Center for
Interpretive and Qualitative Research
Certificate in
Interpretive and Qualitative Research
PROGRAM
DESCRIPTION[1]
PROGRAM PURPOSE
The
Certificate Program is intended to provide interested individuals (primarily graduate
and doctoral students) with an opportunity for concentrated study in
interpretive and qualitative research.
Post-doctoral students, practicing professionals, faculty, and advanced
undergraduate students are also welcome to participate in the Certificate
Program.
Through the Certificate
Program, the Center for Interpretive and Qualitative Research (CIQR) also aims
to increase interdisciplinary discourse about research among
PREMISES &
LEARNING OBJECTIVES
The
Certificate Program encompasses a range of learning objectives that are
predicated on a number of premises including the following:
- Understanding
interpretive and qualitative research entails an understanding of key
philosophical and practical assumptions;
- Acquiring and building upon
basic competence in interpretive and qualitative research is an on-going
process encompassing both conceptual and methodological skills;
- Socialization into
communities of scholarly academic discourse is integral to the development
of competence in interpretive and qualitative research;
- Individuals will enter
the Certificate Program with a range of abilities and interests; and
- The perceived
usefulness and relevance of the Certificate Program will increase to the
extent that individuals are able to pursue their learning needs and
objectives.
Given
these premises, a list of potential competencies provided in Appendix A is
meant to serve as a framework for encouraging self-assessment by participants
in the Certificate Program and for engendering discussion among participants
and faculty. They are not to be used
either as prescriptive or restrictive programmatic requirements. It is anticipated that additional competency
statements will be added to this list as CIQR members and others have
opportunities to review and comment on this program description.
PROGRAM STRUCTURE
The Certificate Program is
structured to encourage both discipline-specific and cross-disciplinary
learning about interpretive and qualitative research. In addition, the Program is structured to
afford participants as much flexibility as possible both to pursue their
individual learning objectives and to integrate Certificate course-work into
their academic schedule.
The Certificate Program
consists of a course of study organized into a total of 12 credits. The credits are distributed as follows:
Introduction to Interpretive
and/or Qualitative Research--3 credits. This course is taken in the
participant’s home or related discipline either at Duquesne or another
university.
Elective(s) in Interpretive
and/or Qualitative Research--6 credits. These credits may be earned
either in the participant’s home discipline or in another discipline; either at
Duquesne or other accredited institution. Both courses must be at the
intermediate or advanced level. We strongly recommend that students take one of
their electives outside of their own program or discipline.
Certificate
participants who want to fulfill the elective credit requirement by registering
for a course not included on this list or by completing experience(s) in an
alternative format should consult with the CIQR Certificate Coordinator for
approval.
A
more detailed description of the elective option is provided in Appendix
C. A list of research-oriented courses
offered at Duquesne is provided in Appendix D.
Pro-seminar--3 credits. These credits are meant to provide participants with
an interdisciplinary structure for pursuing a substantive, culminating
project. Completion of the first 9
credits of the Certificate Program is prerequisite to registering for these
final three credits. In addition, a prerequisite is participation in all CIQR
events for at least one term prior to registration in the pro-seminar.
Throughout
their course work in the certificate program and during their participation in
CIQR events, students prepare a portfolio where they engage in an assessment of
their current understanding of interpretive and qualitative methods and a
clarification of learning goals and objectives. Students discuss and complete
their portfolios during the pro-seminar (see appendix B for more details).
Options
for earning final credit include, but are not limited to one of the following:
·
a presentation for CIQR and/or other professional conference;
·
preparation of a manuscript for publication;
·
preparation of a research proposal (e.g., draft of a dissertation
proposal);
·
completion of a mini-study.
A
more detailed description of the Pro-seminar is provided in Appendix E.
APPLICATION AND ADMISSION TO THE
CERTIFICATE PROGRAM
The
CIQR Certificate Program Committee would require that candidates for the certificate
to complete an application that includes an essay specifying their reasons for
seeking the certificate and the types or aspects of interpretive and
qualitative methods that interest them -- in short, what skills, information,
and ideas they wish to obtain from the courses they will take. This will help the committee select students
for the program, carry out its advisory role in relation to the students, and
adapt the certificate curriculum to fit student needs. A draft of the application form is provided
in Appendix F.
Candidates for the program
would have a GPA in the range of 3.00-4.00 and at least one letter of
recommendation from a professor in their major or doing work related to
interpretive and qualitative research.
In special cases, a student could enter the certificate program on the
basis of a successful interview with the certificate committee.
