19th Annual
Qualitative Research
Summer Intensive

July 25 - 29 and August 3 - 5, 2022
Courses offered exclusively in online format

Course Descriptions

Monday-Tuesday (July 25-26)

Two-Day Courses

Scholar: Tony Adams and Kevin Swartout 

Dates: Monday-Tuesday, July 25-26

Every day, millions of people use the Internet and social media (e.g., Reddit, Facebook, Twitter, virtual communities) to communicate and relate with others. The COVID-19 pandemic exacerbated this use with an even greater proportion of social interaction moving to online contexts. Understanding the theories and techniques of doing qualitative research in virtual and online contexts is thus necessary to adequately research contemporary social life. Further, doing qualitative research online offers data not otherwise available via other methodologies, which can provide a fuller picture of participants’ lived experiences and can be particularly valuable when studying sensitive or stigmatized topics.

This course will focus on the unique methodological characteristics of working with social media, online communities, and other computer-mediated technologies. Topics will include:

  • Designing qualitative projects with online data-collection components
  • Analyzing qualitative data collected from online contexts
  • Identifying ethical challenges of doing qualitative research online
  • The benefits and cautions for “insider” and “outsider” positionalities within online communities
  • Decision-making criteria specific to online data collection and analysis

Examples will be given throughout from the instructors’ own research with computer-mediated technologies, traditional websites, social media, and other online sources.

Scholar: Johnny Saldaña

Dates: Monday-Tuesday, July 25-26

The wealth of qualitative research methods and analytic strategies can overwhelm beginners as well as the experienced with qualitative data approaches. This two-day workshop introduces participants to basic approaches to and methods for qualitative inquiry. Primary topics include:

  • A survey of qualitative data collection methods
  • Qualitative research design
  • A survey of qualitative data analytic methods
  • Writing and presenting qualitative research

Multiple practical activities are included throughout the course to provide students with experiential knowledge, skill building, and methods literacy.

Newcomers to qualitative inquiry will benefit from this course by gaining workshop experience in basic methods of qualitative research for future study and application. Experienced qualitative researchers will benefit from this course by refreshing their knowledge bases of methods, plus observing how introductory material is approached with novices for future applications in the classroom. Course content is adapted from Saldaña and Omasta’s textbook, Qualitative Research: Analyzing Life (2nd edition, 2022, Sage Publishing).

A researcher or research team pursues a mixed methods approach to understand a given topic or phenomenon more deeply when numbers or narratives alone do not provide a complete picture. Combining qualitative and quantitative approaches can enhance conversations about theory and/or inform the evolution of practice and policy. This complex and demanding research paradigm requires knowledge, skill, and expertise in quantitative and qualitative methods, as well as the art of carefully integrating the approaches to and findings from each mode of inquiry.

This course focuses on strategies, tips, and best practices to accomplish this integration in accessible and effective ways, including:

  • Rationales to guide decision-making related to study design and execution.
    For example:
    • Will the qualitative and quantitative data collection efforts occur concurrently or sequentially, and why?
    • Will either the qualitative or quantitative be privileged or will each contribute equally to answering the research questions and generating the project’s final products?
    • How can the mixed methods study be designed to maximize the potential for synergy among the different types of data?
  • Conceptual, theoretical, and/or logic models as roadmaps to set the stage for and guide integration 
    • How can the model—and the language of the model—be developed to reflect interdisciplinary inputs?
  • Analytic strategies that advance frameworks and dynamic processes of connecting, building, merging, embedding, and bridging. 
    For example:
    • The power and role of using data displays and visual diagramming during the analytic process
    • How can tensions in mixed methods results be addressed creatively, to foster meaningful products?

Scholar: Sarah Tracy

Dates: Monday-Tuesday, July 25-26

If you would like to develop a toolbox of practices that can address the (earnest but inappropriate) question of, “but how is your qualitative research generalizable?” this workshop is for you.

Claim-making and theory building amplify the resonance and translation of qualitative research. This workshop introduces qualitatively focused heuristic tools that help participants craft their data into claims that have theoretical and practical impact for key stakeholders – whether these audiences are academic colleagues, grant funders, committee members, or journal article reviewers.

