CQ courses consistently receive high ratings from students. Based on available evaluations, on average, students agree or strongly agree with all positive measures of CQ instructor evaluations (i.e. the instructor is accessible to students, clearly communicates concepts and connections, stimulates critical thinking and creates positive learning experiences).
Furthermore, based on available evaluations, on average, students agree or strongly agree on all positive measures of CQ course evaluations. This indicates that the course met stated objectives, was relevant to student learning and future careers, provided appropriate resource materials, and employed appropriate methods of evaluation.
Descriptions of courses in the EQR course series can be viewed below. To view curriculum maps for Master’s and PhD students, click here
‘Essentials of Qualitative Research’ Courses
CHL5221 - Community Health Appraisal Methods (CHAM2): Introduction to qualitative Research Methods
This is an introductory course intended for Masters students in public health with limited prior exposure to qualitative research. Students will acquire a sound introductory-level understanding of the qualitative research enterprise, become informed consumers of qualitative research, and be able to participate in the conduct of needs assessments, program evaluations and other applied qualitative public health research. Since this is an introductory course, students pursuing qualitative research for master and doctoral thesis work will need to take additional courses to acquire the required proficiency for that level of research. There are no prerequisites for this course. CHL 5221 is a requirement for MPH Health Promotion, Occupational and Environmental Health and Community Nutrition students. Students from other programs and fields will be admitted space permitting with permission of the instructor. A small number of places in this course are reserved for students in the EQR series from contributing CQ partners. The course is offered through the Dalla Lana School of Public Health, taught by Dr. Dan Allman.
JRP1000 - Theory and Method of Qualitative Health Research
This course is offered in alternate years within the Dalla Lana School of Public Health (DLSPH) and the Graduate Department of Rehabilitation Sciences (GDRS). Dr. Pia Kontos in the DLSPH and Dr. Gail Teachman in the GDRS alternate teaching the course every year. This course provides an introduction to a range of qualitative research methods and theoretical perspectives, with particular emphasis on the role that theory plays across the different stages of the research process. It examines the underlying theoretical assumptions of using a particular qualitative research method, and the implications that these assumptions have for framing a research problem, data collection, analysis, and dissemination strategies. The course has no prerequisites, although some knowledge of social theory is preferred. Priority will be given to students from the two units collaborating in its teaching (GDRS and DLSPH) and to students from other CQ ‘contributing’ departments/programs. Course Outline (Kontos) Course Outline (Teachman)
“The course was perfect for allowing me to get back into the theory of qualitative research and helping me create a more solid foundation of qualitative research methods. The readings and discussion were very useful, and I felt that you facilitated an optimal learning environment. As I mentioned in class, we were so fortunate to have a small class and two excellent teachers.”
CHL5131- Theoretical Foundations of Qualitative Health Research (previously NUR1024 - Foundations of Qualitative Inquiry)
“I really enjoyed the class. I am happy that I took it because it has offered me a good foundation for future qual pursuits.”
CHL5115 - Qualitative Analysis and Interpretation
This course focuses on the theory, techniques and issues of data analysis and interpretation. Topics addressed include the implications of data collection for analysis and other components of the research process, problems of meaning, concept development, analytic devices, theorization, writing and representation. Students are expected to have their own data to work with, ideally from their own thesis projects, or from other or past research. Prerequisites for enrollment include grounding in the philosophical and theoretical foundations of qualitative research, qualitative research design, and data gathering. Students are expected thus to have completed at least one or two qualitative methodology courses (or the equivalent research experience). Preference will be given to those who have taken other courses in the Essentials series, and to those from programs that are contributing members of CQ. The course is designed primarily for PhD students. Auditors are generally not accepted. Permission of instructor is required for enrollment. This course is offered through the Dalla Lana School of Public Health. Taught by Dr. Brenda Gladstone. Course Outline
“It has opened my eyes to significant elements of analysis that I previously did not even know existed or that I’d be able to fathom. This course has tremendously contributed to my learning.”
