COUC 750 Qualitative Research

A leader in the field of counseling has a responsibility to advance the field by conducting and publishing empirically based research related to ethical and effective counseling, supervision, teaching, leadership, and advocacy. Because many mental health and counseling issues are complex and exploratory, the doctoral student needs a skill set for effectively using qualitative research methods, which employ in-depth, relational processes and procedures.

Method of Instruction: This course is delivered using a digital synchronous intensive format. Students attend 36-40 hours of video-based instruction using a digital platform. In addition to the one week of digital synchronous class time, the student is expected to complete additional work online both pre- and post-intensive over the duration of this 16-week course.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Resources.

Discussion: Qualitative Research Question

The student will develop a post of a Qualitative Research Question and the research method he/she intends to use for the Qualitative Research Proposal Paper. The student must use the provided worksheet to develop his/her question. The student will receive feedback and will need to receive final approval from the faculty member for the research question and qualitative method before moving forward on the Researcher Identity Memo assignment or the Qualitative Research Proposal Paper Assignment.  The Purpose Statement must be at least 50 words in length, with the methodology clearly stated and in alignment with the Research Question. (CLO: B, C, D, F)

Textbook Critical Analysis Paper Assignments (11)

The student will read the Ravitch & Carl (2021) text in its entirety during the course. The student will write a synthesis of the main points from each of the eleven chapters in weekly assignments. Each chapter’s synthesis should be one page long (a total of 11 pages). The student’s summaries should reflect critical analysis and synthesis of the most pertinent content from each chapter. The student must include reflections that demonstrate comprehension of various aspects of qualitative research methods, ethics, and diversity issues in qualitative counseling research, the use of qualitative software, and rigor in qualitative research. The student will compile the chapters into one document that is due near the end of the term.

This text and assignment will give the student a solid overview of qualitative research in the field of counseling. The student must carefully follow the expectations outlined in the Grading Rubric designed for this assignment. The student must place a copy of the Grading Rubric for this assignment at the end of his/her paper and fill it out as a self-evaluation. (CLO: A, B, C, D, F)

Dialogue Paper Assignments (3)

The student will be provided three (3) articles/book chapters related to qualitative research and will write a dialogue paper on each assigned reading. Each dialogue paper should follow the instructions and guidelines provided with the assignment. In addition to the written dialogue papers, the student will be required to engage in class discussions in a way that demonstrates comprehension of the content, paradigms, methods, ethics, diversity, and trustworthiness in qualitative research. (CLO: A, B, C, E, F)

Qualitative Research Coding and Analysis Assignment

The student will be provided data and will engage in qualitative coding and analysis. (CLO: D, E, F)

Researcher Identity Memo Assignment

The student will write a researcher identity memo to help him/her examine his/her goals, experiences, assumptions, feelings, and values as they relate to the student’s research, and to discover what resources and potential concerns his/her identity and experience may create. The purpose is not to write a general account of the student’s goals, background, and experience. Instead, the student must describe specifically those experiences, and the beliefs, goals, and expectations that emerged from them, that are most directly relevant to his/her planned research project, and to reflect how these have informed and influenced his/her research. (CLO: A, C, F)

Benchmark Qualitative Research Proposal Paper Assignment

This proposal is for the student to explain and justify his/her proposed study to an audience of non-experts on his/her topic. It should include the following sections (which can be used as primary headings):

1. Abstract
2. Introduction
3. Purpose of Study
4. Conceptual Framework
5. Research Questions
6. Research Methods (Design, Research Relationships, Setting and Participant Selection, Data Collection, Data Analysis)
7. Trustworthiness
8. Conclusion
9. References

This assignment will allow the student to demonstrate his/her understanding of qualitative research in the field of counseling. The student must carefully follow the expectations outlined in the instructions for this assignment. The student must place a copy of the Grading Rubric for this assignment at the end of his/her paper and fill it out as a self-evaluation. (CLO: A, B, C, D, E, F)

Participation and Professionalism Assignment

The student must attend (on time) and participate in all class sessions in order to receive credit for this class. Timeliness to class, no use of other digital devices during class, a cooperative, professional attitude, and engagement in class discussions and activities are all required. (CLO: A, B, C, D, E, F)

Quiz: Dispositions Reflection

The student will rate himself/herself on the nine dispositions required for this program by the school’s accrediting bodies using the provided scale and complete a self-reflection essay question.