Course Number & Complete Course Title: PH 7522 Qualitative Research

Course Number & Complete Course Title: PH 7522 Qualitative Research

(CRN 88523)

Instructor’s Name: Emily Graybill, PhD, NCSP

Division: Health Behavior & Promotion

Semester: Fall Year: 2014

Course Basics / Class Day/Time: / Tuesday/1:00-3:30pm /
Class Location: / 34 Peachtree (Peachtree Street Building), Room 515
Prerequisite(s): / None
Required Course Materials / Textbook: Qualitative and Mixed Methods in Public Health, Deborah K. Padgett, Sage Publishing, 2012
Selected articles or websites as reflected in the course schedule. Articles will be emailed to you. Students will be contacted about course related information through their GSU email accounts. You will be responsible for all content sent by email!
Faculty Accessibility / Instructor(s) of Record: / Emily Graybill, PhD, NCSP
Office Location: / Center for Leadership in Disability
75 Piedmont Ave. NE, Suite 514
Phone Number(s): / 404.413.1424
Email: /
Office Hours/Availability: / Tuesdays – 10am-12pm

Additional Information:

I. Course Description:

This course will introduce students to the qualitative research methods most commonly used in the field of Public Health. We will explore the theoretical foundations of qualitative research as well as the efficacy of qualitative approaches. "Students will also practice the skills necessary to conduct qualitative research, learning to conceptualize effective research questions, to determine the most appropriate data collection method, to negotiate relationships with research participants, and to analyze the present qualitative data." based on catalog description.

II. Course Objectives / Competency / Assessment of Student Learning:

This course is designed to support students in acquiring competence in the following two areas, as indicated in the GSU School of Public Health Graduate Student Handbook (see MPH Competencies).

·  Develop and evaluate social and behavior interventions, especially through community participatory research in diverse communities (MPH CORE 14)

·  Apply evidence-based approaches in the development and evaluation of social and behavioral science interventions (MPH CORE 15)

Students in the Master of Public Health program will be expected to demonstrate competence in the following areas after completion of this course:

Course Objectives / Program Competency / Assessment Method(s)
Describe when and why qualitative methods are used. / HPMB 1. Identify basic theories, concepts and models from a range of social and behavioral disciplines that are used in public health research and practice.
HPMB 5. Differentiate among goals, measurable objectives, related activities, and expected outcomes for a public health program.
HPMB 6. Differentiate the purposes of formative, process, and outcome evaluation, and explain how findings from each are used. / Midterm exam, written assignments, class project
Understand how to collect, analyze and report qualitative research data / HPMB 2. Describe steps and procedures for the planning, implementation and evaluation of public health programs, policies and interventions.
HPMB 8. Assess evaluation reports in relation to their quality, utility, and impact on public health. / Midterm exam, written assignments, class project
Be familiar with one of the qualitative software packages available for data analysis / HPMB 2. Describe steps and procedures for the planning, implementation and evaluation of public health programs, policies and interventions. / Class participation

IV. Course Assignments and Requirements

§  CITI Certification: (5% of final grade) – Complete the educational program on the protection of human research subjects. Turn in certificate of completion to the instructor http://ursa.research.gsu.edu/ursa/compliance/human-subjects/required-education-and-training/

§  Quizzes: (10% of final grade) – There will be 10, one-question quizzes throughout the semester. The one-question quizzes will assess your knowledge of the required readings and will be administered between 1:00-1:05pm. Quizzes will not be administered after 1:05pm.

§  In-Class Activities: (10% of final grade) – There will be approximately 10 in-class activities, including a critique of your peers’ research proposal presentations. You will be graded on your participation and engagement with the activities.

§  Written assignments (excluding the final written paper): (10% of final grade) – Throughout the semester, you will submit written assignments that align with your final research project or with your field-based practice activities.

§  Mid-Term Exam: (25% of final grade) – The midterm exam will include 25-questions in the following formats: multiple choice, true/false, fill-in-the-blank, and short answer.

§  Final Research Proposal, 8-10 pages: (25% of final grade) – You will develop a qualitative research proposal this semester. At the end of the semester, you will submit the following sections of the proposal: Background (1 page), Theoretical Rationale (1/2 page), Research Questions (1/2 page), Method (5 pages) – Qualitative Approach, Study Design, Participants, Sampling Method, How you will ensure rigor, Potential ethical issues and how they will be addressed, and Process for reflexivity, Process for Data Analysis (1 page), Potential implications of your potential findings (1/2 page)

§  Final Research Proposal Presentation, 15 minutes: (15% of final grade) – You will prepare a 15-minute presentation on your final research proposal. You will deliver your presentation in class to your peers at the end of the semester.

