EDP810 Syllabus - Cardinal Stritch University

CARDINAL STRITCH
U N I V E R S I T Y
SYLLABUS OF COURSE
Course No: EDP 810
Credit Hours: 1.0
Title of Course: Interviewing Research
Scheduled Class Time: Friday/Saturday
Hours: 4:00-8:00 p.m., 8:00-4:00 p.m.
Instructor: Dr. Nancy Blair Semester & Year/Beg & End Dates: Fall 2009
9/18/09-9/19/09
Syllabus Outline
a. Course title
b. Course description (should match the University Catalog)
c. Measurable course objectives
d. Methods of assessment linked to each course objective
e. Criteria for assessment that describe how the performances will be judged and ultimately
graded. Assessment criteria must be clearly specified in a list, paragraph or scoring rubric
format. A suggested grading scheme, which includes weighting of assignments, assessments
or other measured performances, must be included here as well.
f. Outline of the sequence of topics and content covered in the course.
g. Required materials and other relevant supportive references cited in APA, MLA, or other
style appropriate to the discipline.
h. Textbook(s) used
i. Writing and speaking across the curriculum
j. Policy on class attendance
k. Policy on cheating and plagiarism (reference the Institutional Policy on Academic Integrity)
l. Policy on late assignments
m. Policy on missed exams and assignments
n. Office hours
o. Last date for withdrawal (2/3 of semester for courses with unusual start dates or which don’t
last 15 weeks)
p. Policy statement for Rehabilitation Act 504
Revised Fall 2002 to reflect requirements of the Undergraduate and Graduate Curriculum
Committees and the assessment requirements of NCA.
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Cardinal Stritch University
Ph.D Sequence Course Syllabus
Devoted to bridging knowledge, practice & service
ED 810 Interview Research
1 credit
Schedule: 4-8 PM 9/18 & 8 AM – 4pm 9/19/2009 Instructor: Nancy Stanford Blair
Email: nsblair@aol.com Office CC 203 Phone: 414-378-3187
Course Description
ED 810 is a one credit offering within the Leadership for the Advancement of Learning and
Service Ed D/Ph D doctoral program elective research seminar sequence. The 810 Seminar
addresses:
1. What is interview research?
2. When is interview research appropriate?
3. How do you conduct interview research?
4. How do you analyze interview data?
5. How do you report results of interview data?
The ED 810 Seminar will actively engage participants in knowledge construction and skill
development related to the what, why, who, how, where and when of interview research. Seminar
content will specifically address applications of interview methodology to their research interests
– including the drafting of research design proposals that articulate the alignment of interview
data collection and analysis to research purpose. Seminar enrollment is appropriate for both
Ed D and Ph D candidates seeking to extend and refine their knowledge of interview research.
Program Outcomes
The following program goals for doctoral students evolve from Franciscan values:
I. Demonstrates knowledge of the nature and nurture of leadership, learning, service, and
research. (Related to state administrative standards: 1, 2)
II. Demonstrates knowledge of the relationship among leadership, learning, service, and
research. (Related to state standard: 3)
III. Facilitates organizational vision, purpose, intelligence, and the commitment to serve.
(Related to state administrative standards: 1, 3, 4)
IV. Analyzes, engages, and develops organizational culture that supports shared leadership,
learning, service, and research. (Related to state administrative standards: 1, 3)
V. Cultivates individual and collective intelligence as a means to advance and transform
the human condition. (Related to state standard: 2)
VI. Applies service and social transformation to enhance the human condition. (Related to
state standard: 3)
VII. Designs, conducts, and communicates original research. (Related to state
administrative standards: 4)
VIII. Critically interprets research and literature related to leadership, learning, and service.
(Related to state standard: 6)
IX. Applies technology to the development of leadership, learning, service, and research.
(Related to state standard: 6)
X. Demonstrates ethical and moral leadership. (Related to state administrative standard: 5)
XI. Utilizes theory, research, and reflection in practice as stimuli for continuous
development. (Related to state administrative standards: 3, 6)
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Measurable Objectives
Measurable Course Objective I
Knowledge of the nature of interview research, including
salient forms, contexts, protocols, roles, technical issues,
and analytic strategies and practices. (Program Outcome I,
II, VII, VIII, XI).
Method and Criteria of Assessment Seminar paper Part I that describes the nature of interview
research, including forms, contexts, protocol construction,
roles and interview-respondent relationships, technical
issues, and analytic strategies and practices.
Measurable Course Objective II
Skill in application of interview methodology to a specific
research interest through the drafting of research design
proposal articulating the alignment of interview data
collection and analysis to research purpose. (PO I, II, V,
VI, VII, VIII)
Method and Criteria of Assessment Seminar paper Part II demonstrates application of interview
methodology to a specific research interest through the
drafting of a research design proposal that articulates the
alignment of interview data collection and analysis to
research purpose.
