In this course you will:

• Develop a general understanding of qualitative research practices.
• Focus on interpretive methods of research.
• Consider the relationship between researcher and researched.
• Explore the moral and ethical imperatives of interpretive research.
• Discuss evaluation criteria for assessing interpretive research.
• Consider the social construction of knowledge.
• Design an original relational communication interpretation

• John Colapinto. (2000) As Nature Made Him: The Boy Who Was Raised As A Girl. New
  York: Perennial.
• Norman K. Denzin and Yvonna S. Lincoln (1998) Collecting and Interpreting Qualitative
  Materials. Thousand Oaks, CA: Sage.

Course grades will be determined as follows:

Learning is an active process in which we all participate. Viewing learning as an active process implies several significant distinctions between many traditional classroom interactions and what I hope this course will become for us. First, an active process suggests the importance of understanding and experiencing ideas as they relate to our own lives, rather than just remembering a list of facts. This course will provide us plenty of material upon which to reflect as we consider the process of qualitative research.

Second, a process continually evolves with no clear beginning or end. Hence, this course will become a dialogue among all of us as we reflect upon the material presented and its relevance to our experiences. Such a conversation includes responsibilities to which we must all agree. Clearly, our initial responsibility includes being in class regularly. But merely being in class is not enough. Being prepared for class is also necessary. A quick reading of the assigned material will do little to prepare for class.

An additional important responsibility involves a willingness to be open. Each of us must consider the thoughts and ideas of others in the class. If there are fifteen of us in this course, then there will be at least fifteen different perspectives. No one experience or viewpoint is more valuable than any other. You may not agree with the views expressed by others in the course, but we must all agree to respect each individual's right to have and share her/his own opinions. Hearing and listening to the perspectives of others should do nothing more than create greater understanding of the diversity of experience in contemporary society.

Finally, self-disclosure is not a prerequisite for this class. You will not be expected to share intimate details of your life. But if you feel comfortable doing so, you can expect your classmates (and me) to respect your privacy. Any personal information shared during this class will remain private. THIS IS YOUR CLASS so your participation is essential! The more voices heard the better. But don't forget, quality matters.

This assignment will provide you with the opportunity to reflect upon your developing identity as a communication researcher. What does it mean to be a researcher? What particular skills and attitudes will inform your research practices? What is your area of interest? Why? How does your life experience inform your area of interest? In what ways do you think your research will be challenging to you? Personally? Professionally? Emotionally? Intellectually? With whom are you interested in sharing your work? Why? Your autobiography should be approximately 3-4 typewritten pages (double-spaced, 12 point font, 1" margins).

Each student will have the opportunity to design an original interpretive research project on some aspect of relational communication. I am open to any and all research ideas you might propose as long as they are potentially meaningful to you and others. In other words, as you contemplate potential ideas, consider your role as a researcher (the demands it will place on you both intellectually and emotionally) as well as the intended audience for your work. We will devote a large portion of class time to the discussion of student projects.

In your research design, you will be required to detail a specific research question, a sample for your study, a fieldwork method, a means of analysis, and a mode of presentation. You may choose your methodology from a broad range of options including autobiographical, biographical, and ethnographic approaches. Your mode of presentation should communicate your research in any way you think appropriate. I want you to be as creative as possible. Feel free to use any medium of communication at your disposal including written, visual, aural, and performative means of expression.

Each student will compile an annotated bibliography of interpretive research and research methods relevant to the topic of his/her research project proposal. An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research. First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.

Cite the book, article, or document using the MLA citation style (see http://www.mla.org). Write a concise annotation (approx 200 words) that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic. Your annotated bibliography will include at least eight citations.