ADMINISTRATION
Record-Keeping and Transcripts. The
Duquesne registrar’s office, with the assistance of the CIQR Certificate Program
Director would be responsible for tracking a student’s enrollment in courses
that meet the requirements for the CIQR Certificate. The certificate would be
noted on the grade transcript of students who have earned it at Duquesne and
could be transferable to the transcripts of other universities for non-Duquesne
students. A record of all the students
who have earned the certificate would be maintained in the Registrar's office,
at CIQR, and within the
Outreach and Program Promotion. Announcement of and information about the
Certificate Program will be achieved through
·
the CIQR webpage
·
a revised version
of the current CIQR brochure
Responsibility for the Certificate Program and Admission Policy. CIQR is responsible for administrating the program
and reporting to the Dean of the
A Certificate Program
Committee is appointed by the CIQR Steering Committee to oversee planning,
development, and evaluation of the Certificate Program. The Certificate Program Committee composition
includes as a minimum:
·
the CIQR Coordinator, ex officio
·
the CIQR Certificate Program Coordinator
·
3 CIQR members representing disciplines/programs whose students are
likely to pursue the Certificate
Beyond these responsible
parties, the Certificate Program would ultimately be under the University's
jurisdiction and administration.
Role and Responsibility of the CIQR
Certificate Coordinator
Coordinator’s
responsibilities include but are not limited to coordination and oversight of
the following:
- Application and
Admissions process
- Identification of courses
that would qualify as electives for the Certificate Program
- Assure that students
have a plan of study
- Assure planning and
delivery of the Interdisciplinary and Pro-Seminars
Appendix A
CIQR Certificate Program
Potential Competencies
Understand different epistemological, ontological, and axiological orientations to interpretive and qualitative research.
Recognize one’s own epistemological, ontological, and axiological orientation.
Respect epistemological, ontological, and axiological orientations of others.
Recognize the limits of advising others about and/or judging the legitimacy/merits of research from within one’s own epistemological, ontological, and axiological orientation.
Appreciate the commonalities and differences in qualitative/interpretive research among various disciplines and professions.
Recognize the diversity of discourse communities concerned with qualitative/interpretive research within one’s own discipline or profession.
Recognize one’s own affinity with various qualitative/interpretive research communities within one’s discipline/profession.
Assess the research interests/needs of others and based on that assessment, recommend to others qualitative/interpretive research resources within one’s own discipline/profession and in other discipline/profession.
Read and critique qualitative research documents within the relevant/appropriate epistemological and ontological framework. Such documents include:
Become an informed “consumer” of published qualitative research.
Engage in processes of peer review and critique of proposals for research projects, manuscripts, proposals for conference presentations, articles, and/or books.
Conceptualize an epistemologically, ontologically, and methodologically congruent plan for a research project.
Develop a topic idea into a viable statement of intent or research question. [Locate the scholarly conversations related to topic and method that are of interest.]
Provide a rationale for the significance of the study within relevant discourses.
Provide a rationale for the method (genre) of the study congruent with the epistemological and ontological grounding of the study.
Provide a rationale for the research procedures that is congruent with the genre and epistemological and ontological grounding of the study.
Develop proficiency in one or more research methodologies, including, but not limited to,
Action
Research
Biography/Autobiography
Case Study
Discourse analysis
Ethnography
Geneology
Heuristic
Narrative
Phenomenology
Survey Research using Qualitative Data
Develop proficiency in one or more techniques for the collection of research data or research texts. Techniques include, but are not limited to:
Interview
participant observation
focus group
questionnaire
field work
Develop proficiency in the preparation and presentation of qualitative/interpretive research results.
Learn techniques/strategies for the analysis of qualitative data and/or the interpretation of qualitative texts.
Prepare appropriate data displays or interpretive portrayals.
Generate knowledge claims that are supportable within the epistemological, ontological, and methodological context of the study.
Relate results of one’s research to appropriate bodies of discourse.
Draw appropriate implications from one’s research.
Develop an understanding of ethical frameworks for guiding qualitative/interpretive research.
Conduct one’s own research in an ethical manner.
Critique research proposals and/or reports within an ethical framework.
Respond to questions about ethical issues in an informed manner.
Complete a scholarly, qualitative/interpretive research project such as:
An original study
A publishable manuscript
A conference presentation
Develop proficiency in teaching qualitative/interpretive research.
Develop proficiency in guiding qualitative/interpretive dissertation research.
Appendix B
Attendance at CIQR Events and Portfolio
PURPOSE
Participation in CIQR Events
Learning
experiences associated with this experience are meant to support participants’:
- socialization into
scholarly academic discourses about interpretive and qualitative research;
- identification of
resources within CIQR, Duquesne, and elsewhere that can contribute to
their learning about interpretive and qualitative research;
- assessment of their
current understanding of interpretive and qualitative research;
- clarification of their
learning goals and objectives related to interpretive and qualitative
research; and
- formulation of a plan of
studies to pursue their learning goals and objectives.
