Appendix A

Potential Competencies

Understand different epistemological, ontological, and axiological orientations to interpretive and qualitative research.

  • Recognize one’s own epistemological, ontological, and axiological orientation.
  • Respect epistemological, ontological, and axiological orientations of others.
  • Recognize the limits of advising others about and/or judging the legitimacy/merits of research from within one’s own epistemological, ontological, and axiological orientation.

Appreciate the commonalities and differences in qualitative/interpretive research among various disciplines and professions.

  • Recognize the diversity of discourse communities concerned with qualitative/interpretive research within one’s own discipline or profession.
  • Recognize one’s own affinity with various qualitative/interpretive research communities within one’s discipline/profession.
  • Assess the research interests/needs of others and based on that assessment, recommend to others qualitative/interpretive research resources within one’s own discipline/profession and in other discipline/profession.

Read and critique qualitative research documents within the relevant/appropriate epistemological and ontological framework. Such documents include:

  • Become an informed “consumer” of published qualitative research.
  • Engage in processes of peer review and critique of proposals for research projects, manuscripts, proposals for conference presentations, articles, and/or books.

Conceptualize an epistemologically, ontologically, and methodologically congruent plan for a research project.

  • Develop a topic idea into a viable statement of intent or research question. [Locate the scholarly conversations related to topic and method that are of interest.]
  • Provide a rationale for the significance of the study within relevant discourses.
  • Provide a rationale for the method (genre) of the study congruent with the epistemological and ontological grounding of the study.
  • Provide a rationale for the research procedures that is congruent with the genre and epistemological and ontological grounding of the study.

Develop proficiency in one or more research methodologies, including, but not limited to,

  • Action Research
  • Biography/Autobiography
  • Case Study
  • Discourse analysis
  • Ethnography
  • Geneology
  • Heuristic
  • Narrative
  • Phenomenology
  • Survey Research using Qualitative Data

Develop proficiency in one or more techniques for the collection of research data or research texts. Techniques include, but are not limited to:

  • Interview
  • participant observation
  • focus group
  • questionnaire
  • field work

Develop proficiency in the preparation and presentation of qualitative/interpretive research results.

  • Learn techniques/strategies for the analysis of qualitative data and/or the interpretation of qualitative texts.
  • Prepare appropriate data displays or interpretive portrayals.
  • Generate knowledge claims that are supportable within the epistemological, ontological, and methodological context of the study.
  • Relate results of one’s research to appropriate bodies of discourse.
  • Draw appropriate implications from one’s research.

Develop an understanding of ethical frameworks for guiding qualitative/interpretive research.

  • Conduct one’s own research in an ethical manner.
  • Critique research proposals and/or reports within an ethical framework.
  • Respond to questions about ethical issues in an informed manner.

Complete a scholarly, qualitative/interpretive research project such as:

  • An original study
  • A publishable manuscript
  • A conference presentation

Develop proficiency in teaching qualitative/interpretive research.

Develop proficiency in guiding qualitative/interpretive dissertation research.

Appendix B

Attendance at CIQR Events and Portfolio

Learning experiences associated with this experience are meant to support participants’: socialization into scholarly academic discourses about interpretive and qualitative research; identification of resources within CIQR, Duquesne, and elsewhere that can contribute to their learning about interpretive and qualitative research; assessment of their current understanding of interpretive and qualitative research; clarification of their learning goals and objectives related to interpretive and qualitative research; and formulation of a plan of studies to pursue their learning goals and objectives.

The portfolio is a reflection upon the above learning experiences, from participants’ first introductory course, through the more advanced courses as well as their participation in CIQR programs.

Appendix C

Elective in Interpretive and/or Qualitative Research, 3 credits

Courses offered by Duquesne Schools, Departments, Programs

A number of courses have been identified that could potentially meet Certificate requirement for elective coursework. These courses are listed in Appendix D. The Certificate Committee did not presume to evaluate the acceptability of these courses, though it was suggested that faculty who teach a listed elective course be asked to identify the nature of the course.

Once all elective course offerings at Duquesne have been identified, they will be posted on the CIQR Website. As new courses are developed and offered within various programs at Duquesne, they can be submitted to the CIQR Certificate Committee for addition to this list.

Courses offered by Other Academic Institutions

As part of their plan of studies, Certificate Program participants may fulfill the introductory and/or elective credits by completing a course offered by another accredited academic institution (3 credit maximum). It is the student’s responsibility to provide the Certificate Program Coordinator with a course syllabus and other relevant information about the course along with a rationale for wanting to take it so that its suitability for the Certificate Program can be evaluated. Once a course has been evaluated and accepted as an appropriate alternative to Duquesne-based courses, it may be posted as an option of the CIQR Website, and the CIQR coordinator will work with the Duquesne Registrar to ensure this acceptance is documented on the student’s transcript.

Alternative Learning Formats

In addition to traditional academic courses, the student may negotiate with the CIQR Coordinator to employ one or more of the following alternative formats to fulfill the 3 elective credits:

  • Supervised research: The student works with a faculty member for one or more semesters on a research project. The research project may be designed by the faculty member or by the student. CIQR members who are interested in having a student work on a project can submit a description of the project and student qualifications to the Certificate Coordinator for posting on the CIQR Website. Students who wish to work with a particular faculty member, must submit a 3 – 5 page prospectus of the project to the faculty member for consideration. If the faculty member is interested in supervising the project, a more detailed proposal may be requested from the student.
  • Tutorial or Mini-course: These learning experiences have a specialized focus and are time limited. The focus of the tutorial/mini-course might be on a particular research method, technique, or issue. Or the tutorial/mini-course might focus on a particular theme to be addressed from multiple perspectives. Essentially, the tutorial/mini-course option is intended to give faculty a flexible structure within which to develop and offer courses related to their interests and expertise.

