This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.
 

Raji Swaminathan, PhD, is Associate Professor in the Department of Educational Policy and Community Studies in the School of Education at the University of Wisconsin–Milwaukee. She has served as Director of Doctoral Studies and Chair of the Department and is a recipient of the university’s Faculty Teaching Award. Dr. Swaminathan has authored or edited two previous books on qualitative research methods and one on the narratives of immigrant women. She is interested in and works in the areas of qualitative research, youth resilience, urban and alternative schools, creative pedagogies, and school leadership.
 
Thalia M. Mulvihill, PhD, is Professor of Higher Education and Social Foundations and Acting Assistant Provost at Ball State University. She has served as Director of Doctoral Studies of the Certificate Program in Qualitative Research and Education and of the Certificate Program in College and University Teaching. Dr. Mulvihill is coeditor of The Teacher Educator and author or editor of four previous books related to qualitative research and innovative pedagogies. A recipient of numerous teaching, research, and mentoring awards, she is engaged in the study of historical and sociological issues in the field of higher education, innovative pedagogies, educational leadership, and qualitative inquiry.

1. What Does It Mean to Teach Qualitative Research?
2. So You’ve Been Asked to Teach a Qualitative Research Course: Socialization and the Qualitative Researcher
3. It’s Never Too Early to Start “Thinking Qualitatively”
4. What Do You Mean That Being “Biased” Isn’t Wrong?: Reflective Exercises to Promote Awareness and Discussion of “Positionality” in Qualitative Research
5. Crafting a Research Problem: The “So What” Question
6. Teaching Students to Write a Review of Literature: A Roadmap, a Conversation and Metaphorical Imaginations
7. Participant Observations, Research Questions, and Interview Questions: The Art of Observing and Questioning Self and Other in the Research Process
8. Teaching Emergent Methods for Data Collection
9. Teaching Creative Analytic Practices
Conclusion: Final Thoughts
Index