Ethnographic Workshop Model Co-designing and Co-teaching Graduate Qualitative Methods: An Innovative (original) (raw)
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Co-designing and Co-teaching Graduate Qualitative Methods: An Innovative Ethnographic Workshop Model
This article describes an innovative collaboration between graduate students and a faculty member to co-design and co-teach a graduate-level workshop-style qualitative methods course. The goal of co-designing and co-teaching the course was to involve advanced graduate students in all aspects of designing a syllabus and leading class discussions in a required course for first-year graduate students. The authors describe the multiple stages involved in designing and teaching the qualitative methods course and discuss the challenges of this type of collaborative teaching. This type of collaboration builds on the existing strengths of workshop-style methods courses to improve student learning by providing opportunities for grounded engagement with epistemological topics and ample opportunities for feedback, discussion, and reflection on the research process. This collaborative teaching model, although difficult and time-intensive, provides measurable improvements to existing qualitative workshop courses by overcoming some of the limitations of workshop courses and providing significant benefits for graduate students in the class, the student co-teachers, and faculty.
Linking Research and Teaching in Qualitative Courses
1999
This paper presents an approach to the improvement of qualitative research courses in graduate schools, based on the case study of a graduate class. The study sought to link research to teaching through a qualitative research workshop. The course was developed to promote two goals: (1) community-building among graduate researchers, and (2) creative flexibility in how data is interpreted, and employs the use of conventional (systematic, analytical, and exploratory) and alternative (artistic, interpretive, and impressionistic) approaches to present qualitative data. Twenty-two graduate students from various fields participated in a classroom study in 1998 of a research workshop that included reflection on alternative data sources and techniques such as collages, poems, videos/films, photographs, stories, and conversations. It is argued that experimental forms of inquiry can advance the research workshop as a place for stimulating fresh ideas that engage the qualitative development of graduate students and their texts, and can provide a context and methodology for studying and guiding collaborative, self-directed learning. Students' comments from course evaluations indicated that they benefitted from the quality of the course experience, interpersonal growth, professional and intellectual development, and creative experimentation. (Contains 27 references.) (MDM)
Holistic Perspectives on the Teaching of Qualitative Research Methods
A course was created at Pennsylvania State University to support graduate students in the field of education as they struggle with integrating the many fragmented perspectives developed over the course of graduate study into an integrative perspective that thoughtfully informs their qualitative d ssertation research inquiry. The course presents the view that it is essential for the researcher to understand the beliefs, values, and life experiences that the researcher brings to the act of research. The course views learning as a developmental and constructive process, involving both the affective and cognitive domains, and the teacher's role to help students come to know themselves and understand the ways in which one's personal view of the world contributes to and constrains one's inquiry. With a focus on experiential, self-guided learning, the course consists of multiple special projects and individual as well as cooperative and interactive group activities. Learning about qualitative inquiry is nurtured through developing a community of learners, articulating a values continuum, discussing moral dilemmas/case studies, and participating in role play. A copy of the course syllabus is appended, followed by a 20-item "Qualitative Research Human Scavenger Hunt" for students to use in getting to know other class members. (Contains 27 references.) ODD)
Journal of Research on Leadership Education, 2016
We present our approach to a qualitative research methods course to prepare practitioner-scholars for their dissertation and independent research. We explain how an instructor’s guide provides consistency and rigor, and in-class activities to scaffold learning, and helps faculty connect the content to students’ out-of-school lives. We explain how reflection is used to develop students’ reflective practice and enable us to improve the course in both the short and long term. We argue the necessity of having tools that ensure our teaching philosophy translates into a consistent curriculum and instructional approach, maximizing the chances that faculty facilitate our students’ development into practitioner-scholars.
This article is a reflective piece that concentrates on facilitating student learning styles and reflexivity when teaching qualitative methods. It elaborates specifically on the challenges of deep and surface learning, and managing these differences in conjunction with the practical challenges posed by qualitative research. The introduction of reflexivity to undergraduate students and how this can be conveyed effectively is also discussed in connection with learning how to execute qualitative work. The teaching context was a section on qualitative methods that formed part of a larger research methods module. Student feedback indicates that time constraints and group-work affect the learning process. In conclusion, improvements can be made by attending more closely to deep learning strategies and reducing the number of activities in class, to ensure that the quality is maintained within the teaching of qualitative research.
