This seminar actually revolves around two issues: the complexity of meaning-making in all of its manifestations and the necessity of embracing complexity rather than ignoring it in research. In this seminar we will seek a greater understanding of the various ways that humans engage in face-to-face social action; that is, the myriad ways that individuals accomplish their goals and objectives within the social and cultural contexts that make up their environments. We will focus on a number of demonstrations of meaning-making complexity and we will devote time to a number of qualitative discovery procedures and analyses that enable a view of authentic social activity. This is a very large area of investigation that encompasses a number of academic disciplines. As such, we cannot cover the entire subject matter nor can we focus on any one area in great depth. At the end of the course, however, the students will have a much greater appreciation of the complexity, richness, and systematicity of meaning-making and will have a number of discovery procedures and qualitative research methodologies from which to choose when undertaking the investigation of complex social/symbolic/semiotic phenomena.
Each class will typically comply with the following format: There will
be initial comments by Dr. Damico followed by a discussion of the previous
assignments or a demonstration and then a lecture/discussion expanding
on the day's topic by Dr. Damico. At some point, Dr. Damico will engage
in a long-term demonstration of the process of qualitative research in
class. .Since this is a seminar, the students are expected to read the
material assigned for each day and be ready to discuss that material. The
outline and schedule presented here may change as the semester progresses
due to the needs and interests of the class members.
Grades will be determined by class participation and successful completion
of the class requirements. These requirements are as follows:
1. Complete assigned readings
by appropriate deadlines listed in the syllabus. Students
will be expected to discuss the assigned papers and extended topics in
the seminar On
or about January 29th, readings will be placed on reserve at Dupre Library.
2. Complete all class
assignments as specified during the course.
3. Take part in class
discussions.
4. Complete a research
term paper on a topic or issue relevant to this course and
approved by Dr. Damico.
Class Assignments
There will be two types of class activities:
Active
Learning Assignments
-- Both within and outside of class activities will be assigned
-- Based on lecture from previous class/readings
-- Based on reading assignments
-- Some focus on use of procedure
-- Some focus on problem solving and analysis
-- Discussion of particular topics using various grouping strategies
Problem solving
Structured Controversy
Brainstorming
– These will account for 50% of the class assignment points
Reflection
Journals
-- You must keep a reflection journal and enter comments at least three
times a
week. That is, every Thursday starting on 1-31, you should have entered
three new and separate reflections.
-- Comments should be in response to the material that has been covered
in
class or that you have read.
-- These comments may take the following form:
Reactions to something read or heard
Reflection on an experience that meshes with the course content
Attempts at integration of material into practical implications based on
planning and experience
Questions about the material and plans to follow up
-- Comments may not take the following form:
Notes taken from readings or class
Summations of notes or readings without practical (and creative)
implications
-- Comments need not be any longer than ½ to 1 handwritten page
per day.
-- Place in a loose leaf binder and date each page.
-- Please place your name and mailbox number on each page
-- Dr. Damico will ask for the Journal every Thursday to review, respond
and assign
a grade. The journal must be turned in at that time
-- Failure to turn in the journal will result in a "0" for that particular
review.
-- Not having an up-dated journal will result in a "0" for that particular
review.
– This will account for 50% of class assignment points.
Research/Term Paper
Students will be required to write a data-based research term paper on
a topic of your
choice employing one of the discovery procedures discussed in the seminar.
This paper
should be written in a format appropriate for submission to a refereed
journal The topics
and methodologies should be selected by 3-7-02 and should be approved by
Dr. Damico
in advance. This paper is to be creative and independent work, properly
referenced and
following APA style and requirements. It is Dr. Damico's intention
that these papers
will be of sufficient quality that they will be submitted for publication
at the end of the
semester (or the summer).
During the weeks of 2-18 and 2-25 Dr. Damico will have individual interviews/
conferences with each student in the seminar to assist in the selection
of topics and/or
methodologies for this research term paper. If you have any questions or
concerns
regarding this task, please see Dr. Damico.
Grading
Students will accumulate points for all assignments, on class discussion
and the research
term paper. The final grade will be based on the total number
of points accumulated by the student on all requirements and expressed
as a percentage (%) of the total points possible during the semester.
Points will be deducted for all assignments that are turned in late unless
the student presents a written excuse that is acceptable to Dr. Damico.
