Getting Started with Research: Applying Qualitative Research Methods


July 13  5:30pm EST

 

Part A:  Case Study on Academic Coaching

Part B:  Getting Started on Your Own Topic

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Facilitator(s)

David Leasure, Univ of Maryland Global Campus

David's purpose is to help people unleash their unlimited potential. He serves as the research advocate (i.e. director) of the Academy and also as collegiate professor, first-term experience, at the University of Maryland Global Campus. He has over 25 years' experience in higher education administration. His research interests include teaching, learning, mind-tools, and personal development. His PhD is in computer science from the University of Kansas.

Grace Onodipe, Georgia Gwinnett College

After earning her Ph.D. (2003) in agricultural, environmental and development (AED) economics from The Ohio State University, Grace taught economics and business statistics at fully online universities for 15 years. She is currently an Assistant Professor of Economics at Georgia Gwinnett College. She has published papers and presented at conferences and workshops relating to the Scholarship of Teaching and Learning. Her articles highlight core concepts of innovative use of technology in the teaching of economics and business statistics. She has led several faculty learning communities with themes such as Flipped Learning and Growth Mindsets.

Steve Beyerlein, University of Idaho

Steve has a long-term passion for faculty, staff, and student collaboration in the pursuit of process-oriented active learning and accompanying personal/professional growth. Over the last 35 years, he has taught a wide variety of design methodology and thermal systems courses at the University of Idaho, initiating a nationally renowned multi-disciplinary capstone design program with external clients, organizing the longest running academic design show in the northwest, and serving as department chair from 2015-2020. His work in the second discipline of teaching/learning includes being a project director for the Faculty Guidebook and long-time service on the PE Conference committee as well as the editorial board for the International Journal of Process Education.

Why?

We have many purposes as we teach that have been identified in the tenets of process education. Throughout the tenets, there is an emphasis on documenting, understanding, implementing, and facilitating student success and development. This workshop is designed to develop our ability to create research questions and apply action and qualitative research to derive answers. Our focus in this workshop is getting started with the early stages of Education Design Research: exploration and identification of areas to intervene to improve outcomes of the educational processes. The methodology featured is known as grounded theory and its purpose is to identify key variables to study in order to develop deeper understanding human systems. In the first portion of the workshop we will examine a case study on barriers to implementing academic coaching at University of Maryland involving over 100 faculty. In the second portion of the workshop participants will apply what they’ve learned in proposing an initial study around a teaching/learning/mentoring phenomena of personal interest.

Outcomes

Pre-Readings

Exploration Questions

Based on a quick review of the readings listed above, answer the following questions and post them on the appropriate topic of the Forum for this workshop session.

  1. Why is grounded theory a valuable approach when beginning to study an aspect of human systems?
  2. What questions do you have about any of the steps in the grounded theory methodology?
  3. Pick a research area, topic, or population of interest, and form one or more research questions about it. We have included some sample questions about Process Education to jump start your thinking.

Plan

Before the session:

  1. Complete all pre-reading.
  2. Answer the Exploratory Questions on the forum for the session before the session begins.
  3. Review the plans for Part A and Part B of the session, and prepare to contribute to discussion and play the team roles noted below.

Part A (Case Study on Academic Coaching)

During the session (45 min):

  1. Welcome (5 mins)
  2. Summary of Responses to Exploratory Questions (10 mins)
  3. Grounded theory methodology (5 mins)
  4. Introduction to ROCK SOLID coaching (5 mins)
  5. University of Maryland case study (10 mins)

Part B (Getting Started on Your Own Topic)

During the session (45 min):

  1. Formation of small groups (5 mins)
  2. Small Group Discussion (25 min)
    • Share your answers to Exploration Question 3
    • Outline potential data acquisition sources/methods
    • Formulate an insight about the use of grounded theory in educational research
    • Post notes from your discussion on the appropriate topic of the Forum for this workshop.
  3. Large Group Reporting (10 mins)
  4. Assessment of the session using the session assessment feedback form

    5. I'm ready to Assess the Workshop!