Communication 580
QUALITATIVE RESEARCH METHODS

Fall 1999

Telephone:
E-Mail:

442-4874
[email protected]

COURSE DESCRIPTION

This course introduces students to naturalistic field research. It is intended to provide hand-on research experience: each student conducts a study of communication processes and problems in a setting of his or her choice. Its goals are to provide students with an understanding of the theoretical assumptions consistent with naturalistic field research and to assist students in carrying out their own projects. Topics covered include shaping a research problem, participant observation, interviewing, making use of documents, taking fieldnotes, making audio or video recordings, ethical issues, and writing up ethnographic research. Class members' individual research projects will determine how much emphasis will be put on these and other topics.

At the completion of the course, students should be able to:

• display their understanding of the types of research questions that can, and can not, be appropriately answered using naturalistic field methods;
• evaluate the strengths and limitations of participant observation, interviewing, document analysis, and analysis of recorded interaction
• Conduct a naturalistic study of some aspects of communication or interaction.

REQUIRED READING

Lofland, J. & Lofland, L.H. (1995). Analyzing Social Settings, 3rd Edition. Belmont: Wadsworth.

Emerson, R.M., Fretz, R.I., & Shaw, L.L. (1995) Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press.

Emerson, R.M. (Ed.) (1988). Contemporary Field Research: A Collection of Readings. Waveland Press.

COURSE REQUIREMENTS

Readings, Lectures, and Class Participation
The assigned readings for this course is relatively light. I assume that each student will go beyond the assigned readings, selecting materials that best meet his or her own needs and interests. To that end, I will distribute a list of optional books, chapters, and articles for your reference.

The class will be taught as a seminar and workshop. I expect you to do the readings and assignments and come to class prepared to discuss them. Through the readings and discussions, you will be introduced to key methodological issues in field research.

The first segment of each class will be devoted to lecture and discussion of the methodological topic and readings of the week. The second segment will involve a mini-workshop dealing with a specific feature of fieldwork methods, for example, writing fieldnotes, interviewing, or analyzing data. As materials for the mini-workshops, we often use the students' fieldnotes, analyses, and/or experiences.

Fieldnotes and/or Transcripts
Each week, you should observe and/or interview at your site and write up your observations and/or interviews in fieldnotes before the next class meeting. You should spend a minimum of two hours per week in the field, exclusive of any additional time you spend there for other purposes (e.g. work). As a rule of thumb, writing fieldnotes takes at least as much time (sometimes twice as long) as observation time.

Select your site for observations as soon after the first class meeting as possible. We do not have class on September 20, so you have two weeks between our first class meeting and our second. During that time, try to spend at least � hour at your site, checking out the feasibility of your selection. During our second class meeting on Sept. 27, turn in either the Human Subjects Research Review Form or notes based on your investigatory activities at the site. You will continue to do fieldwork until nearly the end of the semester, although your focus will change as your study progresses.

Final Paper
The purpose of the final ethnographic paper is to report the results of the field research. The paper will include five sections: research problem and rationale, methodological issues, overview of setting, findings regarding communication practices, and discussion and implications. The paper should be about 15-20 pages in length, typed and double spaced. All fieldnotes and transcripts should be turned in with the final paper.

GRADING

SCHEDULE OF TOPICS
Reading Assignments (to be added)

Week 1 (M 9/13)
Identifying appropriate research questions and site; Human Subjects/IRB

No class on 9/20.

Week 2 (M 9/27)
Issues in Gathering Data
Assigned reading: Lofland & Lofland, Introduction and Part I (Chapters 1-5)

Week 3 (M 10/4)
In the Field
Assigned reading: Emerson, Fretz, & Shaw, Chapters 1-3

Week 4 (M 10/11)
Writing up Fieldnotes
Assigned reading: Emerson, Fretz, & Shaw, Chapters 4, 5

Week 5 (M 10/18)
Interviewing
Assigned reading: CFR Part I (Introduction, Geertz, Frake, Agar, Wieder)

Week 6 (M 10/25)
Focusing Data
Assigned reading: Lofland & Lofland, Part II (Chapters 6-8)

Week 7 (M 11/1)
Analyzing Data
Take-home exam distributed
Assigned Reading: Lofland & Lofland, Ch. 9; Emerson, Fretz, & Shaw, Ch. 6

Week 8 (M 11/8)
Validity, Generalizability, and Relevance
Assigned reading: CFR Part II (Introduction, Charmaz, Katz, Bittner, Bloor)

Week 9 (M 11/15)
Relational and Personal Processes in Fieldwork
Take-home exam due
Assigned reading: CFR Part III (Introduction, Wax, Johnson, Thorne, Pollner & Emerson)

Week 10 (M 11/22)
Ethical and Political Issues in Field Research
Outline of your findings due
Assigned reading: CFR Part IV (Introduction, Van Maanen, Wax, Galliher)

Week 11 (M 11/29)
Writing an ethnography
Assigned reading: Lofland & Lofland, Ch. 10; Emerson, Fretz, & Shaw, Chs. 7, 8

Week 12 (M 12/6)
Students present their research projects

Week 13 (M 12/13)
Students present their research projects