Letter grades will be assigned using the following percentage scale:
91 - 100
- A
82 - 90
- B
73 - 81
- C
65 - 72
- D
Below 65
- F
Distribution of Points:
1. Class Assignments: Approximately 15 percent of
the course grade
2. Class Participation: Approximately 15 percent of the
course grade
3. Term Paper:
Approximately 70 percent of the course grade.
Cursory Notes on the Lectures
Dr. Damico has provided a set of "cursory notes" for most of the lectures
that he will present in class meetings. These are reduced versions
of his own notes, providing most of the significant content of the lecture
(but not necessarily all of the important content). These notes are
intended to help the students follow the lecture and to only take notes
that they feel are necessary. These notes will be placed on Dr. Damico's
Web page when they will be used in class and they will
remain at his web site for one week. If students want these notes,
it is their responsibility to get them from his Web site. Use of
the provided "Cursory Notes" in highly recommended (but not required).
The Web site address is
http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html
Readings
We will not use a textbook in this course. Rather, a set of articles/chapters will be utilized. These are the required readings for the course. Each student is required to read these articles/chapters and you will be responsible for them during class discussions.These readings are available in the Reserve Room at Dupre Library.
Course Evaluation
Students will have the opportunity to evaluate the course by completing the student evaluation of instruction administered by the University towards the end of the semester.
Academic Misconduct
Academic misconduct guidelines are strictly upheld. Cheating on a quiz or assignment or permitting someone to cheat will result (at least) in a zero on the assignment or quiz. Greater penalties will be assessed by Dr. Damico if possible. Similarly, plagiarism will not be tolerated and will carry similar penalties. If you have any questions, consult your Graduate Bulletin under "Academic Honesty" or contact Dr. Damico.
Lecture Schedule
1-24-02
Overview of seminar
Introduction
The complexity of social phenomena
The necessity of authentic and descriptive work
Qualitative methodology - Overview
As Bricolage
A working definition
Objectives
Criteria
Strengths
"Weaknesses"
Data Collection Procedures
Primary Qualitative Traditions
1-31-02
Data Collection: Participant Observation
2- 7-02
Qualitative Methodology: Ethnography
2-14-02
Qualitative Methodology: Ethnography
2-21-02
Data Collection: Interviews (Ethnographic and Focus Groups)
2-28-02
Qualitative Methodology: Conversation Analysis
3- 7-02
Qualitative Methodology: Conversation Analysis
3-14-02
Qualitative Methodology: Life Studies
Biographical Study
Case Study
Historical Research
3-21-02
Qualitative Methodology: Grounded Theory
3-28-02
EASTER BREAK
4- 4-02
Data Collection: Analysis of Transcripts
4-11-02
Data Collection: Analysis of Transcripts
4-18-02
Data Collection: Artifactual Analysis
4-25-02
Data Collection: Opinioning (Surveys and Lamination)
5- 2-02
Data Collection: Introspection
Readings
Each lecture has required readings. The required readings are listed under each date.
1-24-02
Damico, J.S., Simmons-Mackie, N.N., Oelschlaeger, M., Elman, R., &
Armstrong, E. (1999). Qualitative methods in aphasia research:
Basic issues. Aphasiology. 13, 651-666.
Janesick, V.L. (1994), The dance of qualitative research design:
Metaphor, methodolatry, and meaning. In N.K. Denzin and Y.S.
Lincoln (Eds.), Handbook of qualitative research. (pp. 209-219),
(Thousand Oaks, CA: Sage).
1-31-02
Atkinson, P. & Hammersley, M. (1994). Ethnography and Participant
Observation. In N.K. Denzin andY.S. Lincoln (Eds.), Handbook
of qualitative research. (pp. 209-219), (Thousand Oaks, CA: Sage)
Damico, J.S. (1990). Prescriptionism as a motivating mechanism:
An ethnographic study in the public schools. Journal of Childhood
Communication Disorders, 13, 85-92.
2- 7-02
Simmons-Mackie, N.N. & Damico, J.S. (1999). Qualitative methods
in
aphasia research: Ethnography. Aphasiology. 13,
681-689.
Agar, M. (1986), Speaking of ethnography. Newbury Park,
CA: Sage.
2-14-02
Hurst, L. (1991), Mr. Henry makes a deal: Negotiated teaching in a junior
high school. In M. Buraway et al (Eds.) Ethnography Unbound:
Power and resistance in the modern metropolis. (Pp. 183-202).
Berkeley, CA: University of California Press.
Crago, M.B. (1990). Development of communicative competence in Inuit
children: Implications for speech-language pathology. Journal
of
Childhood Communication Disorders, 13, 73-84.
