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DePaul University/School of Continuing and Professional Studies

Graduate Liberal Learning Seminar

LLS 450b Applying Systematic Inquiry in Professional Practice (4 cr hrs)

Summer Quarter 2020

Instructor: Catherine Marienau, Ph.D.

Contact information: primary mode: cmariena@depaul.edu

You can expect a response within 24 hours during the week and 48 hours on weekends.

Private cell (pl. use only for urgent matters): 708-289-8250

Individual appointments may be made for phone or zoom consultations.

Quarter Dates: June 25 –August 23, 2020. The course is divided into weekly modules.

COURSE SCHEDULE

Please reserve dates/times for the Required Class Sessions and note the Optional Office

Hours. These sessions will be held on Saturdays and conducted via Zoom.

Required Class Sessions Optional Office Hours

Wk 1 June 20 (9:00 -12:00)

Wk 2 June 27 (9:00-12:00)

Wk 3 July 2 (6:00-7:00 p.m.) Thursday

Wk 4 July 11 (9:00-12:00 )

Wk 5 July 18 (10:00-11:30)

Wk6 July 25 No session Wk 6 July 25 No session

Wk 7 August 1 (9:00-12:00)

Wk 8 August 8 (10:00-11:30 a.m.)

Wk 9 August 15 (9:00 a.m.-1:00 p.m.) Poster Gallery

Wk 10 August 22 (10:00-11:30) All final work is due no later than August 24 for grading.

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Course Description

[official description] Through this seminar, participants explore the design and implementation process for engaging systematic inquiry in professional practice. Given the focus on qualitative inquiry, emphasis is placed on: developing interest-based questions; aligning questions to data-collection sources and methods; selecting design methodologies; and creating a systematic plan for an applied area of inquiry. [Instructor’s elaboration] Welcome to the exciting and rewarding world of qualitative inquiry.

Using qualitative research models, you will explore an aspect of the human experience that

really matters to you in your professional practice. Through interaction with your classmates,

you will contribute to and benefit from each other’s knowledge and experience. Our focal point

will be heuristic inquiry where your attention as a researcher is on exploring living experience

of people in their own (natural) contexts. Heuristic inquiry is related to other qualitative

methodologies such as phenomenology, ethnography, grounded theory, narrative inquiry,

qualitative case studies, action research, critical theory, and feminist inquiry. With regard to

data gathering methods, three are most common to qualitative inquiry: interview; observation;

and, document (archival) review. Central to qualitative inquiry is reflection on yourself as a

researcher.

Participants by Program

MAAPS: LLS-450b is a required Liberal Learning seminar if you started your MAAPS program in Fall of 2018 or after. If you started your program prior to Fall of 2018, LLS-450b may be taken as an option within the 18 cr hr Liberal Learning requirement or, with approval of your academic committee, may be applied to AP-520 and a supplemental competence (AP-585-589). (re. the latter option: register for the course, not the focus area competencies).

MAEA: LLS-450b is a required Liberal Learning seminar if you started your MAEA program in Fall of 2018 or after. If you started your program prior to Fall of 2018, LLS-450b may be taken as an option within the 18 cr hr Liberal Learning requirement or may be applied as a MAEA Elective. Note: Please consult with your faculty mentor regarding readiness and timing for taking LLS-450b. Ideally, LLS-450b should be taken when you have an idea for your MAEA Applied Inquiry Project (EA-528), so the seminar can provide a good foundation for the AIP.

MSAT: LLS-450b is a required Liberal Learning seminar if you started your MSAT program in Fall of 2018 or after. If you started your program prior to Fall of 2018, LLS-450b is optional.

Others: Students from other colleges are welcome to take this seminar. Please consult

with your college advisor regarding application to your program.

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Learning Outcomes

Achievement of the outcomes will require thoughtful examination of the features of qualitative

inquiry, drawing on your own experience and the research methods literature. You will connect

what you are learning in the seminar to an applied situation that is relevant to your professional

practice.