CHL8001 - Generative Dialogue in Community Settings: Theory, Method and Ethics
From community engagement to the semi-structured research interview, deliberative process to mediation and the learning organization, dialogue and its core elements (capacity to listen/hear, being heard, speaking one’s truth, navigating institutional agendas, storytelling, dialogue across differences) are central. What is authentic dialogue? How does it apply in research, in public health, and community development practice? This course will explore the nature and lived experience of dialogue in its many forms, as well as the many methods that have sprung up around it and that offer a rich and varied toolkit for health and social care professionals, as well as the ethical and pedagogical issues arising from the instrumentalization of dialogue. This course is intended for students who have taken an introductory course in qualitative methods, or who have equivalent experience, or who seek permission of the instructor. This quarter (6 week) course is offered through the Dalla Lana School of Public Health and is taught by Dr. Blake Poland. Course Outline
EXS5510 - Qualitative Inquiry and Physical Cultural Studies
This course is intended to prepare students interested in physical culture and health research to engage various forms of fieldwork, interviewing and visual methods, whilst highlighting the centrality of theory in research efforts. Through in and out-of-classroom learning, and assigned readings, students gain an awareness of the appropriate qualitative procedures associated with particular research questions, how to interpret and represent qualitative data in a variety of ways, how to critically assess and employ qualitative data, and how to articulate a theoretical point of view through oral/written reports. Students will obtain skills in reading, comparing, critically examining, evaluating, and summarizing the research of others in the context of their work. Throughout the course, emphasis is given to understanding the role of qualitative inquiry in the study of diverse physical cultures and health issues, the importance of policy-driven qualitative research and the cultural politics of conducting qualitative inquiry. Prior exposure to qualitative research is recommended, but there are no formal course prerequisites. A small number of places in this course are reserved for students in the EQR series from contributing CQ programs. This course is offered through the Faculty of Kinesiology and Physical Education. Taught by Dr. Michael Atkinson or Dr. Peter Donnelly. Course Outline
EXS5536 Qualitative Inquiry in Sport and Physical Activity
Qualitative inquiry represents a diverse range of approaches to studying the experiences of individuals participating in sport and physical activity. This course seeks to examine qualitative research methods and methodologies in sport and physical activity settings. This course will examine foundational issues of epistemology, ontology, and paradigms, methods of data collection, analysis, and forms of representing qualitative research findings. This course has no prerequisites. This course is offered through the Faculty of Kinesiology and Physical Education and taught by Dr. Katherine Tamminen. Course Outline
PMH1137 - Introduction to Qualitative Research Methods in the Health Sciences
This graduate seminar will introduce students to interpretive and critical qualitative research methods in the health sciences. The course is divided into three blocks: 1. Qualitative Research in Theory and Practice; 2. Data Collection; and 3. Data Analysis. Students are expected to complete the readings (methods text and exemplar study) each week, and to come to class ready to participate in discussions. Each 3-hour class will use examples from the qualitative health sciences literature and from the instructor’s own research to help connect information from methods texts into actual, published empirical articles. It will also combine didactic sessions with hands-on activities and small- and large-group discussions. Students may use this course to start writing their thesis proposals. At the end of this course, students will be able to: 1. Conceptualize, write up and justify scientifically a research project that uses qualitative research methods; 2. Articulate how interpretive and critical qualitative research traditions differ from other forms of research in the health sciences; 3. Evaluate the rigour of qualitative research methods in health sciences research. The maximum enrolment for this course is 15 students, priority given to MSc students. This course, taught by Dr. Elise Paradis, is offered through the Leslie Dan Faculty of Pharmacy. Course Outline
NUR1025 - Doing Qualitative Research: Design and Data Collection
This course addresses theory and practice of qualitative research fieldwork and data gathering. Picking up issues of research design started in NUR 1024, the focus is on the practical, hands-on considerations associated with writing research proposals, entering the field, coordinating fieldwork, techniques of data collection, and data management. Students can begin development of their thesis proposals. Prerequisites: Students must have taken NUR1024, JRP1000 or an equivalent doctoral-level introductory qualiative research course prior to taking this course. Enrollment is by ROSI on a first-come-first serve basis, with preference to those who have taken other courses in the Essentials series, and to students in ‘contributing’ CQ programs. The course is intended for PhD students. This course is offered through the Lawrence S. Bloomberg Faculty of Nursing. To be taught by Dr. Denise Gastaldo in 2017-18 (not offered in 2016-17). Course Outline (to be updated by D. Gastaldo for 2017-18).
“The course material was very helpful in my understanding of the issues and considerations in undertaking qualitative research. The assignments and class facilitation were great ways to apply the knowledge learned from the readings.”
SOC6713 - Qualitative Research Methods II: Qualitative Interviewing
This course addresses both the technical and theoretical aspects of qualitative interviewing. It examines the roles of qualitative interviewing in knowledge production and reproduction, the constructive and inter-subjective nature of qualitative interviewing, the practices of reflexivity, hearing data, and interpreting silences. Using primary interview data from immigrant families from the Caribbean, China, Italy, and Sri Lanka, students will learn what types of interview data are needed to understand experiences of immigrant families, how to conduct qualitative interviews to elicit such types of data, how to analyze conceptual baggage in qualitative interviewing, and how to transcribe and analyze interview data. Students will acquire skills in qualitative interviewing by reading good examples and mistakes from transcripts of the 38 immigrant interviews, commenting on and revising the good examples and the mistakes, conducting and transcribing interviews of one’s own, and analyzing the interview process, coding interview transcripts, and writing reflective essays. The course is an introductory level course and does not require prior methodological experience. However, because it is a course designed for sociology graduate students, prior experience with social science or completion of JRP 1000 is preferred. Permission of the instructor is required to enroll. The course accepts Master’s and PhD level students. This course has a limited enrollment of 10 students, with priority being given to Sociology students. For non-Sociology students, please contact the instructor to be included in a waiting list. It is essential to attend the first class when enrollment-related issues will be sorted out. This course is offered through the Department of Sociology. Taught by Dr. Ping-Chun Hsiung. Not offered in 2016-17. Course Outline
“This course made me know and master the technique of qualitative interviewing, and learn more about methodology. Additionally, it made me to think in a more logical way.”