2-21-02
Damico, J.S. & Augustine, L.E. (1995). Social considerations
in the labeling
of students as attention deficit hyperactivity disordered. Seminars
in
Speech and Language. 16, 259-274.
Westby, C. (1990). Ethnographic interviewing: Asking the right
questions
to the right people in the right ways. Journal of Childhood
CommunicationDisorders, 13, 101-112.
2-28-02
Damico, J.S., Oelschlaeger, M., & Simmons-Mackie, N.N. (1999).
Qualitative methods in aphasia research: Conversation analysis.
Aphasiology, 13, 667-680.
Goodwin, C. & Heritage, J. (1990). Conversational analysis. Annual
Review of Anthropology, 19, 283-307.
3- 7-02
Oelschlaeger, M. & Damico, J.S. (1998) Spontaneous verbal
repetition: A
social strategy in aphasic conversation. Aphasiology, 12,
971-988.
Goodwin, C. & Goodwin, M. 1992. Interstitial argument.
In A.D.
Grimshaw (Ed.), Conflict Talk: Sociolinguistic investigations of
arguments in conversations. (pp. 85-117). Cambridge: Cambridge
University Press.
Jefferson, G. 1974. Error correction as an interactional resource.
Language in Society, 2, 181- 199.
3-14-02
Stake, R.E. (1994). Case studies. In N.K. Denzin & Y.S.
Lincoln (Eds.),
Handbook of qualitative research. (pp. 236-248), Thousand Oaks,
CA: Sage.
Damico, J.S. (1988). The lack of efficacy in language therapy: A
case
study. Language, Speech, and Hearing Services in Schools, 19,
51-67.*
Smith, M.D., Gould, D., Marsh, L., & Nichols, A. (1995). The
metaphysics
of ADHD: A unifying case scenario. Seminars in Speech and Language,
16, 303-314.*
Young, L.W.L. (1982). Inscrutability revisited. In J.J. Gumperz (Ed.).
Language and social identity (pp. 72-84). Cambridge: Cambridge
University Press.*
Wilcox, S. & Corwin, J. (1990). The enculturation of BoMee: looking
at
the world through deaf eyes. Journal of Childhood Communication
Disorders, 13, 63- 73.*
3-21-02
Strauss, A. & Corbin, J. (1994). Grounded theory methodology:
An
overview. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of
qualitative research. (pp. 273-285), Thousand Oaks, CA: Sage.
Reid, R., Hertzog, M., & Snyder, M. (1996). Educating every teacher,
every year: the public schools and parents of children with ADHD.
Seminar in Speech and Language, 17, 73-87.
Brown, S., Maxwell, M.M., & Browning, L.D. (1990). Relations
in
public: Hearing parents and hearing impaired children. Journal
of Childhood Communication Disorders, 13, 43-62.
3-28-02
EASTER BREAK
4- 4-02
Maxwell, M. (1993b). Introduction: Linguistic theories and language
interaction. In Kovarsky, D., Maxwell, M.M., & Damico, J.S.
(Eds.) Language interaction in clinical and educational settings.
ASHA Monographs, 30, 1-9.
Simmons-Mackie, N.N. & Damico, J.S. (1996). The contribution
of
discourse markers to communicative competence in aphasia.
American Journal of Speech-Language Pathology, 5,
37-43.
4-11-02
Damico, J.S. & Damico, S.K. (1997). The establishment of a
dominant interpretive framework in language intervention.
Language, Speech, and Hearing Services in Schools, 28, 288-296.
Simmons-Mackie, N.N., Damico, J.S., & Damico, H.L. (1999). A
qualitative study of feedback in aphasia treatment. American Journal
of Speech-Language Pathology, 8, 218-230.
Prelock, P.A. & Lupella, R.O. (1993). View of children's word-finding
difficulties: Disciplinary influences. In Kovarsky, D., Maxwell,
M.M., & Damico, J.S. (Eds.) Language interaction in clinical
and educational settings. ASHA Monographs, 30,
41-49.
4-18-02
Duchan, J.F. (1999). Reports written by speech-language pathologists:
The role of agenda in constructing client competence.
In D.
Kovarsky, J. Duchan, & Maxwell, M. (Eds.) Constructing
(In)Competence: Disabling evaluations in clinical and social
interaction. (Pp. 223-244) Mahwah, HJ: Lawrence Erlbaum
Associates.
4-25-02
5- 2-02