Course Description

This is a 4-credit course in applied qualitative research methods emphasizing public health practice in global settings. This is a project-based introductory course that will draw on case studies demonstrating the use of qualitative methods to investigate important global health issues. Each student will work in a team to conduct a qualitative research project throughout the semester and present the team’s results  in a concise report. Effective Fall 2019, this course fulfills a single unit in each of the following BU Hub areas: Social Inquiry II, Teamwork/Collaboration.

BU Hub Learning Outcomes

1. Scientific and Social Inquiry: Social Inquiry II : While all courses in social inquiry involve the application of major concepts, learning experiences in this area require more advanced application of concepts and methods, such as the analysis of data, to frame and address complex problems. It is assumed that courses incorporating Social Inquiry II build on previous college- level experience with social inquiry.

Learning Outcome 1: Students will apply principles and methods from the social sciences, based on collecting new or analyzing existing data in order  to address questions, solve problems, or deepen understanding. They will understand the nature of evidence employed in the social sciences and will demonstrate a capacity to differentiate competing claims in such fields. This includes reflecting on and critically evaluating how social scientists formulate hypotheses, gather empirical evidence of multiple sorts, and analyze and interpret this evidence.

●    Students  will  learn  and  apply  qualitative  research  methods  to  answer  the  "how"  and  "why" questions of public health research. For example, why are some parents very skeptical of the HPV vaccine, while in other settings they welcome it wholeheartedly? What is the experience of being treated for anorexia nervosa, from both the patient and parent/family perspective? How do   people  from  different  settings   understand  the  use  of  insulin,  and  what  triggers  the phenomenon  of  psychological  "insulin  resistance"?  How  do  patients  view  their  treatment  in different  hospitals in low- and middle-income settings?   Why,  and  how, do some  health care providers accept and even demand "tips" or "bribes" for treatment which should be provided for free?

●    Students  will   complete  an  online   course  (CITI)  on  the   ethical  conduct  of   human  subjects research.

2. Intellectual  Toolkit: Teamwork/Collaboration: Collaboration  defines the 21st-century workplace. Employers rely increasingly on  teams —groups of people  with  different backgrounds  and  training who tackle projects jointly —and they identify the ability to collaborate with these diverse groups as an essential skill for almost every position. Civic life in an increasingly interdependent world also calls more  and  more for  the  ability  to  collaborate with  people from  different backgrounds and with different perspectives, build consensus, and compromise for the good of a broader purpose. Training in and the practical experience of teamwork teaches the process of innovation, develops leadership, and fosters knowledge of one’s own strengths and appreciation for those of others.

Learning  Outcome  1:  As  a  result  of  explicit  training  in  teamwork  and  sustained  experiences  of collaborating with others, students will be able to identify the characteristics of a well-functioning team.

●    Students will develop an understanding of their individual working and leadership style through self-assessment.

●    Students will learn and utilize the stages of team development, skills regarding team leadership, and effective communication strategies through an in-class workshop.

●    Students  will,  through  discussions,  reflect  on  their  ability to work  in teams and set goals for personal growth.

●    Students will learn sustained collaboration through a semester-long group project.

●    Students will  identify an area of public  health interest, form a team of 4-5, refine their project question and affirm a team contract, carry out a review of the literature, develop and execute their data collection  plan  including which  methods to  use,  analyze the data  using  qualitative methods, and present it to the class in oral form, and submit a final report. Peer evaluation will be part of the assessment for the team grade.

Learning Outcome 2: Students will demonstrate an ability to  use the tools and strategies of working successfully  with  a  diverse  group,  such  as  assigning  roles  and  responsibilities,  giving  and  receiving feedback, and engaging in meaningful group reflection that inspires collective ownership of results.

●    Students  will  learn  to  give  and  receive  constructive  feedback  through  discussions  with  their group members.

●    Students will identify and establish expectations, set roles and responsibilities, plan and allocate tasks via developing a group contract at the initiation of the  project and  revisiting the group contract.

●    Students  will  write  collaboratively  to  prepare  and  present  a  well-structured  and  cogent  final presentation and report

Additional Learning Outcomes

1.    Understand the principles and theoretical foundations of qualitative research.

2.    Become familiar with qualitative research methods (data collection and data analysis) commonly  used in public health research and practice, and have the opportunity to use them in a real-world setting.

3.    Understand the contribution of qualitative research to our deeper understanding of key public

health issues, and apply appropriate qualitative methods to understand and address needs/problems in global health settings.