Faculty who want to offer a tutorial or mini-course should prepare a description and work with the CIQR Coordinator to publicize the course. With the agreement of the CIQR Coordinator, the CIQR graduate assistant may provide some administrative/logistical support for the course.

It is likely that a combination of several tutorials or mini-courses must be completed in order to fulfill the 3 credit elective requirement.

  • Workshop: A number of universities, research institutes, and professional associations have begun to offer workshops on qualitative/interpretive research methods. Completion of one or more such workshops can fulfill the elective credit requirement. It is the Certificate Program participant’s responsibility to submit a description of the workshop(s) for approval along with verification  that the workshop has been attended/completed.
  • Research Conference: Many professional associations offer research conferences. If these have a major qualitative/interpretive emphasis/track, they may count toward the elective credit requirement. It is the Certificate Program participant’s responsibility to request approval of the conference as well as to provide evidence of learning gained from the conference.
  • On-line and/or computer-based course: These may be courses developed by Duquesne faculty and offered through Duquesne or they may be courses offered by other universities. If such courses are identified and evaluated as appropriate for a Certificate elective credit, they will be posted on the CIQR Website.

Appendix D

Potential Candidate Courses for the Certificate Program

Department of English

ENGL 566: Literary Theory from Arnold to the Present (Instructor: rotation), 3 credits.

ENGL 568: Feminist Literary Theory (Instructor: rotation), 3 credits.

ENGL 693: Contemporary Literary Theory (Instructor: Dr. Daniel Watkins), 3 credits.

ENGL 539: SPST: 19th Century African American Fiction (Instructor: Dr. K. Glass), 3 credits.

ENGL 639: SPST: 19th Century African American Fiction (Instructor: Dr. K. Glass), 3 credits.

ENGL 559: SPST: Black Britain (Instructor: Dr. E. Mirmotahari), 3 credits.

ENGL 659: HC: Black Britain (Instructor: Dr. E. Mirmotahari), 3 credits.

Department of History

HIST 381: East Asian History in Film (Dr. Jing Li), 3 credits

Department of Philosophy

PHIL 477: Merleau-Ponty and the Phenomenology of Perception (Instructor: Dr. Fred Evans), 3 credits.

PHIL 546-01: Husserl’s Ideas (Instructor: Dr. Lanei Rodemeyer), 3 credits.

PHIL 572-61: Heidegger’s Being and Time (Instructor: Dr. Lanei Rodemeyer), 3 credits.

PHIL 577-61: Merleau-Ponty: The Phenomenology of Perception and Later Texts (Instructor: Dr. Fred Evans), 3 credits.

Department of Psychology

PSYC 513-01: Introduction to Qualitative Research (Instructor: M. Gemignani or E. Simms), 3 credits.

PSYC 595: Contemporary Psychology Minicourse, 1 credit.

PSYCH 611, 612, 614, 615, 616: ADVANCED QUALITATIVE courses, 1-3 credits. 

Graduate Center for Social and Public Policy

PLCR 523: Qualitative Methods (Social and Public Policy) (Instructor: Dr. Matt Schneirov), 3 credits.

School of Education

GFED 502: Action Research in Education (Instructor: Dr. Gary Shank), 3 credits.

GREV 514: Qualitative Research Methods (Instructor: Dr. Gary Shank), 3 credits

GREV 614: Practicum in Qualitative Methods (Graduate Evaluation’s version of Advanced Qualitative Research Methods or Qualitative Research Methods II)

GREV 721: Qualitative Research Methods I (Instructor: Dr. Rodney Hopson), 3 credits.

GFED 721: Qualitative Research Methods I, Doctoral Cohort Level (Instructor: Dr. Gary Shank).

School of Health Sciences

REHSC 611: Qualitative research Methods (Instructor: Dr. Perri Stern) 3 credits.

Appendix E

Pro-Seminar - 3 credits

This process-oriented seminar is the culminating experience of the Certificate Program. Emphasis is placed on preparation of a scholarly product such as:

  • a presentation for CIQR and/or other professional conference;
  • preparation of a manuscript for publication;
  • preparation of a research proposal (e.g., draft of a dissertation proposal);
  • completion of a mini-study.

Participants in the Pro-Seminar are expected to share ideas for their product orally and in writing, receive feedback on their own work, and provide feedback to other seminar participants. Attendance in an interdisciplinary team taught seminar is required. The nature of this seminar may or may not be thematic in nature.

The CIQR coordinator will ensure interdisciplinary planning and delivery of the Pro-seminar. The seminar will be coordinated by one or two faculty who are CIQR members. The coordinators are not expected to be experts in the subject matter of the participants’ projects nor in all forms of qualitative research. Rather, the coordinators are expected to plan and facilitate an interdisciplinary context within which individuals can pursue their writing project(s).

The Pro-Seminar is intended to support the scholarly work of Certificate Program participants. It is possible, however, that the number of participants in the Certificate Program may grow slowly. If an initial Certificate “cohort” consists of only one or two students, two approaches to the Pro-Seminar might be considered:

  • any members of CIQR who are in the process of working on scholarly products and would like to engage with others in a deliberative process might participate in the seminar.
  • the CIQR certificate student(s) would meet with a specially designated CIQR committee that would focus on the topic of the student’s project.

Required final paper; the best of these each year could be presented to the CIQR membership and the public at a special CIQR session.