Upon completion of this seminar, you will be able to:

Construct well-formed interest-based questions to investigate lived/living phenomena in

your applied situation

Select and provide rationale for data-gathering sources and methods relevant to your

applied situation

Articulate steps involved in analyzing qualitative data

Connect your applied situation with relevant qualitative inquiry methodologies

Recognize ethical concerns that might be involved in your applied situation

Observe and record any changes in your perspectives about practicing qualitative

inquiry

Design a systematic inquiry plan for your applied situation.

Learning Resources-- Required Texts

Sultan, N. (2019). Heuristic inquiry: Researching human experience holistically.

Thousand Oaks, CA: Sage.

Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and

implementation, 4th ed. San Francisco, CA: Jossey-Bass.

The texts will be available via the DePaul Bookstore or outside vendors (note: the

bookstore will match prices of other vendors). Other sources will be made available to

accommodate students’ individual interests.

Learning Strategies

This seminar will be conducted in an interactive, applied format. We will use Zoom for

synchronous meetings, for required class sessions and optional office hours. As noted, each of

you will select an applied situation in your professional setting so you can try out various

aspects of planning for and applying systematic inquiry processes. Common readings and

customized resources will be used to guide the modules and online interactions. You will

engage in collaborative and individual reflection on the various aspects of the qualitative

inquiry process and their applications in your individual contexts. In the spirit of collaboration,

you will serve as consultants to one another, augmenting facilitation and guidance by the

instructor.

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Learning Deliverables (graded evidences of learning) & Grading Scale

Portfolio: You will build a Course Portfolio, consisting of seven parts: (1) Applied Situation &

Interest-based Questions; (2) Data Sources & Methods; (3) Data Analysis; (4) Qualitative

Methodologies; (5) Ethical Considerations; (6) Reflections as a Qualitative Researcher; and (7)

Design Plan for Applied Situation. Assignments in the modules will correspond to particular

parts of the Portfolio.

Assignments: Each module will consist of several assignments. Assignments that are designated

for posting to the Discussion Forum are building blocks for the Portfolio. Here you can draft

parts of the Portfolio and get feedback from me and your classmates. Some of the Discussion

Forum assignments may be pointed but not graded.

Assignments that are designated for posting to the Submissions Folder will be your final work

for parts of the Portfolio. This work will be pointed and graded.

Due Dates: These will vary depending on the nature of the assignment. Generally, your postings

will be due on Thursday of each week, 6:00 p.m., so I can review your work in preparation for

Saturday classes and office hours.

Final Portfolio is due no later than August 24.

Grading Scale (100 point scale)

A 100-95; A- 94-91; B+ 90-88; B 87-85; B- 84-81; C+ 80-77; C 76-73

Points below 73 do not meet course requirements and will necessitate retaking the seminar.

Deliverables & Criteria for Assessment

NOTE: Reference to specific research methods literature is required in each of the following

parts of the Portfolio.

Portfolio Part 1: Applied Situation & Interest-Based Questions (total 20 points)

A level work (20-17 points): selects an applied situation with significant application potential;

takes an iterative approach to forming interest-based questions, actively seeks input from

instructor and classmates; documents the exploration process in Road Maps and Alignment

worksheets; completes all assignments on time.

B level work (16-13 points): selects an applied situation with some application potential; poses

interest-based questions; seeks occasional input from instructor and classmates; documents

the exploration process in Road Maps and Alignment worksheets; completes most of the

assignments.

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C level work (12-9 points): selects an applied situation, with limited application potential; poses

interest-based questions that are under-developed; documents the exploration process in

some of the Road Map and Alignment worksheets; completes work after due dates.

Portfolio Part 2: Data Sources & Methods (20 total points)

A level work (20-17 points): identifies at least two methods of collecting data relevant to your

applied situation; provides rationale for each data gathering method and particular approach;

drafts and pilots at least one collection instrument; revises data gathering instruments based on

feedback from instructor and classmates;

B level work (16-13 points): same as (A) but with less thoroughness and specificity in one of the

components.

C level work (12-9 points): same as (A) but with less thoroughness and specificity in two of the

components.