4.    Understand and identify ethical issues associated with qualitative research.

5.    Critically evaluate qualitative research in public health.

6.    Gain skills for working in teams.

Required Course Textbook

Padgett, D. K. (2012). Qualitative and Mixed Methods in Public Health. Sage Publications, Inc. https://doi.org/10.4135/9781483384511

Textbook is available online free throughBU library

Course Assessment and Grading Scale

Your final grade for this course is derived from the grading criteria outlined below. Please note: I DO NOT round grades in this course. The percentage you earn in the course will correspond to your final grade per the grading scale below (e.g., a 93.9 earns you an A-). The grading scale is as follows:

Grading Scale: (Adapted from Recommendations from Sargent Undergraduate Education Committee)

INDIVIDUAL GRADING=75%; GROUP GRADING=25%

Class Engagement/Peer Evaluations: 5%

Class engagement/Peer Evaluations are based on attendance, in class contributions, preparedness, and participation in group project. It is essential that everyone come to class having read the material and    ready to contribute to the discussion. It is also essential that all students participate collaboratively and equitably on their group projects. Assessment of class participation will be based on:

.     Attendance

.     In class discussion and activities

.     Regular check ins with teaching team

.     Peer evaluation of team project

All students are allowed to miss two classes unexcused. After that, students will lose 0.5 points of their

participation grade for every unexcused absence. Students who miss more than 7 classes total (excused or unexcused) will automatically receive no higher than a C in the course (students with extenuating

circumstances must communicate with the instructor prior to 8th  absence and it is recommended any

challenges be discussed with instructor as soon as possible). Students who engage negatively in class, or receive consistent negative feedback from team members regarding your contributions to the team project, may have their participation grade decreased.

Qualitative Lab Reports: 40%

There  will  be  eight  (8)  lab  assignments  total.  Learning  to  use  qualitative  methods  is  best  done  by practice. You will have the opportunity to gain hands-on practice in six data collection skills: interviews, focus groups, community mapping, photovoice, social media ethnography, and participant observation. Additionally, there will be labs dedicated to coding data and creating research posters. For each method you will complete a summative and reflective lab report, worth 5% each. Labs should be submitted by 11:59pm ET on the due date.

Midterm Assessment: 20%

Students will complete a take home, open note midterm assessment to assess their understanding of

and ability to apply core concepts in qualitative research strategies. The assessment will be comprised of open-answer responses, including a mixture of short answer, short essay, and coding qualitative data.

Assessment questions will reference lecture material, the readings, the labs, and the team research project.

Group Qualitative Research Project: 35%

A semester-long research project will give students the opportunity to work in a small team to identify a public health research topic of interest, collect data using qualitative methods, code and analyze their data, and prepare their results in a concise report. I have prepared a detailed guidebook for teams that outlines  each  component  of  the   project.   Research  project  components  are  graded  as  a  team.   In extenuating situations, the instructor reserves the right to give a team member a different grade from teammates (e.g., if there is documented lack of contribution from a team member, that team member may not receive full credit for the assignment).

Disability & Access Services

I am committed to equitable access for students with disabilities and diverse learning styles. If there is a way for you to learn better in my class, please communicate that to me. Boston University

provides reasonable accommodations to eligible individuals with disabilities in conformance with

Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act of 1990. If

you have a specific disability and require accommodations in this class, please let me know early in the semester so that appropriate accommodations can be made. You must provide me with a letter of

needed accommodations prepared byDisability & Access Services. Contact information for that office is as follows: (617) 353-3658 V/TTY or [email protected]. All discussions and written materials will be kept confidential.

Equity, Inclusion, and Antiracism Statement

I affirm unequivocally that Black lives matter and stand in solidarity with Black, Brown, Indigenous, and  People of Color (BIPOC)-identified individuals, and with all who have and continue to be affected by the racist structures of our society and injustice. I also affirm the rights of all individuals and communities

that represent the depth and breadth of the human experience. Specifically, though not exhaustively, I stand in solidarity with LGBTQIA+ identifying individuals, disabled individuals, individuals of all body

sizes, individuals of all faith traditions, individuals of all races/ethnicities, individuals of all political

affiliations, individuals of all nationalities, citizenships and immigration statuses, and individuals of all socioeconomic statuses. My aim as an instructor is to co-construct an environment with students to   provide ample space for critical thinking, constructive dialogue, and self-exploration. As a counseling  psychologist, I also recognize that injustice and racial trauma can impact mental health and students’

ability to perform at their best in academic settings. Please see below for additional resources, if interested. All students are welcome to further discuss this in class and/or in myoffice hours.

Title IX

Boston University is committed to fostering an environment free from sexual misconduct, including sexual assault and sexual harassment. In support of that commitment, BU takes steps to increase awareness of such misconduct, eliminate its occurrence on campus, provide support for survivors, diligently investigate all reports of sexual misconduct, and deal fairly and firmly with offenders. As a faculty member, I am required to report any disclosures of sexual misconduct to the Title IX

Coordinator, who will work to provide support to students who report instances of sexual misconduct  and who may take steps to prevent additional acts of sexual misconduct. While I am required to report disclosures of sexual misconduct, there are offices at Boston University that are able to keep these disclosures in confidence while providing support, including the Sexual Assault and Prevention Center (617-353-SARP), Behavioral Medicine (617-353-3569), and the University Chaplains (617-353-3560).