Portfolio
The
portfolio is a reflection upon the above learning experiences, from
participants’ first introductory course, through the more advanced courses as
well as their participation in CIQR programs.
Appendix C
Elective in Interpretive and/or Qualitative Research
3 credits
Courses offered by
Content
Focus
Methodological Focus
|
Survey Course |
|
|
|
Advanced Course/ Concentration |
|
|
Once all elective course
offerings at Duquesne have been identified, they will be posted on the CIQR
Website. As new courses are developed
and offered within various programs at Duquesne, they can be submitted to the
CIQR Certificate Committee for addition to this list.
Courses offered by Other Academic Institutions. As part of their plan of studies, Certificate
Program participants may fulfill the introductory and/or elective credits by
completing a course offered by another accredited academic institution (3
credit maximum). It is the student’s
responsibility to provide the Certificate Program Coordinator with a course
syllabus and other relevant information about the course along with a rationale
for wanting to take it so that its suitability for the Certificate Program can
be evaluated. Once a course has been
evaluated and accepted as an appropriate alternative to Duquesne-based courses,
it may be posted as an option of the CIQR Website, and the CIQR coordinator
will work with the Duquesne Registrar to ensure this acceptance is documented
on the student’s transcript.
Alternative Learning Formats. In addition to traditional academic courses, the
student may negotiate with the CIQR Coordinator to employ one or more of the
following alternative formats to fulfill the 3 elective credits:
Supervised research: The student works with a faculty member for one or more semesters on a research project. The research project may be designed by the faculty member or by the student. CIQR members who are interested in having a student work on a project can submit a description of the project and student qualifications to the Certificate Coordinator for posting on the CIQR Website. Students who wish to work with a particular faculty member, must submit a 3 – 5 page prospectus of the project to the faculty member for consideration. If the faculty member is interested in supervising the project, a more detailed proposal may be requested from the student.
Tutorial or Mini-course: These learning experiences have a specialized focus and are time limited. The focus of the tutorial/mini-course might be on a particular research method, technique, or issue. Or the tutorial/mini-course might focus on a particular theme to be addressed from multiple perspectives. Essentially, the tutorial/mini-course option is intended to give faculty a flexible structure within which to develop and offer courses related to their interests and expertise.
Faculty
who want to offer a tutorial or mini-course should prepare a description and
work with the CIQR Coordinator to publicize the course. With the agreement of the CIQR Coordinator,
the CIQR graduate assistant may provide some administrative/logistical support
for the course.
It
is likely that a combination of several tutorials or mini-courses must be
completed in order to fulfill the 3 credit elective requirement.
Workshop: A number of
universities, research institutes, and professional associations have begun to
offer workshops on qualitative/interpretive research methods. Completion of one or more such workshops can
fulfill the elective credit requirement.
It is the Certificate Program participant’s responsibility to submit a
description of the workshop(s) for approval along with verification that the
workshop has been attended/completed.
Research
Conference: Many professional
associations offer research conferences.
If these have a major qualitative/interpretive emphasis/track, they may
count toward the elective credit requirement.
It is the Certificate Program participant’s responsibility to request
approval of the conference as well as to provide evidence of learning gained
from the conference.
On-line
and/or computer-based course: These may be courses developed by Duquesne faculty
and offered through Duquesne or they may be courses offered by other
universities. If such courses are identified and evaluated as appropriate for a
Certificate elective credit, they will be posted on the CIQR Website.
Appendix D
Potential Candidate Courses
for the Certificate Program
Department of
English
ENGLISH 457W-01: 20th Century African American
Literature and Culture (Instructor: Dr.
Daniel
Watkins), 3 credits.
ENGLISH 558: African American Literature
(Instructor: Dr. Linda A. Kinnahan), 3 credits.
ENGLISH 566: Literary Theory from
Michael),
3 credits.
ENGLISH 568: Feminist Literary Theory (Instructor:
Dr. Magali Cornier Michael), 3 credits.
ENGLISH 693: Contemporary Literary Theory
(Instructor: Dr. Daniel Watkins), 3 credits.
Department of
History
HISTY 381: East Asian History in Film (Dr. Jing Li),
3 credits
Department of
Philosophy
PHIL 477: Merleau-Ponty and the Phenomenology of Perception (Instructor: Dr. Fred Evans), 3
credits.
PHIL 546-01: Husserl’s Ideas (Instructor: Dr. Lanei Rodemeyer), 3 credits.
PHIL 572-61: Heidegger’s Being and Time (Instructor: Dr. Lanei Rodemeyer), 3
credits.