Teaching Anthropology, 2023
In this paper, we reflect on the development, integration, and implementation of a course-based, primary data collection fieldwork project for undergraduate anthropology students at the University of Guelph. Integrated across three courses taught between January-April 2022, we developed this project to provide students with the opportunity to build research skills and to broaden their understandings of how anthropological methods can be mobilized in timely, immediate ways, while at the same time engaging with diverse lived realities of the COVID-19 pandemic and lockdowns. We point to key factors that allowed for the success of this pedagogical experiment, which include established high levels of trust among involved faculty members; careful attention to timelines and organization; the distribution of project work among the faculty team; and choosing a topic that was timely, relevant, and engaging for students.
Collaborative Learning: Experiences of A Qualitative Research Class. AERA Presentation Scripts
1989
Twelve graduate students from a variety of fields who were enrolled in a qualitative research class met in an informal setting that facilitated a collaborative learning mode--defined in this presentation as a method of group interaction whereby all members learn from each other's experiences, scholarship, and skills. The first of the six papers making up this document gives a general introduction to the project. As ind:viduals and as a group, members work on a tangible end product such as a book or I. series of articles. The process, however, is perhaps more important than the product. The students chose seven focal topics to guide their meetings: (1) interviewing, (2) writing, (3) politics, (4) ethics, (5) gaining access, (6) participant observation, and (7) data analysis. All but the first two are discussed by the students. Their thoughts on how the collaborative learning process helped them work through 'these topics and related them to their own qualitative research are insightful and could be of use to a novice qualitative researcher. Five themes became apparent to the students: (1) learning collaboratively develops camaraderie; (2) learning collaboratively does not eliminate the anxiety associated with doing qualitative research, but it does moderate, redirect, and make use of that anxiety; (3) humor plays a vital role in the collaborative process; (4) the process is evolutionary in nature and takes time; and (5) diversity contributes positvely to collaboration. The five remaining papers were contributed by members of the group and provide varying personal perspectives on the experience. (JB)
The Experience of Learning/Teaching Qualitative Research Approaches: An Ethnographic Autobiography
SCHOLE: A Journal of Leisure Studies and Recreation Education, 2008
The purpose of this paper is to use reflexive methodology to describe the emotions and experiences of doctoral students and a professor who collaboratively conducted a research study using triangulated qualitative research data. The study was the major learning strategy in a doctoral seminar focusing on qualitative research approaches. In using an ethnographic autobiography, the authors were the subjects of their own research. Data were examined from journals kept by the students and the instructor during the semester. Four themes are discussed: learning by risktaking, learning by doing, learning by working together, and learning by reflection. The value of examining learners' emotions and implications for teaching research methods using experiential learning are addressed.
International journal for the scholarship of teaching and learning, 2024
This study employed a critical inquiry paradigm to explore the significance of equity and social justice in teaching qualitative methodologies and methods to graduate students. Graduate students of multiple minoritized identities and a faculty member conducted a two-year inquiry into the research apprenticeship experience, including the stages of student-led conceptualization, data collection, analysis, international conference presentation, and publication. The study investigated the experiences of the faculty and students as well as the responsibilities of the institution against the backdrop of historical and contemporary pandemics. Consequently, we problematized hidden curriculum and unconscious assumptions to suggest research course design sequencing improvements. The findings emphasize the impact of these experiences on qualitative research teaching and learning practices and institutional responsibility to graduate student research apprenticeships. The Graduate Research Apprenticeship Nested Design Pathway is presented as a tool that institutions worldwide can adapt and implement to serve the complex needs of their students.
A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods
SAGE Open
This article surveys the literature from 1999 to 2013 on teaching qualitative research methods. One hundred thirteen articles fitted the inclusion criteria; 79 of these were by academics in the United States and Canada. Only 39 of the 113 were based on empirical research: from these, seven descriptive themes were distilled, of which the dominant ones are experiential learning and practice-based materials and workshops. The literature portrayed teaching qualitative research as providing experiential and practice-based learning opportunities for students that revealed its desirable pedagogical features. It further reported that when students engaged in learning experiences, they underwent paradigm shifts about qualitative research as well as personal transformations. Our study confirmed that there is a lack of a research-based approach to teaching qualitative methods and we recommend that more be done to contribute to its pedagogical culture particularly concerning methods used to eva...