Sarah Tracy, May 14-15
Writing is a fundamental aspect of qualitative methods throughout the research process—but one that people often struggle with in isolation or think only comes “at the end” of a project. In this two-day supportive workshop, participants will practice proven strategies for how to write a compelling qualitative report that is persuasive, significant, theoretically informed, and powerful. Using a mix of lecture and writing exercises, participants will learn vital writing techniques for making significant claims as well as connecting with key audiences. Workshop activities will focus on writing efficiently, creatively, and coherently—interweaving key evidence, imagery, metaphor, and arguments.
Whether you are writing an analytic report, dissertation, book, or academic journal article, this workshop will improve your craft. Further, the workshop is designed to provide a caring and useful environment for those grappling with writing revisions or responding to reviews or critiques. Participants should come with a topic to write about and an idea of desired audience(s) and outcomes for their writing.
Participants will:
Resources for this workshop will come, in part, from S. Tracy’s Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact, 2nd Ed (Wiley, 2020) and from Sarah’s history of publishing more than 100 scholarly research reports and presenting qualitative research 350+ times to a variety of scholarly, professional, and pedagogical audiences.
Kristin Black, May 16-17
As structural and systemic racism have become more commonplace concepts, there is a growing awareness about how structures (e.g., policies, programs, practices) contribute to the inequities we see in every system (e.g., healthcare, education, criminal legal system) between historically/systematically marginalized and privileged groups in the United States. For real and sustainable change to occur, individuals within these systems must continue to intentionally establish equitable structures and not reinforce overt or covert discrimination. This same intentionality should and must be applied to the work of people using qualitative research methods. During this course, Dr. Black will provide participants with key foundational knowledge and adaptive strategies for developing, collecting, analyzing, and disseminating qualitative data utilizing approaches that uplift equity and don’t reinforce structural discrimination in qualitative inquiry.
Topics that will be covered on Day 1 include:
Topics that will be covered on Day 2 include:
Dr. Black will use examples from her own qualitative and community-based participatory research, as well as interactive activities to engage the course participants in lively and informative discussions about how qualitative researchers can effectively incorporate equity approaches in their engagement with the communities they work with and serve.
Alison Hamilton, May 23-24
Rapid turn-around qualitative research depends on strategic decision-making to make data collection and analysis feasible without compromising rigor and depth of inquiry. In many fields, demand for this type of qualitative research is growing, as are techniques and strategies for conducting this type of research. This work is typically characterized by targeted research questions, strategic methods selection, and defined deliverables, due to constituents within a short timeframe. In this vein, we need to build skills for being responsive to what is happening in the field—emphasizing methodological flexibility and remaining attentive to opportunities for emergent discovery.
We begin this course by addressing the design and execution of rapid turn-around qualitative research. The following topics will be addressed using a varied set of examples:
Limitations of rapid analysis will be discussed. We will then focus on building additional analytic skills to move beyond early stages of reviewing and condensing data to more emergent and integrative techniques for discerning conceptual bridges and connective threads across data.
This course will provide participants with resources for building the foundational qualitative knowledge necessary for this work as well as strategies and tools for increasing methodological flexibility and managing the rigor of data collection and analysis. The course will draw on material from:
Mark Vagle, June 5-6
Much of our work, as qualitative researchers, is about process. From start to finish, we are asked to pay attention to what we know, assume, and perceive, and make assertions that stay “true” to our data. We must be both planful and open to shifts and changes. We must interpret and tend to how our positionalities influence these interpretations. We must accept the limitations of language and turn around and use this same language to clearly and cogently communicate our findings. We must be comfortable with both the concrete and the ambiguous.
We begin, on Day 1, by learning about the foundations for Vagle’s 5 principles which focus on WHAT we do, WHY we do what we do, and HOW we do it. We conclude Day 1 by learning about the 5 principles, in relation to a study each participant is currently designing or carrying out:
On Day 2, we will each identify and bring a challenging phenomenon we face in the process of designing or carrying out our current study—and will then work the 5 principles on our phenomenon and our study.
The schedule for all courses each day:
Standard Registration: $600.00
Standard Registration: $600.00
Standard Registration: $600.00
Standard Registration: $600.00