | Discussion Questions: Evaluate the implications of the purposes and intended primary audiences in designing a research study. Deduce the major strengths and source of power of qualitative data. Justify your response. Analyze and report on the main sources of raw data in qualitative research. Justify your responses with examples from the text or any other readings. Assignment: Complete assignment and submit to the Discussion Board. Find any research-based journal article in the field of education, or the social and behavioral sciences that uses a qualitative methodology. Write a 2 to 3 page critique of the journal article. |
| 2 | Patton Chapter 2 Chapter 3 Primary Themes of Qualitative Research Traditions in Qualitative Research Case Study | Discussion Questions: 1. Analyze why qualitative research designs are characterized as “naturalistic” inquiry. Support your opinion with examples. 2. Predict how “purposeful sampling” might be used in qualitative research. Justify your response. 3. Debate the issue of the qualitative researcher getting “close” to the phenomena being studied, as opposed to maintaining an objective “distance.” Support your opinion with examples. 4. Relate how the qualitative researcher uses his/her direct experiences in the world when conducting qualitative inquiry. Justify your reasoning with appropriate examples. 5. Differentiate between the logic behind inductive analysis of qualitative research and the hypothetical-deductive approach used in quantitative analysis. Illustrate the differences with examples. Assignment: Complete the assignment and submit to the Discussion Board. Scenario: A somewhat traditional University is implementing changes in course delivery. Some courses are now being delivered in an online format. The Administration is interested in understanding the impact that this change. As a research consultant, you have been asked to examine this transition from the more “traditional” class delivery to the “online” format. Students in the more “traditional” classes have experienced a more or less seat-of-the-pants approach, which is characterized by a flexible curriculum sequence, an evolving structure, little reliance on technology, improvisational classroom activities, and modification of instructional materials. The “online” format covers exactly the same topics and concepts, but is constructed and designed with a predetermined structure and sequence, relatively little opportunity for modification by the instructor, and a significant reliance upon technology to deliver the course. Write a 2 to 3 page paper describing your proposed study of this situation from your chosen qualitative theoretical perspective. Also, post a 2 to 3 paragraph summary of your paper to the Discussion Area. |
| 3 | Patton Chapter 4 Chapter 5 Applications of Qualitative Methods Qualitative Designs | Discussion Questions: 1. Debate the logic and power of “purposeful” sampling strategies as pertains to qualitative research. 2. Analyze and report on the term “triangulation”. Differentiate between the different types of triangulation, as they pertain to qualitative research. 3. “Qualitative designs are often ‘emergent’ designs.” Interpret this statement. Assignment: Complete the assignments and submit to the Discussion Board. Qualitative inquiry can be appropriately used in many different types of evaluation. For example, qualitative inquiry can be used in program evaluation studies, quality assurance studies, outcome studies, process studies, comparing programs, investigating changes in an organization, and many other practical applications. These types of studies are often conducted to improve programs, deal with real problems, or provide information to assist decision-making. Identify a problem or issue in your current or previous workplace that you believe could benefit from an evaluation study using qualitative inquiry. Write a paper in which you: i) Describe the issue or problem. ii) Describe how qualitative inquiry could serve to help illuminate the issue or problem. Describe how qualitative methods could be used to improve the usefulness of evaluation results. |
| 4 | Patton Chapter 6 Chapter 7 Interviewing Skills Group Interviews Observation Skills Observer and Observed: Unity and Separation Summary | Discussion Questions: 1. Debate the potential value of using “sensitizing concepts” in qualitative research. 2. Debate what you believe to be some of the most important considerations of a skilled qualitative interview. 3. Outline some of the main features, strategies, and advantages of focus group interviews. 4. Relate some of the major ethical issues and considerations regarding interviewing. Justify your opinion. 5. Relate the potential strengths and value associated with naturalistic observations that are used in qualitative research. 6. What is meant by the terms “emic” and “etic” in qualitative research? Evaluate the issues in qualitative research regarding the process of observation affecting what is observed. Assignment: Complete the assignment and submit to the Discussion Board. Assess your own interviewing skills. What strengths and limitations do you possess? Given what you have learned in this module regarding effective interviewing, what skills, qualities, knowledge, behaviors, or experience do you believe are important for an effective interview, both individual and group? |
