This graduate seminar extends the work you’ve done in EDUC 850 by requiring one long paper generated by qualitative methods. We will review the material you learned in EDUC 850 as you plan your research. Throughout the spring you will provide updates on your progress. In class we discuss the tools scholars use to create good qualitative work; field notes will be emphasized.

2/14 Planning and preparing

--Glesne, Chs. 2-3; Eisner, Ch. 11 and pp. 32-41

2/28 Interviewing and observing, and doing so ethically

--Glesne, Chs. 4-6; Eisner, Ch. 10

3/14 Models of good qualitative inquiry

--Eisner, Chs. 4-9

4/4 Analysis and interpretation

--Glesne, Chs. 7-9; excerpt from Cioffi, Imaginative Argument (handout)

4/18 Optional class session on writing and revising

--Richard Lanham, Revising Prose

5/2 Choices, choices, and more choices: How to organize your material

--Margery Wolf, A Thrice Told Tale (pp. 7-14, then Ch. 4, then Chs. 2-3;

Ch. 5 is optional

5/16 Presentation and discussion of your rough drafts

Written assignments and due dates

 2/28 Proposal for your term paper (2-3pp)

3/14 Protocols for your interviews and/or observations

3/22 One field note on an interview or observation

4/18 Outline of the term paper (1p) and Summary (2pp) of your central argument, points, insights, findings.

5/12 Rough draft (at least 12 pages) of the term paper

5/22 Final draft of the term paper, including a one or two page addendum in which you explain how you responded to the comments you received from your classmates on 5/4.