1FUNDAMENTALS OF RESEARCH CSS 506 -- Fall 2008 Group Methodology Project DATE DUE: Have a bibliography of readings about the methodology readied and emailed to everyone on Friday, September 29th, 2007. The reading list posted online contains some literature you may find useful and a good place to start. These are both classic contemporary thoughts on the topic. I also have some books that you can borrow. Your task is to add to this reading list to update information about the methodology to share with the rest of the class. Email me electronic copies of additional readings that you find and I will help you post them online. PowerPoint presentation and the two required class handouts are due 7:30 a.m. on October 3st, 6rd, and 8th depending upon which of the dates has been assigned to your team (see class schedule table to verify). The individual assignment is to complete the comparative table which is due on the same day of the last presentation before 5 p.m. That means everyone will have to read the materials about topics presented. PURPOSE: This exercised to be completed at both Team and Individual level. To provide each of your Teams with the opportunity to: • Differentiate among selected methodologies commonly associated with qualitative strategies of inquiry: (1) action research; (2) grounded theory; (3) ethnography; (4) phenomenology; and (5) narrative. • Use the literature to identify the history and evolution of the methodology, key tenets, key authors, scientific fields that the methodology may be applied; • Practice explaining the linkages between qualitative research approaches, research paradigms, and inquiry strategies; • Synthesize your Team’s understanding of the strengths, weaknesses, assumptions behind, and the aim or purpose of the qualitative methodologies explored; • Use scientific inquiry and research terminology correctly; • Articulate your Team’s understanding of the ethical considerations involved in employing a particular methodology; and • Develop individual understanding of methodologies, differences across them and circumstances to apply certain methodology to a research project. KEY DEFINITIONS AND EXPLANATIONS:2All terminology, approaches, and techniques used should be consistent with those described in the texts used in class, or justified on the basis of other defensible and recognized sources that your Team identifies as it carries out its work. Because not all sources necessarily agree, it is important to provide citations. Do not hesitate to define terms that are particular to your Team’s data collection/generation category of techniques. Please use citations throughout and follow the APA Style Manual. REQUIREMENTS: Part 1- Team work The following are the minimum requirements necessary for your Team. In addition to the quality of these required outputs each team member will be asked to rate the other members of the Team and this rating will be considered in addition to the Team score when assigning the final grade for each individual. 1. Provide readings list for the entire class by September 29th (Handout 1, submitted via email). Remember that in addition to the reading list I already provided you must find other materials that are equally as good (or much better if this is the case in your opinion). Materials that compare and contrast among methodologies are strongly encouraged. I will post the list online for the rest of the class to download. If you find additional materials, also email me the electronic copies to post. 2. Develop and deliver a 20-25 minute PowerPoint presentation on your Team’s assigned date that does at least the following: • Who or whom is seen as the founder(s), key thinker(s). • Present what discipline(s) first developed and applied the methodology, when (approximate year) and for what purpose, and what disciplines use it today. • How is the context in which the methodology was developed and evolved, reflected or not reflected in the methodology? • Describe the original methodology and most of today’s modifications and how they have enhanced the methodology. (In some situations the range may cut across qualitative and quantitative approaches or orientations to research). What was the principle discipline(s) that the methodology applied? Was there any development/extension to other fields? • What is the underlying logic/aim behind the methodology and its ongoing modifications? • What are the purported strengths and weaknesses? • Give one or two examples of its use in social science situations. The Team is expected to develop a handout of its slides so that the students in the class can take notes on the handout during the presentation. The handout should have no more than three slides per page (Handout 2, hard copy delivered in class)33. Develop at least one exercise to be used in class and takes about 15 minutes that will help the members of the class understand the methodology and how it works or is used. Note that the total time for presentation, Q&A and demonstration should not exceed 45 minutes. 4. Develop a comparative table with at least 2 other methodologies being presented. Three required attributes to be compared are (1) Definition, (2) Logic/aim, (3) How to conduct the research and your Team need to generate four more attributes to be compared. This is Handout 3 and to be distributed to each member of the class and instructor on the day of the presentation. If you have it ready at least 24 hours before the presentation you can also email to class members. Part 2: Individual 1. Develop a comparative table that arrays the similarity and differences across methodologies. The final product must be done on the day of the last presentation and email to me before 5 p.m. 2. Complete grading rubric at the end of each presentation. Remember that your evaluation will affect the group’s grade. Their presentations also affect the quality of your individual assignment. Thus, being “nice” may not be the best strategy but rather being “fair” is the key. EVALUATION: Context This exercise is worth 15% of your CSS 506 graded using the rubric that follows. It is an opportunity for your Team to demonstrate the knowledge it has gained during its exploration of qualitative strategies of inquiry. Some of the things your Team is being requested to do for this exercise may be useful later on for your thesis proposal or other projects