Fall 2019 - GERO 804 G100

Advanced Qualitative Methods in Gerontology (4)

Class Number: 9695

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 3 – Dec 2, 2019: Tue, 9:00 a.m.–12:20 p.m.
    Vancouver

Description

CALENDAR DESCRIPTION:

Examines qualitative research methods used in social science research with special emphasis on gerontology. Specific focus will be placed on conducting interviews and participant-observations; field-notes, analyzing text-based data; and writing of qualitative studies.

COURSE DETAILS:

This course will examine qualitative methods in social science research with an emphasis on gerontology. We will begin with a discussion of the epistemological assumptions in qualitative methodology and comparative strengths/weaknesses of alternative approaches. We will primarily focus on strategies and techniques of conducting interviews and socio-behavioural observations, writing field-notes and data analysis. The term-project will engage you to conduct in-depth interviews and ethnographic observations in a real life setting. The course has the following objectives: a) to understand the theoretical and substantive issues in key qualitative research method traditions, b) to know the techniques/strategies of conducting field observations and interviews, and c) to acquire hands-on skills and experience to conduct fieldwork, analyze qualitative data and write up findings.

COURSE-LEVEL EDUCATIONAL GOALS:

1. Attend every class. This is critical as one can't simply "get the notes" in a class where students will be expected to present on readings and student interaction is important. If you expect to be late or to miss class, please call ahead.

2. Come prepared. That means having read and thought about the material. There may be some parts that can be profitably skimmed, and I will alert you to those. In general, read them with questions, ideas and conjectures in mind. Four good general questions are: a) what is the author's point? b) what is the argument behind that point? c) what assumptions is the author making; d) what parts of the article were puzzling, confusing, surprising?

3. Expect to participate. I expect each of you will be able to contribute something to our discussions and will do so regularly. You are smart, capable people, and the topics, readings are designed to engage your interest and experiences.

4. Expect to learn from your peers. Seminars work when students view one another as knowledgeable and expect to learn as much from their peers as from me. Also expect to challenge my ideas and those of your classmates (gently), and to have yours challenged by us. We make no headway if we nod our heads politely but push neither ourselves, the readings or others to deeper understandings.

5. Expect to be confused, irritated, and misunderstood, as well as appreciated, applauded, and surprised. The readings, discussions, and assignments should provoke a range of feelings and responses. Try to understand what makes you feel comfortable or uncomfortable, what you take for granted and what surprises you, what others understand or misunderstand about your ideas.

Grading

  • Seminar Participation 10%
  • Term Project 60%
  • Take Home Final Exam 30%

REQUIREMENTS:

1) Class participation:
Active participation is essential for this class. This includes attending classes, participating in discussions, completing assignments on time, and taking turns leading the discussion of readings. Each of you will lead discussion on additional readings based on empirical studies during the term. At the class session, you should offer critical comments on the readings, say what you found useful and raise questions for class discussion.

2) Qualitative fieldwork (Term project):
The major assignment for this course is to conduct a field study of your own (individual project) and to write a paper based on your fieldwork. You should formulate a research problem or an area of inquiry that can be investigated through fieldwork methods (interviews, and potentially, through observations) in the area of gerontology.

Materials

REQUIRED READING:

Available on Canvas course page via Library Course Reserves

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS