Co-designing and Co-teaching Graduate Qualitative Methods: An Innovative Ethnographic Workshop Model

Alissa Cordner, Peter T. Klein, Gianpaolo Baiocchi

Research output: Contribution to journalArticlepeer-review

Abstract

This article describes an innovative collaboration between graduate students and a faculty member to co-design and co-teach a graduate-level workshop-style qualitative methods course. The goal of co-designing and co-teaching the course was to involve advanced graduate students in all aspects of designing a syllabus and leading class discussions in a required course for first-year graduate students. The authors describe the multiple stages involved in designing and teaching the qualitative methods course and discuss the challenges of this type of collaborative teaching. This type of collaboration builds on the existing strengths of workshop-style methods courses to improve student learning by providing opportunities for grounded engagement with epistemological topics and ample opportunities for feedback, discussion, and reflection on the research process. This collaborative teaching model, although difficult and time-intensive, provides measurable improvements to existing qualitative workshop courses by overcoming some of the limitations of workshop courses and providing significant benefits for graduate students in the class, the student co-teachers, and faculty.

Original languageEnglish (US)
Pages (from-to)215-226
Number of pages12
JournalTeaching Sociology
Volume40
Issue number3
DOIs
StatePublished - Jul 2012

Keywords

  • course design
  • ethnography
  • qualitative methods
  • research methods
  • student engagement

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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