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

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d. means to establish trustworthiness e. method of data analysis –rationale and description f. how ethical issues will be addressed g. social location of the researcher in relation to the people who will be involved in the study • Anticipated relevance of results • Implications for social work practice and/or policy Criteria for Grading Assignment: • Evidence of knowledge, understanding of the literature; major epistemological concepts, and application of the research methods/design discussed in the course • Evidence of an understanding of design application, the research process and relevance to social work practice and policy implications • The ability to demonstrate critical thinking about the research method chosen in terms of strengths and limitations • Written product will be assessed on the paper’s organization, quality of content, grammatical presentation, including spelling, clarity, and appropriate citing and referencing (e.g., APA style). 3. Class participation, giving feedback & attendance (10%) Attendance and participation are important components of your individual and collective learning process especially since much of the learning activities in this class are directed by class members. In addition to being present, on time, and prepared, I expect students to be active learners by sharing their perspectives and questions with each other, and participating in group exercises. Students will be expected to lead discussions on weekly readings on a rotating basis. Class participation also includes the provision of peer feedback on the draft research/ethics proposals on Blackboard. If you cannot attend class, please notify your instructor through e-mail (or phone) as soon as you can. You are expected to make arrangements with someone else in the class to obtain notes and missed handouts. Academic Integrity Students in graduate studies are expected to commit to the highest standards of integrity, and to understand the importance of protecting and acknowledging intellectual property. It is assumed that they bring to their graduate studies a clear understanding of how to cite references appropriately, thereby avoiding plagiarism. The student's thinking must be understood as distinct from the sources upon which the student is referring. Two excellent documents entitled How Not to Plagiarize http://www.utoronto.ca/writing/plagsep.html and the Code on Behaviour and Academic Matters is available for you to review on the FSW web-site or at www.sgs.utoronto.ca. 6
Late Policy Late papers that have not received prior approval for extension by the course instructor will be graded down one step on the grading scale (e.g., B+ will become a B). Late papers without prior approval will not be accepted after 5 days of the due date. Extensions Extensions are subject to approval by the course instructor with prior notice and an acceptable reason. The course instructor reserves the right to ask for written documentation. An extension form must be filled out with the student and instructor’s signature. This is submitted to the Registrar. Petition for Extension forms are found at: www.sgs.utoronto.ca Late papers will not be accepted 5 days after the due date without prior approval. Required Text and Readings: 1) Textbook: Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Thousand Oaks, CA: Sage. Available for purchase at Toronto Women’s Bookstore (73 Harbord St., Ph: (416)922- 8744, Store hours: 10:30-6 M-W,Sat / 10:30-8 Thur - Fri / 12-5 Sun). 2) Required Course Reader: Required readings will be available for students in the General Office and may be signed out for copying or browsing. 3) Blackboard: All other readings are available electronically on Blackboard. Recommended (not required): Brown, L. & Strega, S. (2005, Ed.). Research as resistance: Critical indigenous, and anti-oppressive aproaches. Toronto: Canadian Scholars’ Press Inc. Bryant, A. & Charmaz, K. (2007). The Sage handbook of grounded theory. Thousand Oaks, CA. Denzin, N.K. & Lincoln, Y. S. (Eds.) (2005). The Sage handbook of qualitative research (3 rd Ed.). Thousand Oaks, CA. Hesse-Biber, S. N. & Leavy, P. (Eds.). (2008). Handbook of emergent methods. New York: Guilford. Padgett, D. K. (1998). Qualitative methods in social work research: Challenges and rewards. Thousand Oaks, CA: Sage. 7
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