Measurable Course Objective III
Knowledge of the literature addressing the nature of
interview research, including salient methods, contexts,
protocols, roles, technical issues, and analytic strategies and
practices. (Program Outcome I, II, VII, VIII, XI).
Method and Criteria of Assessment Annotated Bibliography of a literature source that addresses
the general nature of interview research, or salient interview
forms, contexts, protocols, roles, technical issues, or
interview analysis strategies and practices.
Grading Scheme
ASSIGNMENT
% of Final
Grade
Annotated Bibliography: Interview Research 10%
Seminar Paper Parts One and Two: Interpretation and Application Interview
Research
90%
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Grading Note: A/High Pass is consistently exceeding criteria for assignments; B/Pass is meeting
criteria expectations for assignment; C/No Pass does not meet criteria for assignment. The major
course assignment must be a B/Pass or better quality in order to demonstrate proficiency/satisfy
assignment criteria. If the major assignment is not graded B/Pass or better, it must be redone and
resubmitted prior to the candidate being approved for licensure/certification.
Summary of Course Assignments
Prior to the beginning of the ED 810 Seminar, students will complete the pre-seminar reading
and Annotated Bibliography assignments. During the seminar, students will complete all
reading assignments and participate fully in all seminar activities. Over the course of the
seminar, students will complete the following major assignments:
1. An Annotated Bibliography of a literature source that addresses the general nature of
interview research, or salient interview forms, contexts, protocols, roles, technical issues,
or interview analysis strategies and practices. Two to three pages in length.
2. A Seminar Paper describing:
Part I: The nature of interview research, including salient forms, contexts, protocols,
roles, technical issues, and analytic strategies and practices.
Part II: Application of interview methodology to a specific research interest within a
draft of a research design that articulates the alignment of interview data collection
and analysis to research purpose.
Sequence of Course Activities:
1. Distinguishing qualities of interview research: Definitions and purposes
2. Interview forms
3. Elements of the interview protocol/ protocol construction
4. The role of the researcher in interview research
5. Technical issues in interview research
6. Analytic strategies and practices in interview research.
7. Application of interview method to research purpose
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ED 810 Assessment Rubric: Description and Application Interview Research
Assignment: As a candidate for a doctoral degree in Leadership for the Advancement of
Learning and Service:
a. Describe the nature of interview research, including salient forms, contexts, protocols,
roles, technical issues, and analytic strategies and practices.
b. Compose a draft of your dissertation research design sections articulating the alignment
of interview data collection and analysis to research purpose.
Assessment Criteria
Performance
- Does not meet expectations √ Meets expectations + Exceeds Expectations
Presents a clear
description of the
nature of interview
research, including
salient forms,
contexts, protocols,
roles, technical issues,
and analytic strategies
and practices.
Minimal description
of the nature of
interview research,
including salient
forms, contexts,
protocols, roles,
technical issues, and
analytic strategies and
practices.
Adequate
description of the
nature of interview
research, including
salient forms,
contexts, protocols,
roles, technical
issues, and analytic
strategies and
practices.
Substantive
description of the
nature of
interview
research,
including salient
forms, contexts,
protocols, roles,
technical issues,
and analytic
strategies and
practices.
Presents clear
description of Chapter
Three: Research
Design sections of a
research proposal that
articulates the
alignment of
interview data
collection and
analysis methodology
to research purpose.
Minimal description
research design
proposal that
articulates the
alignment of
interview data
collection and
analysis methodology
to research purpose.
Adequate
description research
design that
articulates the
alignment of
interview data
collection and
analysis
methodology to
research purpose.
Substantive
description of
research design
that articulate the
alignment of
interview data
collection and
analysis
methodology to
research purpose.
Overall Assessment − √ +
Comments:
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Required Text
Weiss, R. S. (1995). Learning from strangers: The art and method of qualitative interview
Studies. New York: Free Press
Rubin, H. J. & Rubin I. S. (2005). Qualitative interviewing: The art of hearing data. Thousand
Oaks, CA: Sage
Referenced Texts
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5 th ed.). Washington, D.C.: American Psychological Association.
Atkinson, R. (1998). The life story interview. Qualitative research methods series 44. Thousand
Oaks, CA: Sage Publications.
Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2001). Focus groups in social research.
Thousand Oaks, CA: Sage Publications.
Denzin, N.K. & Lincoln, Y.S., Eds. (1998). Strategies of qualitative inquiry. Thousand Oaks,
CA: Sage Publications.
Denzin, N.K. & Lincoln, Y.S., Eds. (2000). Handbook of qualitative research. (2 nd ed.).