V. Grading Policy

§  CITI Certification: (5% of final grade)

§  Quizzes: (10% of final grade)

§  In-Class Activities: (10% of final grade)

§  Written assignments (excluding the final written paper): (10% of final grade)

§  Mid-Term Exam: (25% of final grade)

§  Final research project report, 8-10 pages: (25% of final grade)

§  Final Research Project Presentation, 15 minutes: (15% of final grade)

Points Earned / Letter Grade
90-100 / A
80-89 / B
70-79 / C
60-69 / D
0-59 / F

VI. Attendance and Class Participation Policy

I want you in class! Missing more than 2 class sessions (i.e., upon your 3rd absence) will result in your overall grade dropped one letter grade. Upon your 5th absence, you will be withdrawn from the course. I do not differentiate between excused or unexcused absences.

Be advised that the last day to withdraw from a course with the possibility of receiving a ‘W’ is October 15th. If a student withdraws by this date but is failing the course, he/she will receive a ‘WF.’ All students who withdraw after this date will receive a ‘WF.’

VII. Late Assignments and Make-up Examination Policy

Turn your work in on time! “On time” means by 3:30pm on the due date. At 3:31pm on the due date, your work is considered late. Your grade is lowered by one letter grade each day (the new day begins at 3:31pm) it is late. After two days (i.e., Thursday at 3:31pm), you will receive a zero for the assignment. There will be no make-up dates for exams or presentations.

VIII. Syllabus Deviation Policy

The course syllabus provides a general plan for the course; deviations may be necessary.

IX. Student Code of Conduct and Policy on Academic Honesty

All students at this University are expected to engage in academic pursuits on their own with complete honesty and integrity. Any student found guilty of dishonesty in any phase of academic work will be subject to disciplinary action. The complete Academic Honesty policy is located in the GSU Graduate Catalog, Section 1350: http://enrollment.gsu.edu/catalogs/. Students and faculty are expected to review and conform to the university’s policy on academic honesty. Information on the Student Code of Conduct and related policies and procedures are available at: http://codeofconduct.gsu.edu/

Special attention should be paid to the sections on plagiarism and multiple submissions:

Plagiarism. Plagiarism is defined as, “appropriating and putting forth as one’s own the ideas, language, or designs of another” (The Living Webster, 1975) – and it is strictly forbidden. Written and oral presentations must be a student’s own work. Students plagiarizing or cheating in any form will face disciplinary action which could result in an “F” in this course and suspension or expulsion from the University. Copying from written materials, presentations, websites, etc. without source acknowledgement and referencing is plagiarism. Read it, appreciate it, learn from it, and make sure you source it – and then reflect it with your own thoughts and words! If you are uncertain about what constitutes plagiarism, please contact the instructor.

Multiple Submissions. It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however, the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature.

XI. Disability Accommodations Policy

Students who wish to request accommodation for a disability may do so by registering with the GSU Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. The Office of Disability Services is located in the GSU Student Center, Suite 230.

XII. Course Evaluations Statement

Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing this course, please take time to fill out the online course evaluation

XIII. Career Services

The School of Public Health provides career services & student leadership opportunities (student clubs & organizations) to all current SPH students and alumni. SPH Career Services can help students with resume writing, interviewing, job searching, internship development, and professional networking. Students are invited to attend our career events and workshops, and individualized career counseling appointments can be arranged. To see what career panels, career fairs, and events are available this semester, please visit: http://publichealth.gsu.edu/students/career-resources/. The SPH Career Services office is co-located with the Office of Academic Assistance in room 640 at One Park Place.