The following workshop exercises will enable participants to understand the heuristic tools and apply them in their own work:

  • Engaging claim-making and theory building worksheets that lead to an iterative and phronetic (wise) analysis
  • Practicing open coding, in vivo coding, creating a qualitative codebook, and differentiating between first- and second-level codes
  • Crafting specific claims that resonate and transfer to a variety of settings
  • Exploring and practicing iterative writing and a formula for being “interesting”
  • Learning tips for crafting qualitative research that fully engages and connects with intended audiences

This course is designed for those new to qualitative methods as well as experienced researchers who want to deepen their analyses or refine their techniques for teaching qualitative interpretation and analysis.

Resources for this workshop will come, in part, from S. Tracy’s Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact, 2nd Ed. (2020, Wiley-Blackwell) and from Huffman and Tracy’s “Making Claims that Matter: Heuristics for Theoretical and Social Impact in Qualitative Research” (2018), Qualitative Inquiry.

Wednesday (July 27)

One-Day Courses

Scholar: Alison Hamilton and Ray Maietta

Date: Wednesday, July 27

The main goal of this course is to position you to develop an active and engaged posture while executing qualitative data collection projects. To accomplish this goal, we will emphasize strategies to employ a posture of openness, flexibility, and responsiveness in your data collection practices.

Course content will direct interaction with three qualitative data collection strategies:

  • One-on-one Interviews
  • Dyadic Interviews
  • Focus Groups

Ten engagement strategies, listed here, will provide you with a checklist and action plan as you conduct fieldwork:

  • Understanding: How well do you understand the topic of and audience for your project? Are you familiar with the properties, dimensions, and dynamics of your topic and how further work in your field will affect audiences for your work?
  • Aligning: How do your data collection strategies and the questions in your interview/focus group guide assist you in achieving project goals?
  • Preparing: Who are your participants? How does your positionality and knowledge of the participants inform your data collection format and approach? How do you foster participant ownership in the data collection experience?
  • Opening: What are ways to open the interaction and conversation appropriately, comfortably and productively?
  • Asking: What do you ask participants when and why? What questions open conversation topics? When and how do you probe and ask for further detail and example? What do you note from the field? How do you develop your observation skills?
  • Following: How do you maintain a proper posture to discover, but not unduly influence, your participants’ experiences? How do you manage the conversation and observation in a way that allows you to follow your participants’ unfolding narratives while keeping them interested and involved in their own story telling?
  • Shifting/Adjusting: When and why do you make adjustments to data collection protocols and interview or focus group approaches? How can you shift your approach, language, and direction on the spot as you listen to and observe people’s unfolding narratives?
  • Closing: How can you naturally and affirmatively reach the conclusion of each data collection episode?
  • Processing: How do you track and understand the evolution of your interview/focus group guide and data collection protocols to process the meanings these changes have for your project?
  • Contextualizing: How are your practices directed by considerations of ethical, political, and social implications related to your study and your participants and their communities?

Employing these strategies through the life of your project will ensure you ask the right questions to the right people at the right time and in the right way. This practice will also help you to understand how the conversations and interactions occurring during data collection fit what is currently known about, and practiced in, your field.

Scholar: Crystal Fleming

Date: Wednesday, July 27

Detailed course description to follow.

Course topics include:

  1. Spirituality, Black Feminist Praxis and Indigenous Epistemologies
  2. Practicing Reflexivity through Mindfulness
  3. Designing Research on Spiritual Beliefs and Practices

Scholar: Sarah Tracy

Date: Wednesday, July 27

How can you present and publish your research so that it is useful and valuable to others? In this one-day course, we will tackle this question head-on, delivering principles and practical steps for publication and presentation.  Among other topics, we will discuss the key aspects that go into qualitative research reports, how to deal with common challenges in publishing and presentation, and ways to frame your research for key audiences so that it is heard as interesting, significant, and valuable.

Anticipated outcomes include the following. Participants will:

  1. Understand the common challenges of writing qualitative inquiry for journal publication and tips for overcoming them.
  2. Consider the rule of utility in terms of how to craft the most appropriate research representation. E.g., do you want to change a policy? A theory? A practice? A politic?
  3. Consider audience first, including strategies for “being interesting” and significant to key audiences.
  4. Learn how to craft key aspects of a qualitative research report — including the abstract, rationale, literature review / conceptual framework, methods, findings, and implications.
  5. Explore ways to craft qualitative presentations that both SHOW and TELL.
  6. Discuss how to incorporate artistic and visual qualitative approaches such as drawings, photos, qualitative models, word clouds.
  7. Brainstorm the most receptive outlets for your research, including alternative representations outside of the scholarly journal article
  8. Know how to begin considering all of this even when the qualitative research is in progress.

