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COMM2200CourseOverview_and_SomeVIPstartinginfo.pptx
Welcome to COMN 2200: Qualitative Inquiry in Communication Professor Suter She/her/hers
Student hours
Weekly student hours: Thursdays, between 12:30 and 1:30 pm in Sturm 200
Come individually, in pairs, or in groups
Or by appt (contact me to arrange time)
I encourage students asking questions before or after class
Meetings at Kaladi coffeehouse or another campus location welcome
Topic open: from this class to career
Standing invitation – does not end when course ends
Fun Facts about Professor Suter
Midwesterner
Lover of:
Dogs
Tennis
Yoga
Nature (Mountains, Oceans, Forests)
Married, Mom to two daughters
Been at DU since Fall of 2005
How did Prof Suter become a Professor of Communication Studies?
When I took my first course on interpersonal communication, I was on my way to law school.
The class shifted my track.
It opened up previously inaccessible ways of thinking about relationships and families that was exhilarating for me.
I went on to earn a master’s degree and doctorate in the area and have been a university professor for 20 years
I’ve been at DU since 2005
Course Learning Goals
1. Learn foundations of qualitative inquiry. (foundational learning goal)
2. Collect, analyze, and interpret qualitative data. (application learning goal)
3. Engage in research reflexivity across all stages of the research process. (human dimension learning goal)
4. Gain confidence in the ability to conduct qualitative research. (human dimension learning goal)
5. Understand the significance of qualitative research and consider its role in future academic and professional pursuits. (caring learning goal).
6. Gain discussion skills that students can use to promote critical, democratic, and dialogic discussion in other academic, professional, and civic spaces. (learning how to learn learning goal)
Research-Based Perspectives Underpinning Course Design
1. Learning as a constructive process
2. Learning as an interactive, social process
3. Learning as an emotional process
4. Engagement as essential
5. Motivation as critical
6. Learning as “situated in” or “tied to” context
Inclusive Learning Environment
Requires we work together to develop
Goal is to encourage and appreciates expressions of different ideas, opinions, and beliefs
Aim to turn potentially divisive interactions into opportunities for intellectual and personal enrichment
Diversity refers to a myriad of social identities and life experiences.
Name and Pronoun Etiquette
Course Requirements
Accessing Course Materials: Canvas
Updates that affect the delivery method of this course will be communicated on Canvas
Masking Requirements —Classroom is following DU Protocols
Attendance in Person Expected
unless you have made alternative arrangements with me prior to the start of class due to illness, medical reasons, unexpected work or family obligation, DU sponsored activities, or need to isolate or quarantine due to COVID-19.
DU Community of Care Obligations
In choosing to attend the University of Denver, you’ve chosen to join a larger Community of Care, you have agreed to:
Not to attend class when you’re sick.
Not to attend class when you’ve been exposed to people who have or may have Covid-19.
To follow the university’s masking policy
Academic Policies
DU Honor Code/Academic Integrity
All work submitted in this course must be your own and produced exclusively for this course
If you are uncertain what constitutes a violation of DU’s honor code in this class, ASK Prof Suter first!
For the consequences of violating the Academic Misconduct policy, refer to the University of Denver website on the Honor Code
Course Late Assignment Policy
turned in within 24 hours, penalized 25% of total points possible.
turned in within 48 hours, penalized 50% of total points possible.
No late assignments after 48 hours accepted.
Course Grade Reevaluation Policy
24 hour Rule: Wait 24 hours after an assignment has been returned to you to reach out to Prof Suter
Make a written request for grade reevaluation
Grade reevaluation request includes: an explanation of which aspects of the assignment you believe deserve reevaluation
Use of Technology in the Classroom
Access to the Internet can be a valuable aid to the classroom learning environment.
May be encouraged to use a laptop or smartphone to explore concepts related to course discussions and in-class activities.
However, these technologies can be distracting – not only for you but to others in the class. Please avoid the temptation of social media, texting, or other off-topic diversions
Restriction of Audio or Visual Recording, Reproduction, and Distribution of Content
Student Accommodations
Students with Disabilities/Medical Issues
Discuss needs for accommodation privately with me
Contact Disability Services Program (DSP) directly to coordinate accommodations
Religious Accommodations Policy—Following DU policy—please see the syllabus for more info
Student Athletes
Provide me with the DU absence policy form by the end of the first week of class.
Student athletes will need to make up any missed assignments
DU Network of Support
Supporting your Academic Success
Encourage taking advantage of DU network of support when you need it
I ask that you respond to any outreach from me or others at DU if we see you struggling
Mental Health and Wellness
Center for Advocacy, Prevention, and Empowerment (CAPE)
Discrimination, Harassment & Gender-based Violence (Title IX)
Course Texts & Recommended Supplies
Required Materials
Recommended Supplies
Colored pencils, highlighters, Post-Its, Post-It flags, and pens
Pencils and Hi-Polymer eraser
Loose leaf paper and something to keep paper organized (e.g., binder), or spiral notebook
Plain white paper for diagramming or artist’s sketchpad
Successful Qualitative Research: A Practical Guide for Beginners
Thematic Analysis: A Practical Guide
Research Journal (Composition Journal)
Assignments
Attendance and Participation (200 points)
As in any in-person course, attendance and participation are crucial for a complete understanding of course material.
