Power point Qualitive Research Proposal

The purpose of this final assessment is to develop your own subtopic within the broader topic of first-generation college graduates. You will compose a research proposal outline using the resources from our course and any other articles you find to support your subtopic.

Please leave all subheadings in the PowerPoint slides and build your content under those subheadings. Use a sentence-style outline and be sure to explain your points clearly. Also, be sure to use cited support throughout the outline. Once completed, this template can serve as a guide for your own research proposal project in the future.

Instructions

This assessment requires that you use your accumulated knowledge about the elements of research. In this final assessment, create a proposal for how you might study the topic of first-generation college students—either qualitatively or quantitatively. 

A PowerPoint template has been provided for you to outline your ideas. Each slide has a major heading that focuses on the given research component. The major headings are accompanied by subheadings that signal the main points to be addressed. As this is a PowerPoint presentation, you are not asked to provide a full narrative, but rather clear and concise bullet points demonstrating your understanding or each aspect of the plan.

Articles to use:

Burger, A. & Naude, L.  (2019). Success in higher education: Differences between first- and continuous-generation students. Social Psychology of Education, 22, 1059–1083 https://doi.org/10.1007/s11218-019-09513-6 1 3

Harper, C. E., Zhu, H., & Marquez Kiyama, J. (2020). Parents and families of first-generation college students experience their own college transition. Journal of Higher Education, 91(4), 540-564. DOI: 10.1080/00221546.2019.1647583.

Rice, A. J., Colbow, A. J., Gibbons, S., Cederberg, C., Sahker, E., Liu, W. M., & Wurster, K. (2017). The social class worldviews of first-generation college students.

Counselling Psychology Quarterly, 30(4), 415–440. https://doi.org/10.1080/09515070.2016.1179170

Toutkoushian, R. K., May-Trifiletti, J. A., & Clayton, A.B. (2021). From “first in family” to “first to finish”: Does college graduation vary by how first-generation college status is defined? Educational Policy, 35(3), 481-521.  https://doi.org/10.1177/0895904818823753

Competencies Measured

· Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.

. Apply the components of the research introduction for the given topic.

. Apply the components of the research procedures for the given topic.

· Competency 4: Evaluate data collection and analysis strategies based on the characteristics of the research design.

. Explain the expected findings for the given topic.

· Competency 5: Examine the appropriate application of scientific research methodology.

. Create a complete and appropriate research proposal outline.

· Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

. Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.