Target participants include those new to qualitative methods as well as those experienced who want to improve the visibility, impact, and value of their research representations. 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.

Thursday-Friday (July 28-29)

Two-Day Courses

Scholar: Johnny Saldaña 

Dates: Thursday-Friday, July 28-29

Being in conversation with qualitative data can include identifying ideas that spark meaning, insight, and sense-making. This two-day workshop focuses on a range of selected methods of coding qualitative data for analytic outcomes that includes patterns, processes, causation, categories, and diagrams. The workshop will address:

  • Various coding methods for qualitative data (with an emphasis on interview transcripts)
  • Analytic memo writing
  • Heuristics for thinking qualitatively and analytically

Manual (hard copy) coding will be emphasized with a discussion of available analytic software for future use. Workshop content is derived from Saldaña’s The Coding Manual for Qualitative Researchers (4th edition, 2021, Sage Publishing).

Scholars: Rashawn Ray

Dates: Thursday-Friday, July 28-29

Detailed course description to follow.

Course topics include:

  1. Strategies to create and spread social justice research in accessible ways to multiple audiences across multiple disciplines.
  2. Achieving practical goals by using research results to help shape policy and at multiple levels and engage with media.
  3. Shaping your own personal evolution as a social justice scholar and public intellectual

Scholar: Alison Hamilton

Dates: Thursday-Friday, July 28-29

Rapid turn-around qualitative research is typically characterized by targeted research questions, strategic methods selection, and defined deliverables, due to stakeholders within a short timeframe. In many fields, demand for this type of qualitative research is growing, as are techniques and strategies for conducting this type of research while maintaining depth of inquiry and rigor. This course complements the introductory course that has been offered by ResearchTalk for almost a decade. We begin this course with a concise review of Dr. Hamilton’s approach to designing and executing rapid turn-around qualitative research. We will then focus on building additional analytic skills to move beyond early stages of data review and condensation to more emergent and synthesizing techniques for exploring conceptual bridges and connective threads across data.

The following analytic issues will be addressed using a varied set of examples:

  • integrating conceptual or theoretical frameworks into rapid analysis;
  • conducting team-based rapid analysis;
  • exploring themes in rapid analysis;
  • moving from rapid analysis to other analytic tools (e.g., diagrams, codes);
  • fostering and maintaining rigor; and
  • synthesizing and presenting rapid analysis results in different types of deliverables (e.g., reports, summaries, presentations, manuscripts).

Limitations of rapid analysis will be discussed, as will innovations, such as adaptations for large datasets, data visualization techniques, and comparisons to other analytic approaches. We will also explore future directions in this type of research.

Participants will be provided with materials and bibliographies to support the practice of rapid turn-around qualitative research. The course will draw on material from:

  • Maietta, R., Mihas, P., Swartout, K., Petruzzelli, J., & Hamilton, A. B. (2021). Sort and Sift, Think and Shift: Let the Data Be Your Guide, An Applied Approach to Working With, Learning From, and Privileging Qualitative Qualitative Report26(6), 2045-2060. https://doi.org/10.46743/2160-3715/2021.5013

Hamilton, A., Finley, E. (2019). Qualitative Methods in Implementation Research: An Introduction. Psychiatry Research, Oct; 280:112516. https://doi.org/10.1016/j.psychres.2019.112516

Scholar: Sharron Docherty

Dates: Thursday-Friday, July 28-29

This course presents pragmatic, concrete strategies for designing and writing effective and competitive qualitative and mixed methods research proposals.  We will cover principles generic to proposal design, and specific ways to communicate the aims, significance, conceptual framing, methodological details (sampling, data collection, analysis plans, and plans for optimizing validity and human subjects protections) of, and budget and budget justification for, the proposed study. We will also cover strategies for addressing those aspects of qualitative and mixed methods research designs likely to draw concern among reviewers less familiar with them, most notably the purposeful sampling frame and generalizability of study findings.

In addition to didactic instruction, handouts, and a suggested reference list, the course will also include an interactive session where participants will have the opportunity, as time permits, to ask questions about their own proposals.

This course is appropriate for graduate students and faculty in the practice disciplines (e.g., clinical psychology, education, medicine, nursing, public health, social work) as well as researchers from other fields of study (e.g., sociology, anthropology).