Portfolio Part 3: Data Analysis (10 total points)

A level work (10-9 points): aligns how to analyze data with selected data collection methods;

considers specific steps involved in data analysis process; practices analyzing data from the data

set provided; recognizes multi-layered process in analyzing qualitative data.

B level work (8-7 points): same as (A) but with less thoroughness and specificity in one of the

components.

C level work (6-5 points): same as (A) but with less thoroughness and specificity in two of the

components.

Portfolio Part 4: Qualitative Methodologies (10 total points)

A level work (10-9 points): locates your applied situation within relevant qualitative

methodology(ies); articulates a well-supported rationale for this choice; considers potential

limitations of selected methodology(ies)

B level work (8-7 points): same as (A) but with less thoroughness and specificity in one of the

components.

C level work (6-5 points): same as (A) but with less thoroughness and specificity in two of the

components.

Portfolio Part 5: Ethical Considerations: (5 total points)

note: if you have not taken CITI certification for use of human subjects in research, or your

certification is beyond 3 years-- you will need to take the training/exam.

https://offices.depaul.edu/research-services/research-

protections/irb/Documents/Instructions%20for%20CITI%20Training%201-29-18.pdf

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A level work (5 points): recognizes your own biases and considers ways to reconcile them;

identifies potential ethical conflicts/issues that can arise throughout the inquiry process;

devises ways to protect human subjects

B level work (4 points): same as (A) but with less thoroughness and specificity in one of the

components.

C level work (3 points): same as (A) but with less thoroughness and specificity in two of the

components.

Portfolio Part 6: Reflections of a Qualitative Researcher (10 total points)

A level work (10-9 points): engages in thoughtful reflections about your experience with

qualitative inquiry processes, per activities and assignments; articulates confirmations of and

changes in your identity as a qualitative researcher; identifies specific ways to apply learning

from this seminar to other parts of your graduate program.

B level work (8-7 points): same as (A) but with less thoroughness and specificity in one of the

components.

C level work (6-5 points): same as (A) but with less thoroughness and specificity in two of the

components.

Portfolio Part 7: Design Plan for Applied Situation (20 total points)

A level work (20-17 points): addresses all required components with specificity and

thoroughness, including context & purpose, user audience, interest-based questions, data

sources and methods, data analysis, design methodology, ethics, reflections, implications for

practice.

B level work (16-13 points): addresses all required components but with less specificity and

thoroughness in two of the components.

C level work (12-9 points): addresses all required components but with less specificity and

thoroughness in three of the components.

Course Participation: (5 total points)

Attends required class sessions, participates in Discussion Forum.

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Incomplete (IN) Grade This process follows university policy.

If you encounter an unusual or unforeseeable circumstance that prevents you from completing the

course requirements by end of the term, you may request a time extension to complete the work.

The student must formally initiate the request by submitting the Contract for Issuance of Incomplete Grade form (via email, word doc), no later than week 10.

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The instructor has discretion to approve or not approve the student’s request for an IN grade.

The instructor has discretion to set the deadline for completion of the work, which may be earlier but no later than two quarters (not counting Summer term).

The instructor may not enter an IN grade on behalf of a student without a completed and agreed upon contract.

The student is alerted that IN grades are not considered by Financial Aid as evidence of satisfactory academic progress.

Course Assignments & Schedule

Following is an overview for each module of the major topics and assigned readings. Specific

assignments for each Module are posted on D2L in the Content section, so be sure to consult

D2L for all necessary details, including due dates.

The schedule is subject to change during the course with changes made for the benefit of

student learning.

