Doctor of Ministry Program - Centre for Critical Qualitative Health ...

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in and outside of class discussion. Students will have the opportunity to lead discussions on the course readings, on a rotating basis throughout the term. The course has two required components; the morning session mainly has lectures, discussions, and activities, and the afternoon session has hands-on experiential exercises including computer sessions. The in-class and lab sessions generally complement but do not duplicate reading assignments. Goals • To address the basic principles and practices of qualitative research • To recognize different ways of knowing • To learn how to define a research focus and the kinds of questions that can be developed from such a perspective • To gain an understanding of how meanings can become sources of ‘data’, and how to elicit and interpret such data • To gain basic skills and knowledge needed to conduct grounded theory • To learn about the research process (identification of relevant theoretical frameworks, formulation of research question, data collection and analysis), and how to shape an interpretive and constructivist study, including concrete tasks and relational considerations (ethics and power) • To describe how individuals’ social locations from various social identities (e.g., race, ethnicity, gender, gender identity, Aboriginal identity, social class, north-south status, sexual orientation, age, ability) affect personal and collective privilege, oppression, and resource access, and understand that one’s worldviews are inevitably affected by these social locations. Positive Learning Environment We have a social responsibility, as social work professionals, to treat one another with respect. We must demonstrate respect for others’ views even if we do not agree with their viewpoint. It must be recognized that having core values challenged, even respectfully, may be an unsettling experience, but it is an inevitable aspect of learning. Therefore, we must challenge the ideas people present, rather than attack the individuals presenting the ideas. Mutual respect and consideration for each other and our ideas form the basis for fostering a positive learning environment in the classroom. However, we must ensure, not assume, that respect for one another exists within the Faculty of Social Work. Absence Due to Illness – H1N1 Procedures The usual procedures for absence due to illness apply in this course. (see http://www.socialwork.utoronto.ca/students/reg/illness.htm). 2
If you are absent due to flu, you are responsible for contacting your classroom and field instructors to notify them of your first day of absence. Students are expected to stay at home until they are free of symptoms and instructors will make accommodations for missed classes or delayed assignments on a case-by-case basis. Due to the anticipated exceptional circumstances of this flu season, medical documentation will not be required for an absence under 7 days. In order to receive academic accommodation, students will need to record all flu-related absences through the Student Web Service of ROSI (www.rosi.utoronto.ca). The University will rely on this absence record to monitor the numbers and locations of student absences for academic planning, so if at all possible, students should record their absence as soon as it begins. They should also remember to record the last day of their absence as soon as they are able to return to classes. The absence declaration may be completed online while the student is absent up till and including the day that the student returns to class. The ROSI-generated absence record should be provided to instructors as documentation of illness on the day of return. Course Evaluation Students are encouraged to give feedback throughout the term on their assessment of teaching effectiveness, course content, and their own learning experiences in general. An informal mid-term evaluation will occur. In addition, an anonymous formal Faculty evaluation will be distributed to each student at the end of term. Evaluation of Students Grades will be determined on the basis of performance. Students are encouraged to refer to FSW website (www.socialwork.utoronto.ca) on assignments and standards. Grading is based on three types of activities: Assignments The first assignment is a hands-on experience on conducting and analyzing a research interview, and the final paper is to develop a methodologically and ethically sound qualitative proposal. Assignments may reflect a grounded theory, CBR/CBPR, arts-based or indigenous approach. Class participation and attendance is also an integral part of the learning experience. 1. Hands-on qualitative interview project (40%) Due Date: November 5, 2009 Any extensions need to be requested formally, with reasons, in writing to the instructor one week prior and are subject to approval. 10 pages 1.5-spaced + the research question interview guide (as an Appendix) and a five page coded transcription (as an Appendix) 3
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Doctor of Ministry Program - Centre for Critical Qualitative Health ...

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