Wednesday-Thursday (August 3-4)

Two-Day Courses

Scholars: Alison Hamilton

Dates: Wednesday-Thursday, August 3-4

Qualitative methods are central to implementation research, which focuses on integrating evidence-based practices into “real-world” settings and contexts. Historically, implementation scientists have relied primarily on semi-structured interviews to characterize knowledge, attitudes, beliefs, and behaviors of various stakeholders involved in implementation. As the field has evolved, a broader set of qualitative methods has been called upon, with increasing focus on capturing complex implementation phenomena such as adaptations to interventions and strategies, contextual shifts, relationships and power dynamics, change over time, stakeholder engagement, and sustainability.

This course complements the introductory course on implementation research and qualitative methods that has been offered by ResearchTalk for several years. This new course addresses innovations and developments in qualitative methods in implementation research, such as:

  • The use of ethnographic methods;
  • The application of theoretical/conceptual models in study design, data collection, and data analysis, e.g., how to apply models while maintaining a spirit of qualitative inquiry and emergent discovery;
  • Qualitative approaches to multilevel stakeholder engagement; and
  • Adaptations of community-based participatory research approaches in implementation science.

Methodological concepts will be illustrated via examples from implementation research in the context of varied settings such as healthcare organizations, educational institutions, and communities. We will also explore future directions in qualitative methods as practiced in implementation research.

Participants will be provided with materials and bibliographies to support the practice of qualitative methods in implementation research. The course will draw on material from three resources:

NOTE: Course content assumes working knowledge of implementation science.


Scholar: Glenda Prime and Virginia Byrne  

Dates: Wednesday-Thursday, August 3-4

The attrition rate from doctoral programs nationally is between 40-50 percent.  Many students get lost in a dissertation process that is mystifying, unstructured, and without clear guideposts. This situation can be magnified for qualitative dissertations, which are far more open-ended.

This course demystifies the process. Writing a qualitative dissertation that is authentic and contributes to knowledge requires that doctoral students adopt a scholar identity predicated on the ability to transform from a passive consumer of knowledge to an active knowledge producer.

The course will consist of 8 sessions built to guide students through this process.

The first session of this course helps students determine their own positions with respect to knowledge, before focusing on the skills of writing the dissertation. The remaining sessions of the course introduce the skills of conceptualizing, conducting, and reporting on the dissertation research in ways that help the student to conceptualize the dissertation authentically, and write in her or his unique scholarly voice.

Day 1 Sessions

  1. Your Scholar Identity: From Passive Information Gatherer to Active Knowledge Producer
  2. The Dissertation through the Lens of Your Scholar Identity
  3. The Elements of Chapter One
  4. Conceptual Frameworks

Day 2 Sessions

  1. Writing with the Literature, Not writing the Literature
  2. Making Methodological choices: What/Who drives the choice?
  3. Crafting the Findings Chapter(s); Your voice, Your story
  4. Quality Criteria in Qualitative Research

Scholar: Keith Berry, Tony Adams and Catherine Gillotti

Dates: Wednesday-Thursday, August 3-4

In this workshop, we discuss the use of narrative inquiry—analyzing and representing data in terms of stories and storytelling. Throughout the course, we discuss several facets of narrative ethics, including narrative ownership, narrative privilege, and representing others and their/our desires in our work.  We intend for our discussion to offer practical insights into using narrative inquiry to study and story a broad range of topics. To illustrate the power of narrative inquiry we focus on using it to identify and interrogate connections between LGBQ identities, relationships, and desires.

To fully capture the story of LGBQ experiences, we cover the following:

  • how sexuality can inform social interaction
  • embodiments of sex, gender, and sexuality
  • the everyday challenges faced by LGBQ persons
  • inadequacies of traditional social scientific research about sexuality
  • the opportunities of LGBQ research that uses reflexive life writing methods
  • publishing research on/about/with LGBQ individuals and communities

When discussing LGBQ examples, we will offer suggestions for how to apply what we discuss to other topic areas.

All three authors have written extensively about narrative, sexuality, and identity, including Living Sexuality: Stories of LGBTQ Relationships, Identities, and Desires (2020, Brill | Sense), Bullied: Tales of Torment, Identity, and Youth (2016, Routledge), and Narrating the Closet: An Autoethnography of Same-Sex Attraction (2011, Routledge).