IX. Tentative course schedule, topics, and readings

Date / Session Topic / Invited Speaker / Readings Due / Quizzes/Assignments Due / In-Class Activities
Course Session 1
8/26/14 / Introduction to the course
Introduction to each other / None / None / None / Your Qualitative Research Experience
Develop focus group questions, interview each other, group analysis of the results
Course Session 2
9/2/14 / Introduction to Qualitative Methods
Introduce research proposal guidelines and rubric / Padgett, Chapter 1
“Outing” the Researcher: The Provenance, Process, and Practice of Reflexivity. Linda Finlay. Qualitative Health Research, 2002, 12: 531 / Quiz on Readings
Register and begin completing all necessary modules for Social and Behavioral Health CITI certification: https://www.citiprogram.org/. Certificate of completion should be emailed to me by September 9th
Course Session 3
9/9/14 / Choosing the Right Qualitative Fieldwork Approaches
Introduce format for writing purpose statements and research questions / Padgett, Chapters 2 & 3
The Application of Mixed Methods Designs to Trauma Research. John W. Creswell and Wanquing Zhang. Journal of Traumatic Stress, 2009, 22: 612 / Quiz on Readings
CITI Certificate of Completion due. / Qualitative Approach – Article Critique
Develop research question for final project
Course Session 4
9/16/14 / Mixed Methods
Study Design and Participant Recruitment
Introduce format for qualitative approach study design write-up / Rachel Esch – School Psychology / Padgett, Chapter 4
What We Didn't Learn Because of Who Would Not Talk to Us. Lisa Gorger, Pamela S. Mayberry and Jane K. Starker, Qualitative Health Research, 1999 9: 829 / Quiz on Readings
Purpose statement and research questions for your research proposal / Exercise 4 pg. 99
Course Session 5
9/23/14 / Padgett, Chapter 5
Changing Constructions of Informed Consent: Qualitative Research and Complex Social Worlds. Tina Miller and Mary Boulton. Social Science & Medicine, 2007 65: 2199 / Quiz on Readings
Written description of qualitative approach for your final project
Written description of your study design
Course Session 6
9/30/14 / Ethical Issues in Qualitative Research
Strategies for Rigor
Replicability
Introduce format for rigor write-up
Introduce format for ethical issues write-up / Padgett, Chapter 9
Qualitative Research: an Introduction to Reading and Appraising Qualitative
Research. Ayelet Kuper, Scott Reeves, Wendy Levinson, BMJ 2008; 337:a288 / Quiz on Readings / Structured Ethical Reflection Activity
Course Session 7
10/7/14 / Interviewing and Use of Documents
In-Depth Interviews (IDI)
Discuss Midterm / Dr. Cassandra White – Anthropology / Padgett, Chapter 7
Interviews in Qualitative Research, SAGE Publication. Ch 4 “Carrying out qualitative interviews” pg. 42-60 / Quiz on Readings
Written description of how you will ensure rigor in your study
Written description of all potential ethical issues in your study / IDI Practice
Course Session 8
10/14/14 / Focus Group Discussions / “Focus Groups Can Be Fun”: The Use of Activity-Oriented Questions in Focus Group Discussions. Erminia Colucci. Qualitative Health Research, 2007. 17: 1422.
Using focus groups to improve the validity of cross-national survey research: A study of physician decision making. Amy O’Donnell, Karen Lutfey, Lisa Marceau, & John McKinlay. Qualitative Health Research, 2007, 17: 971-981 / Midterm – multiple choice / General FGD Practice
FGD Activities Practice
Develop FGD protocol with justification for each section
Course Session 9
10/21/14 / Focus Group Discussion Continued / 1pm - Dr. Wing Yi Chan – Community Psychology
2pm - Dr. Tony Hatch – Sociology / Required: Padgett, Chapter 6
Optional: Technoscience, Racism, and the Metabolic Syndrome by Anthony Ryan Hatch / Quiz on Chapter 6 / FGD Activity
Course Session 10
10/28/14 / FGD Continued
Qualitative Data Analysis and Interpretation
Discuss format for data analysis write-up / Dr. Andy Roach – School Psychology / Padgett, Chapter 8
The Power and the Promise: Working With Communities to Analyze Data, Interpret Findings, and Get to Outcomes. Suzanne B. Cashman, Sarahh Adeky, Alex J. Allen III, Jason Corburn, Barbara A. Israel, Jaime Montaño, Alvin Rafelito, Scott D. Rhodes, Samara Swanston, Nina Wallerstein, and Eugenia Eng, Am J Public Health. 2008;98:1407–1417. / Quiz on Readings
IDI or FGD protocol / FGD Continued
Practice data analysis
Course Session 11
11/4/14 / Qualitative Data Analysis and Interpretation
Inter-Rater Reliability / A General Inductive Approach for Analyzing Qualitative Evaluation Data, David R. Thomas
American Journal of Evaluation 2006 27: 237 / Quiz on Readings / Practice data analysis