Thousand Oaks, CA: Sage Publications.
nd
Denzin, N.K. & Lincoln, Y.S. (2003). Collecting and interpreting qualitative materials (2 ed.).
Thousand Oaks, CA: Sage.
Glaser, B. & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine
Glaser, B. G. (1992). Basics of grounded theory analysis. Mill Valley, CA: Sociology Press.
Glatthorn, A.A. (1998). Writing the winning dissertation: A step-by-step guide. Thousand Oaks,
CA: Corwin Press.
Gubrium, J. F. & Holstein, J. A., Eds. (2002) Handbook of interview research: Context and
method. Thousand Oaks, CA: Sage Publications.
Holstein, J. A. and Gubrium, J. F. (1995). The active interview. Qualitative research methods
series 37. Thousand Oaks, CA: Sage Publications.
Janesick, V. J. (2004). Stretching exercises for qualitative researchers. (2 nd ed.).Thousand Oaks,
CA: Sage Publications.
Jonas, P. & Middlebrooks, T. (2002). Dissertation guide: Leadership for the advancement of
learning and service. Milwaukee, WI: Cardinal Stritch University College of Education.
Krueger, R, A. and Casey, M. A. (2000). Focus groups: A practical guide for applied research.
(3 rd ed.). Thousand Oaks, CA: Sage Publications.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand
Oaks, CA: Sage Publications.
LeCompte, M. D. & Schensul, J. J. (1999). Analyzing & interpreting ethnographic data.
Walnut Creek, CA: Altamira Press.
Leedy, P.D. (1997). Practical research: Planning and design. Columbus, OH: Merrill.
Maxwell, J.A. (1996). Qualitative research design: An interactive approach. Thousand Oaks,
CA: Sage Publications.
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Merriam, S. B. (1997). Qualitative Research and Case Study Applications in Education: Revised
and Expanded from Case Study Research in Education. San Francisco, CA: Jossey-Bass
Miles, M. B. and Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook.
(2 nd ed.). Thousand Oaks, CA: Sage Publications.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage
Morgan, D. L. (1997). Focus groups as qualitative research. (2 nd ed.). Qualitative research
methods series 16. Thousand Oaks, CA: Sage Publications.
Naumes, W. & Naumes, M. (1999). The art and craft of case writing. Thousand Oaks, CA:
Sage Publications.
Rossman, G. B. and Rallis, S. F. (2003). Learning in the field: An introduction to qualitative
research. (2 nd ed.). Thousand Oaks, CA: Sage Publications.
nd
Rubin, H. J. and Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data. (2 ed.).
Thousand Oaks, CA: Sage Publications.
Schensul, S. L. , Schensul, J. J., & LeCompte, M. D. (1999). Essential qualitative methods:
Observations, interviews, and questionnaires. Walnut Creek, CA: Sage Publications.
Schwandt, T. A. (2001). Dictionary of Qualitative Inquiry. (2 nd ed.). Thousand Oaks, CA:
Altamira Press.
Seidman, I. (1998) Interviewing as qualitative research: A guide for researchers in education
and the social sciences. Second Edition. New York, NY: Teachers College Press
Silverman, D., Ed. (2004). Qualitative research: Theory, Method and Practice. (2 nd ed.).
Thousand Oaks, CA: Sage Publications.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage
Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures
and techniques. Newberry Park: Sage
Terkel, S. (1972). Working. Avon.
Walcott, H. F. (1994). Transforming qualitative data: Description, analysis, interpretation.
Thousand Oaks, CA: Sage Publications.
Willis, G. B. (2005). Cognitive interviewing: A tool for improving questionnaire design.
Thousand Oaks, CA: Sage Publications.
Yin, R. K. (2003). Applications of case study research. (2 nd ed.). Thousand Oaks, CA: Sage
Publications.
rd
Yin, R. K. (2003). Case study research: Design and methods (3 ed.). Thousand Oaks, CA:
Sage Publications.
General Course Expectations
• Because of the accelerated nature of this seminar, students must attend all seminar sessions.
• Active class participation is an important component.
• Word-processed work is expected unless otherwise indicated.
• All work is to be in the student's own words unless quotation marks and referenced pages are
provided.
• APA style should be followed for writing, referencing & documentation.
• It is expected that work will be turned in on the assigned date. If there is a problem, the
instructor must be contacted.
• Academic integrity is expected. Refer to the Student handbook.
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• Cardinal Stritch University and this instructor wish to positively affirm the intent of the
American Disability Act. Any person enrolling in this course who may require alternative
instructional and/or evaluative procedures due to a disability should feel free to discuss these
needs with the instructors so that appropriate arrangements can be made.
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