Scholar: Johnny Saldaña and Matt Omasta Dates: Wednesday-Thursday, August 3-4 After qualitative data have been collected and initially analyzed, we are faced with the larger task of making meaning across numerous narratives and expanding ideas. This course provides strategies for data synthesis—that is, moving into advanced qualitative data analysis and integrative theory building. The workshop will address:
  • Analytic heuristics (categories, themes, assertions, propositions, concepts)
  • Analytic write-ups (memos, vignettes)
  • Data analytic display-making (matrices and diagrams)
  • Theory development
We will make use of an analytic synthesis matrix that outlines approaches for integrating meaningful ideas and making sense of data. These methods are transferable to any discipline including business, education, the social sciences, and health care. Workshop content is derived from Saldaña’s methods texts including The Coding Manual for Qualitative Researchers (4th edition, 2021, Sage Publishing), the co-authored Qualitative Data Analysis: A Methods Sourcebook (4th ed., 2020, Sage Publishing), and Saldaña & Omasta’s Qualitative Research: Analyzing Life (2nd edition, 2022, Sage Publishing).

Friday (August 5)

One-Day Courses

Scholars: Alison Hamilton and Ray Maietta 

Date: Friday, August 5

Episode profiles are a core component of ResearchTalk’s Sort and Sift, Think and Shift data analytic approach.  The goal of an episode profile is to tell a holistic, vertical story of each interview, focus group, fieldnote, or other type of qualitative data collection episode.  Across a project, these accessible and representative stories of each case serve as a diagnostic and comparative tool that demonstrates each individual’s lived experience.

Drs. Maietta and Hamilton will walk course participants through the flexible processes of constructing episode profiles and the role they play though different phases of analysis. As a project begins, episode profiles start in several ways.  Analysts may identify “top quotations” from a datafile, begin memoing about document content, and/or create diagrams showing clusters of key quotations that suggest topics emerging during early analysis.  After researchers produce initial profiles, they mine their content to determine next steps. 

Using examples from their own research, Drs. Maietta and Hamilton will show different ways this flexible tool evolves.  For some projects, episode profiles become structured templates that serve as comparative tools across different types of participants, sites, stages of data collection, etc.  For other projects, episode profiles remain loose representations of each datafile that depict the distinctive ‘personalities’ of each case.  As projects move toward conclusion, episode profiles become pragmatic resources that contain potential material for reports, articles, book chapters and/or presentations.

Scholar: Kristin Black 

Date: Friday, August 5

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 oppressed and historically privileged groups in the United States.  In order 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 collecting and analyzing qualitative data utilizing approaches that uplift equity and don’t reinforce structural discrimination in qualitative inquiry.

Topics that will be covered include:

  • Considering (mis)alignment of participant-researcher social identities (e.g., race/ethnicity, gender identity, sexual orientation, education level, income level)
  • Importance of framing interview questions
  • Approaching communities you have not previously worked with
  • Equitable participant incentives
  • Considerations for how and where the participant-researcher exchange takes place
  • Walking in and out of relationships with participants
  • Opportunities to engage participants after data collection
  • Viewing the data from a systems-level perspective
  • Sharing findings with participants and the wider community

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.

Scholar: Tony Adams 

Date: Friday, August 5

The goal of this workshop is to examine the utility and importance of researcher subjectivity in qualitative inquiry, as well as the ways experiential knowledge can add additional layers and insights to social research.

In Narrating the Closet: An Autoethnography of Same-Sex Attraction, I used subjective knowledge to discern unique insights about the disclosure of queerness, an act commonly referred to as “coming out of the closet.” Initially, I wondered: If one comes out of the closet, then how did they first enter the metaphorical space? Is one birthed into the room? If one did not yet know the term “queer,” can they describe early pre-closeted experiences as queer? Does a closet form only via hindsight, a reconstructed looking-back? What conditions must be met before a closet can exist, before one could ever fathom coming out? I used my experiences with the closet to investigate these questions. I also demonstrated why less subjective, more depersonalized research techniques are inadequate for studying the lived experiences of sexuality.

We will examine the history and state of researcher subjectivity in qualitative inquiry, outline the purposes and practices of including the researcher’s subjectivity in social research, and identify ethical issues tied to using subjectivity in our studies. We will conclude by discussing nuanced ways to evaluate texts that use the researcher’s subjectivity.

Ample time will be provided for participants’ questions about and experiences with including subjectivity in research.