| 5 | Patton Chapter 8 Techniques of Analysis Coding Data Finding Patterns Labeling Themes Developing Categories Computer Software for Qualitative Analysis | Discussion Questions: 1. Deduce the meaning of “thick description” in qualitative analysis. 2. Describe how data collection and data analysis can be overlapping activities in qualitative research. 3. Summarize the process of coding, classifying, categorizing, and labeling primary patterns as pertains to qualitative data analysis. 4. Outline the main purposes of analysis in phenomenological studies, as well as grounded theory research. 5. Evaluate some of the main challenges regarding interpretation of findings in qualitative analysis. Assignment: Complete the assignment and submit to the Discussion Board. Review Appendix 8.3 Qualitative Research and Evaluation Methods (3rd Edition). Patton, M.Q. Thousand Oaks, CA, Sage, 2002, pp. 525-534, regarding interviews with 11 participants in a wilderness education program. The appendix presents portions of a report describing the effects on participants of their experiences in the wilderness education program. Given what you have learned in this module regarding analysis, interpretation, and reporting of qualitative interviews, answer the following questions: How might certain theoretical and philosophical perspectives affect analysis? Decide how “reflexivity” and “voice” are a part of engaging the findings. Assess the appendix with regard to the balance between description and interpretation. |
| 6 | Patton Chapter 9 Quality and Credibility of Qualitative Analysis Overview Integrity Triangulation Credibility Transferability Trustworthiness | Discussion Questions: 1. Debate how the issue of quality is judged in qualitative research. 2. Outline the alternative criteria to traditional scientific research that are used to evaluate qualitative research. 3. Relate how the issue of “generalizability” pertains to qualitative research. Complete the assignment and submit to the Discussion Board. Write about the different kinds of triangulation that can contribute to verification and validation of qualitative analysis. |
| 7 | Reflexivity Informed Consent Confidentiality Institutional Review Board (IRB) | Discussion Questions: 1. Debate at least three of the important ethical issues involved in qualitative research. Give reasons why each issue is important. 2. Identify and report on ethical issues that may crop up when applying qualitative methodology to your identified phenomenon of interest. Justify these issues with your classmates. 3. Analyze the meaning of the term “reflexivity” in the context of qualitative inquiry. Assignment: Complete the assignment and submit to the Discussion Board. Identify at least three areas where you could use qualitative research in your immediate environment. Describe why qualitative research would be a good methodology to use in each of the cases. |
| 8 | Course Summary Assignments | Discussion Questions: 1. Discuss the most significant challenges you faced while developing your project. 2. Report on the most significant learning experiences that occurred during the development of your project. 3. Outline how developing your project affected you as a student and as a person. 4. Conclude how your understanding of qualitative research changed because of developing your project. Give examples. Assignment: 1. Submit the reflective paper and its power point presentation. |
Course Reflective Paper:
Overview / Scenario
Over the 7.5-week duration of this course, you will conduct a qualitative research study. You will have to:
11. Summarize the research study.
Your paper will be divided into a number of tasks related to the weekly content covered in the course.
Grading Criteria:
Grading Scale
| A | 100 -93 |
| A- | 92 – 90 |
| B+ | 89 – 88 |
| B | 87 – 83 |
| B- | 82 – 80 |
| C+ | 79 – 78 |
| C | 77 – 73 |
| C- | 72 – 70 |
| F | 69 and below |
Library
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosyu.edu. All resources in Argosy University’s online collection are available through the Internet. The library will provide students with links, user IDs, and passwords. A detailed list of online resources is located at http://library.argosyu.edu/misc/onlinedblist.html. In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.
It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both
the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.
Acknowledgement of Syllabus Content
I have read and understand the course syllabus for R7035 Qualitative Research and Evaluation during Summer 2004, which is being taught by Randy Bennett Ed.D.. I hereby agree to the terms stated in this syllabus.
| Signature | Date |
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