Note: QR refers to the Merriam & Tisdell text; HI refers to the Sultan text

Modules Topics Readings etc Comments

Module 1 June 20-26 Required Class session on June 20 (9:00-12:00) Zoom

Overarching Theme: Getting a Good Start + Introductions + Review of Syllabus + Navigating D2L +Terminology/explanations + Selecting the setting for your Applied Situation +Using your brain for systematic inquiry (video) +Planning for next session

Obtain the 2 required texts

Become familiar with D2L navigation; sign up for NEWS alerts;

make sure your email in campus connection is current; review the

Syllabus; See D2L CONTENT for

Assignments for Module 2

Module 2 June 27-July 4 Required Class session on June 27 (9:00-12:00) Zoom

Overarching Theme: Shaping Your Applied Situation + Discuss the “feeling of not knowing” assignment + Discuss HR reading + Identify your Applied Situation +Generate your interest-based questions +Road Map worksheet

HI: preface; chapter 1 QR: p. 20, table 1.2

Come with questions about the Syllabus and/or the Course; See D2L CONTENT for Assignments for Module 3

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Module 3 July 4 – 10 Optional Office Hour on July 2 (6:00-7:00 p.m.) Zoom

Overarching Theme: Exploring Self as Qualitative Researcher +QR reading +Exercises in HI + Revise interest-based questions for applied situation + Intro to Interviewing Approaches

HI: chapters 1 & 4 QR: chapter 1 Watch YouTube Video—Qualitative Interviewing (

Independent Week By the end of this module, you will have confirmed the setting for your applied situation and generated well-formed interest-based questions to guide your inquiry.

Module 4 July 11 – 17 Required Class on July 11 (9:00 – 12:00) Zoom

Overarching Theme: Interviews as Primary Tool for Data Collection + Consider right and wrong ways to conduct interviews + Draft Interview Guide for your Applied Situation + Update Road Map Worksheet

QR: chapter 5

You are getting practice in creating questions for an Interview Guide (whom to speak with and what interview approach to use)

Module 5 July 18-24 Optional Office Hour (10:00-11:30 a.m.) Zoom

Overarching Theme: Methods of Interview and Observation + Plan for observations in natural settings + Prepare interview guide for applied situation, for feedback

QR: chapter 6, p. 141, pp. 144-145; and chapter 7

Independent Week You will identify a setting in which to conduct Observations

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Module 6 July 25-31 No scheduled class session or office hour N

Overarching Theme: In the Field +Conduct two observations + Pilot test & revise interview guide

QR: chapters 6 & 7 Catch up on readings and assignments

Independent Week You will spend time ‘in the field’—doing observations and pilot testing your Interview Guide

Module 7 August 1-7 Required Class on August 1 (9:00-12:00) Zoom

Overarching Theme: Analyzing Raw Data + Podcast data—initial categories & themes + Report on observational data + Intro to Design Methodologies

HI: chapter 6 QR: chapter 8 Listen to 4 Podcast Episodes as assigned (each is 30 minutes)

Be sure to listen to the Podcast episodes before class. We will spend class time getting practice analyzing data, looking for categories and themes

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Module 8 August 8-14 Optional Office Hour on August 8 (10:00-11:30 a.m.) zoom

Overarching Theme: Comparative Data Analysis + (in small groups) Compare podcast data themes + Identify criteria for trustworthiness + Select Methodology for your Applied Situation

HI: chapter 2 QR: chapters 2 & 3

Independent Week Prepare for the Poster Gallery Walk of the Design Plan for your applied situation (see D2L Content for guidelines)

Module 9 August 15-21 Required Class session on August 15 (9:00 – 1:00) zoom

Overarching Theme: Presenting Your Work for Feedback + Poster Gallery Walk, with Feedback +Ethical considerations + status of CITI training

Hi: chapter 10 QR: chapter 9

This is an opportunity to present your Design Plan and obtain feedback

Module 10 August 22-24 Optional Office Hour on August 22 (10:00-11:30) zoom

Complete the Portfolio, all Parts, due August 24

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Accommodation

Students with Disabilities

Students seeking disability-related accommodations are required to register with DePaul's Center for

Students with Disabilities (CSD) enabling you to access accommodations and support services to assist

your success. There are two office locations that can provide you with enrollment information, or

inquire via email at csd@depaul.edu.

Loop Campus - Lewis Center #1420 - (312) 362-8002

Lincoln Park Campus - Student Center #370 - (773) 325-1677

Students are also invited to contact me privately to discuss your challenges and how I may assist in

facilitating the accommodations you will use during this course. This is best done early in the term and

our conversation will remain confidential.