Attendance in Person (worth a total of 100 points)
Daily attendance using Roll Call in Canvas
You will NOT lose points IF you have made alternative arrangements with me prior to the start of class and you are missing class due to illness, medical reasons, unexpected work or family obligation, DU sponsored activities, or need to isolate or quarantine due to COVID-19.
Participation (worth a total of 100 points)
= listening carefully, asking good questions, synthesizing and connecting points just made, showing appreciation, and drawing others out
participation rubrics, vary based on the participation behaviors I am emphasizing for different classroom discussion days. 3-4 indicators chosen for any one classroom meeting.
Reflective Learning Activities and End of Quarter Reflective Learning Essay (200 points)
Regular reflective learning activities about student learning development (100 points)
a) research reflexivity
b) confidence in qualitative inquiry skills
c) significance of qualitative inquiry and role it might play in future academic and professional pursuits
d) development of critical, democratic, and dialogic discussion skills (See the Instructions for Evaluating your Discussion Participation handout on Canvas—Available to download under Modules Getting Started).
End of Quarter Reflective Learning Essay (worth 100 points)
Guided prompt
Summarize and evaluate reflections across quarter on student learning development
Research Proposal (worth 100 points)
In this assignment, students demonstrate their ability to reflexively conceptualize a research project to answer a research question of significance to the student and their interview participants.
The proposal includes 5 Sections:
Statement of Research Question
Statement on Researcher Reflexivity
Statement on and Assessment of Research Participant Recruiting
Self-Assessment of Data Collection Planning
Interview Guide: a) main interview questions; b) prompts & probes, & c) an annotation for each main interview question
Interview and Transcription (300 pts)
Conduct, transcribe (Verbatim—word for word), and assess/revise three (3) semi-structured audio research interviews.
First Interview Assess Revise
Second Interview Assess Revised
Third Interview Assess
Assessment
Written honest self-assessment of the student’s interview performance
Revise subsequent interview
(e.g., revise order of questions, add more prompts, and probes, revise question wording)
Thematic Analysis (100 points)
Students demonstrate ability to conduct an inductive, reflexive thematic analysis.
Thematic analysis (TA) = qualitative, analytic method (aka, tool) for identifying patterns of meaning (themes) across a qualitative dataset in relation to a research question.
Dataset = 3 interviews collected and transcribed by student.
Research question = student research question posed in research proposal
6 phases of reflexive, thematic analysis. Phase 1: Familiarization with the data set, Phase 2: Coding, Phase 3, Generating initial themes, Phase 4: Developing and reviewing themes, Phase 5: Refining, defining, and naming themes, Phase 6: Writing up the thematic analysis report.
Thematic Analysis Oral Presentation (100 points)
orally communicates results of thematic analysis
Unpacks data visualization that communicates the project’s core
professional, practiced presentations
Setting Ground Rules
Individual Reflection
Begin by individually and silently writing down recollections of your best and worst discussion experiences.
Be certain you note specifically and concretely what features made discussions so satisfying or frustrating.
Small Group Work
In small groups, taking ten minutes (max) do the following
First, allow each person to share their notes
Then, as a group, brainstorm specific things that people do to make discussions go well.
Then, share things people do in discussions that are frustrating.
Next, as a group, convert the most frequently mentioned features to specific behaviors that should be encouraged.
For example, if people like discussions in which nobody dominates, they might suggest that after speaking, students should wait until at least three others have contributed something (aka,“The Three-Person Rule”)
Once your group has agreed on specific classroom behaviors you would like to encourage in this space, have one member come to the whiteboard and list the behaviors your group identified
Some Very Important Starting Information
Successful Qualitative Research Ch.1
What is Qualitative Research?: Best Understood by What It’s Not
Data = Numbers
Aims: explain, predict, create generalizable knowledge
“Shallow” but broad data
Seeks general patterns
Qualitative
Data = Words (and Images)
Aims: Understanding, meaning as localized, data as contextual
Rich data, “Thick description”
Seeks patterns but explores differences
Quantitative
What is Qualitative Research?: Best Understood by What It’s Not
Quantitative
Theory testing, deductive (top down)
Values objectivity
Method more fixed
Can be completed quickly
Qualitative
Theory generating and inductive (bottom up)
Values subjectivity, reflexivity
Method less fixed, accommodates focus shifts
Takes longer
3 types of Questions in Qualitative Research
Research Question (RQ)
What you are trying to figure out in your research project
Participant Questions
Questions you ask participants to generate data (e.g., interview protocol)
Data Analytic Questions
Questions you ask of your data to answer your RQ
Learning Profile Assignment
Due: Week 1, Sunday, Sept. 18, 11:59 pm
2 Part Assignment
Create a Public Facing Learning Profile, post link or file to Discussion on Canvas
Complete your Confidential Learning Profile Assessment, Available on Canvas
Full Details on CanvasAssignmentsReflective Learning Activities
Public Facing Learning Profile
PURPOSES
Help create our Learning Community
Help me gauge student learning goals, prior knowledge, & backgrounds
Help me assess course design and delivery to better meet student needs.
INSTRUCTIONS
Create profile with tool of choice (e.g., powerpoint, padlet)
Include info of your choice (e.g., learning goals, learning style, where you are from, what you are like,)
post the link to your profile or the file to its Discussion on Canvas
https://padlet.com/allison_ogrady1/odfy40y471gf
Confidential Learning Profile Assessment
10-question survey in Canvas under Quiz
Purposes
Address student learning needs
Help me get to know students better