PHIL 577-61: Merleau-Ponty: The Phenomenology of
Perception and Later Texts (Instructor:
Dr. Fred
Evans), 3 credits.
Department of
Psychology
PSYCH 513-01: Introduction to Qualitative Research
(Instructor: Profs. Martin Packer, Russ Walsh), 3 credits.
PSYCH 595: Contemporary Psychology Minicourse, 1 credit.
Department of
Sociology/Graduate Program of Social and Public Policy
PLOCR 523: Qualitative Methods (Social and Public
Policy) (Instructor: Dr. Matt Schneirov), 3
credits.
GFDED 502: Action Research in Education (Instructor:
Dr. Gary Shank), 3 credits.
GREV 514: Qualitative Research Methods (Instructor: Dr. Gary Shank), 3 credits
GREV 614: Practicum in Qualitative Methods (Graduate Evaluation’s version of Advanced
Qualitative Research Methods or Qualitative Research Methods II)
GREV 721: Qualitative Research Methods I (Instructor: Dr. Rodney Hopson), 3
credits.
GFDED 721: Qualitative Research Methods I, Doctoral Cohort Level (Instructor:
Dr. Gary
Shank).
REHSC
611: Qualitative research Methods (Instructor: Dr. Perri Stern) 3 credits.
MALS
528: Qualitative Methods (Instructor: Dr. Doug Harper), 3 credits.
Appendix E
Pro-Seminar
3 credits
Seminar Purpose
This
process-oriented seminar is the culminating experience of the Certificate
Program. Emphasis is placed on
preparation of a scholarly product such as:
·
a presentation for CIQR and/or other professional conference;
·
preparation of a manuscript for publication;
·
preparation of a research proposal (e.g., draft of a dissertation
proposal);
·
completion of a mini-study.
Participants
in the Pro-Seminar are expected to share ideas for their product orally and in
writing, receive feedback on their own work, and provide feedback to other
seminar participants. Attendance in an interdisciplinary team taught seminar is
required. The nature of this seminar may
or may not be thematic in nature.
Seminar Coordinator and Faculty
The
CIQR coordinator will ensure interdisciplinary planning and delivery of the
Pro-seminar. The seminar will be
coordinated by one or two faculty who are CIQR members. The coordinators are not expected to be
experts in the subject matter of the participants’ projects nor in all forms of
qualitative research. Rather, the
coordinators are expected to plan and facilitate an interdisciplinary context
within which individuals can pursue their writing project(s).
Facilitate
process of examining qualitative research from a variety of disciplinary,
philosophical, and practical.
Format
Considerations
The Pro-Seminar is intended
to support the scholarly work of Certificate Program participants. It is possible, however, that the number of
participants in the Certificate Program may grow slowly. If an initial Certificate “cohort” consists
of only one or two students, two approaches to the Pro-Seminar might be
considered:
any
members of CIQR who are in the process of working on scholarly products and would
like to engage with others in a deliberative process might participate in the
seminar.
the
CIQR certificate student(s) would meet with a specially designated CIQR
committee that would focus on the topic of
the student’s project.
Demonstration of Learning
Required final paper; the
best of these each year could be presented to the CIQR membership and the
public at a special CIQR session.
Appendix F
Draft
–Application Form
Application to Earn a
Certificate in Interpretive & Qualitative Research
Submit this application to the CIQR Coordinator, Room _______.
Name:
__________________________________________________ Date: ______________
(Last) (First) (Middle)
D.U. Student Number:
__________________________ Academic
Advisor: ________________
Address:
______________________________________________________________________
____________________________ ______________ _____________
(City) (State) (Zip)
Phone:
________________________________ DU
Email: ______________________________
Major(s):
______________________________ Credits
Earned Toward Major: ______________
Cumulative GPA:
_______________________
Course Plan to fulfill
requirements of the CIQR certificate:
|
Course |
Credits |
Date |
Date to be Completed |
|
Introduction to Interpretive and/or Qualitative
research |
|
|
|
Elective
|
|
|
|
|
Elective |
|
|
|
|
Participation in CIQR
events |
0 |
|
|
|
|
|
|
|
|
CIQR Pro-Seminar |
|
|
|
On a separate page, write a
brief essay that addresses each of the points:
- why you are seeking to earn the
Certificate in Interpretive and Qualitative research
- what types or aspects of interpretive
and qualitative methods interest you
- what skills, information, and ideas
you wish to obtain by earning this certificate
Approved:
___________________________________ CIQR
Advisor: ___________________
[1] Prepared by the Certificate Committee—Ric Colignon, Rodney Hopson, Leswin Laubscher, Jaime Muñoz, Martha Peterson, Maria Piantanida, Matt Schneirov, Gary Shank