Additional Accommodations

This course may include instructional content delivered via audio and video. If you have any concerns

about your ability to access and/or understand this material in its default format, please notify me

within the first week of the course so accommodations can be made.

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Policies

This course includes and adheres to the college and university policies described in the links

below:

Academic Integrity Policy

APA citation format

Incomplete (IN) and Research (R) Grades Expiration Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

Other Resources for Students

University Center for Writing-based Learning

SCPS Writing Guide

Dean of Students Office

Instructor Bio

I began my work in qualitative research over 40 years ago, when qualitative research was in its

infancy (at least in higher education settings). My doctoral dissertation, the first qualitative

study in my institution’s College of Education, received a national award. I have honed my craft

through my own qualitative studies and through advising students on their research projects

(undergraduate, graduate and doctoral levels). I designed and taught EA525 Conducting

Practice-based Inquiry in the MAEA program. My current qualitative inquiry activities include:

interviewing inspiring women in their 70s, 80s and 90s for my Podcast, Women Over 70: Aging

Reimagined (with a MAAPS alumna); interviewing women for a co-authored book on integrative

health for women on the other side of menopause; interviewing practitioners for a book on

practical applications of brain science to training and professional development in various

settings.

Some of you may know me. I was a full-time faculty member in SNL for 36 years; upon

retirement in July 2019, I have joined the part-time faculty. While on the full-time faculty, I

served as director of the MAEA program and as faculty mentor. As the founding director of

MAAPS, I served as its first director and continuously as faculty mentor. I served as director of

the Center to Advance Education for Adults (CAEA) and a special initiative, the Community

Engagement Network (CEN): Collaborative Learning for Action

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Suggested Sources (A Sampling)

Note: references are in APA 6th ed.; 7th ed. Is available

Literature Reviews

Galvan, J. (2013). Writing literature reviews: A guide for students of the social and behavioral

sciences, 5th ed. Glendale, CA: Pyrczak.

Machi, L., & McEvoy, B. (2016). The literature review: Six steps to success, 3rd ed. Thousand

Oaks, CA: Sage.

Ravitch, S., & Riggan, M. (2012). Reason & rigor: How conceptual frameworks guide research.

Los Angeles, CA: Sage.

Qualitative Design

Creswell, J., & Roth, C. (2018). Qualitative inquiry and research design: Choosing among the five

approaches, 4th ed. Thousand Oaks, CA: Sage.

Lapan, S., Quartaroli, M., & Riemer, F. (Eds.) (2012). Qualitative research: An introduction to

methods and designs. San Francisco, CA: Jossey-Bass.

Leedy, P., & Ormrod, J. (2010). Practical research: Planning and design, 9th ed. Indianapolis, IN:

Pearson.

Lochmiller, C., & Lester, J. (2017). An introduction to educational research: Connecting methods

to practice. Thousand Oaks, CA: Sage.

Marshall, C., & Rossman, G. (2016). Designing qualitative research, 6th ed. Thousand Oaks, CA:

Sage.

Ravitch, S., & Carl, N. (2016). Qualitative research: Bridging the conceptual, theoretical, and

methodological. Thousand Oaks, CA: Sage.

Rossman, G., & Rallis, S. (2017). An introduction to qualitative research: Learning in the field, 4th

ed. Thousand Oaks, CA: Sage.

Saldana, J. (2015). Thinking qualitatively: Methods of mind. Thousand Oaks, CA: Sage.

Action Research

Coghlan, D., & Brannick, T. (2014). Doing action research in your own organization, 4th ed.

Thousand Oaks, CA: Sage.

Heron, J., & Reason, P. (1997). A participatory inquiry paradigm. Qualitative Inquiry, 3, 274-294.

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McIntrye, A. (2008). Participatory action research. Qualitative Research Methods Series, 52. Los

Angeles, CA: Sage.

Sagor, R. (2010). The action research guidebook, 2nd ed. Thousand Oaks, CA: Sage.

Stringer, E. (2007). Action research, 3rd ed. Thousand Oaks, CA: Sage.

