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Viewing: PRT 705 : Qualitative Research Methods in Conservation & Community Sustainability

Last approved: Sat, 26 Aug 2017 08:03:12 GMT

Last edit: Sat, 26 Aug 2017 08:03:12 GMT

Change Type
Major
PRT (Parks, Recreation, and Tourism Management)
705
031474
Dual-Level Course
Cross-listed Course
No
Qualitative Research Methods in Conservation & Community Sustainability
Qual Res Meth in Cons & Sust
College of Natural Resources
Parks, Recr & Tourism Mgmt (15PRT)
Term Offering
Spring Only
Offered Alternate Odd Years
Spring 2019
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
15
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Erin Seekamp
Associate
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1515NoNA
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
P: Doctoral student status, or with consent of instructor.
Is the course required or an elective for a Curriculum?
No
Examination of qualitative research methods and designs in the contexts of human dimensions of natural resources, equitable and sustainable tourism development, and community health and well-being, including data generation, organization, analysis, quality and presentation. A research project will be conducted with the application of qualitative data organization software.

Course Title Change:The focus of research projects are more expansive than “recreation”.


Course Description Change:Description more accurately represents content and will attract students from other departments in the College of Natural Resources (e.g., FER) and within other colleges (e.g., PA).


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
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Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No additional resources needed.

The goal of this course is to provide graduate students with an understanding of the practice of qualitative research. To attain this goal, we will begin by exploring the philosophical assumptions of qualitative research and the ways in which it differs from quantitative research. Comprehension of the key differences between these methodologies, as well as their ontological and epistemological underpinnings, includes being able to identify the unique terminology that applies to qualitative research. We will also explore qualitative research questions, designs, data sources, and analyses. To develop your skills in these components of qualitative research, students will conduct a research project and gain hands-on experience in data generation and analysis, including the use of the qualitative data organization software program, QSR N*Vivo. We will conclude the course with an exploration of key techniques and strategies to enhance data quality and data presentation.


Student Learning Outcomes

By the end of the course, students will be able to:



  • Articulate the philosophical differences between realism/post-positivism, critical theory, constructivism/interpretivism, postmodernism/post-structuralism.

  • Effectively write qualitative research questions.

  • Distinguish between narrative research, phenomenology, ethnography, grounded theory, and case study research.

  • Identify when interviews, observations, documents, audio-visual and other sources of data are most appropriate.

  • Understand the role of self in qualitative research.

  • Describe the rationale behind using specific types of analytical techniques (content analysis, narrative analysis, discourse analysis, framework analysis, grounded theory), memoing, and specific types of coding processes.

  • Evaluate the quality of qualitative research (trustworthiness) in terms of credibility, transferability, dependability, confirmability.

  • Conduct semi-structured interviews, code and analyze qualitative data using data organization software, participate in peer debriefing of this research process, and reflect on the role of bias in this process.


Evaluation MethodWeighting/Points for EachDetails
Discussion100Participation in Course Discussion
Forum_post300Memoing & Reflexive Journal Entries
Written Assignment100Methods Annotated Bibliography
Oral Presentation50Methods Presentation
Written Assignment150Article Review
Major Paper100Research project reflection paper
Final Exam150Finals
Oral Presentation50Research project presentation
mlnosbis 4/25/2017:
1) Office hours should be listed on the syllabus.
2) Course catalog description should be on the syllabus.
3) Add course objectives to the CIM Form and syllabus. Course objectives are broad goals for the course. What you've listed as objectives are actually Learning Outcomes.
4) Add price of textbook to the syllabus.
5) Assignment breakdown on syllabus totals 105%.
6) Syllabus must include grade scale so students know what constitutes the letter grades.
7) See graduate syllabus checklist, attached under additional documentation, and include the required Policies, Rules, and Regulations (items 12-14).

pjharrie 5/4/17 - I'd add the word 'effective' to the second student outcome. I also find it strange that there are several references to a 'data organization software program' and yet I don't see any mention of it in the syllabus or in any other place where course requirements listed. So, what is this software? What's needed to run it? Given that only a week is allotted to students presenting other techniques, I don't see how there's going to be enough time for 15 students to effectively undertake all the expectations of that element (at least as outlined in the syllabus). Okay this is admittedly picky, but it seems odd the goal of the final is largely predicated on mentoring others. If that's really the goal, it seems that there would be a better instrument than a final to determine that.

ABGS Reviewer Comments:
-No concerns
mlnosbis (Mon, 17 Apr 2017 14:39:43 GMT): Rollback: This is not a minor action because the description change alludes to significant changes in the course. Please resubmit this action as a "major" action updating the course content.
ccornel (Thu, 20 Apr 2017 14:57:04 GMT): Rollback: minor edits need to be made.
elseekam (Tue, 23 May 2017 19:13:59 GMT): All comments have been considered and edits have been made accordingly.
Key: 6496