Case Study

Merriam, S. (1998). Qualitative research and case study applications in education (revised &

expanded), 4th ed. San Francisco, CA: Jossey-Bass.

Merriam, S., & Assoc. (2002). Qualitative research in practice: Examples for discussion and

analysis. San Francisco, CA: Jossey-Bass.

Simons, H. (2010). Case study research in practice. Thousand Oaks, CA: Sage.

Yin, R. (2014). Case study research: Design and methods, 5th ed. Thousand Oaks, CA: Sage.

Ethnography

Fetterman, D. (2010). Ethnography step by step, 3rd ed. Thousand Oaks, CA: Sage.

Kozinets, R. (2010). Netnography: Doing ethnographic research online. Thousand Oaks, CA:

Sage.

Feminist

Harding, S. (Ed.). (2004). The feminist standpoint theory reader: Intellectual and political

controversies. New York, NY: Routledge.

Hesse- Biber, S.(2008). Feminist research. In L. M. Given (Ed.), The Sage encyclopedia of

qualitative research methods (pp. 336-339). Thousand Oaks, CA: Sage.

Olesen, V. (2011). Feminist qualitative research in the millennium’s first decade: Developments,

challenges, prospects. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative

research (4th ed., pp. 129-146). Thousand Oaks, CA: Sage.

Reinharz, S. (1992). Feminist methods in social science. New York, NY: Oxford University Press.

Grounded Theory

Birks, M., & Mills, J. (2015). Grounded theory: A practical guide, 2nd ed. Thousand Oaks, CA:

Sage.

Narrative

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Clandinin, D., & Connelly F. (2000). Narrative inquiry: Experience and story in qualitative

research. San Francisco, CA: Jossey-Bass.

Kim J-H. (2016). Understanding narrative inquiry: The crafting and analysis of stories as

research. Los Angeles, CA: Sage.

Riessman, C. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.

Participant Observation

Patton, M. (2015). Qualitative research and evaluation methods, 4th ed. (Thousand Oaks, CA:

Sage.

Schensul, J., & LeCompte, M. (2013). Essential ethnographic methods: A mixed methods

approach. Ethnographer’s toolkit, book 3 (2nd ed.). Lanham, MD: AltaMira Press.

Phenomenology

Finlay, L. (2011). Phenomenology for therapists: Researching the lived world. West Sussex, UK:

John Wiley & Sons.

Husserl, E. (1998). Ideas pertaining to a pure phenomenology and to a phenomenological

philosophy: First book (K. Kersten, trans). Dordrecht, Netherlands: Kluwer Academic (original

work published in 1913).

Merleau-Ponty, M. (2013). Phenomenology of perception. (D. A. Landes, Trans.). London, UK:

Routledge. (original work published in 1945).

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

DATA COLLECTION

Data Mining

See Merriam & Tisdell (2016). Qualitative research, 4th ed. San Francisco, CA: Jossey-Bass,

chapter 7.

Focus Groups

Krueger, R. (2009). Focus groups: A practical guide for applied research, 4th ed. Thousand Oaks,

CA: Sage.

Morgan, D. (2019). Basic and advanced focus groups. Thousand Oaks, CA: Sage.

Interviews

Kvale, S;, & Brinkmann S. (2009). InterViews: Learning the craft of qualitative research

interviewing, 2nd ed. Thousand Oaks, CA: Sage.

King, N., & Horrocks, C. (2010). Interviews in qualitative research. Thousand Oaks, CA: Sage.

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Roulston, K. (2010). Reflective interviewing: A guide to theory and practice. Thousand Oaks, CA:

Sage.

Salmons, J. (2010). Online interviews in real time. Thousand Oaks, CA: Sage.

Spradley, J. (1979). The ethnographic interview. New York, NY: Holt, Rinehart, & Winston.

Data Analysis

Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook,

3rd ed. Thousand Oaks, CA: Sage.

Other

Janesick, V. (2016). “Stretching” exercises for qualitative researchers, 4th ed. Los Angeles, CA:

Sage.