SWK4512 - Research Knowledge for Social Justice
This course explores the promotion of social justice and inclusiveness through research and evaluation in social work practice and other community-based settings. Learners will become familiar with some of the methodologies that have been developed to challenge social inequalities. Central to this course are methodologies that seek to redress power dynamics between researchers and those being “researched,” and explores models of research with, rather than on, communities. We will examine the strengths and challenges of community-based research methods, also exploring insights provided by Indigenous/decolonizing, arts-based, feminist action, participatory, and other anti-oppressive approaches to research. Whereas this course will focus more on qualitative research methods in the context of community-based approaches to inquiry and knowledge production, social justice research may also be conducted using quantitative and survey-based methods, and strategies for doing so with a lens of cultural humility will be discussed. During the course, learners will have an opportunity to explore a diverse range of research methods through experiential in-class research “workshops” and applied learning exercises. Learners will then design their own research project proposal that reflects one or more of such approaches to research and evaluation as discussed in the course. This course is required for MSW students in the Social Justice & Diversity Field of Study, and is also cross-listed with the Centre for Critical Qualitative Health Research at the University of Toronto. The current instructor for this course is Dr. Stephanie Begun. Course Outline
SWK 6007 - Advanced Qualitative Research Methods in SW: Critical Discourse and Narrative Approaches for Interpretive Policy Analysis
This methodology course will focus on critical discourse and narrative approaches to interpretive policy analysis. We will examine the contemporary debates in the area of interpretive research and ground these debates in relation feminist, post-colonial, and critical race methodologies. In particular, we will examine the ‘linguistic turn’ in social science and how theories of language complicate the research process. We will also explore the ‘cultural turn’ in social science which reflect debates of how human life is lived across multiple cultural contexts. And finally, we will address the ‘critical turn’, which engages how power and knowledge are embedded in the process of research. In addition, will discuss and practice common strategies to access and collect data (e.g. observation, interviewing, finding existing documents), methods of organizing and representing different forms/genres of data for analysis (e.g. transcripts, electronic texts, images, hand-written notes); and strategies to analyze and represent your analyses for different audiences. This advanced graduate course seeks to support social work and health science doctoral students to develop appropriate research designs and research proposals for either their comprehensive paper or their doctoral dissertation research. Prior coursework in epistemology and introductory level qualitative methods are required.
SWK6307 - Designing and Implementing Qualitative Social Work Research
This introductory course to qualitative research is part of the foundation curriculum for first year PhD students in Social Work. The course will begin with an overview of the history of qualitative research in social work and the health sciences. We will examine philosophical debates and paradigms that inform qualitative methodology including: positivism and scientific inquiry, the influence of interpretivism, tensions between subjectivity and objectivity, research positionality, reflexivity, ethics, participatory research, and representation of research results.
The course will also focus on data collection and analysis techniques that include: defining the research question, selecting the research setting, choosing data collection methods (i.e. in-depth interviews, observation, document analysis, arts-based methods), using software for data management and data coding (i.e. NVivo, HyperResearch), and analysis writing. Each of these techniques will be discussed in relation to theoretical and methodological approaches (e.g. narrative analysis, discourse analysis, ethnography and grounded theory).
The lab component will involve hands-on exercises and peer consultation to help students design and conduct original qualitative research. Major assignments will include: 1) developing a research proposal and ethics protocol, 2) preparing a sample of data for analysis (i.e. field notes and transcript of an in-depth interview), and 3) preparing an analysis report of key findings.
There are two spaces reserved in this seminar course for doctoral students from CQ participating programs. This course is offered through the Factor-Inwentash Faculty of Social Work, and is taught by Dr. Rupaleem Bhuyan. Course outline
“Most valuable learning in course: How to incorporate issues of reflexivity and responsibility into research, engage with dissemination of knowledge.”
Recommended Social Theory Courses
These courses are highly recommended to students enrolled in the Essentials of Qualitative Research (EQR) Course Series because of the importance of social theory to qualitative health methodologies. These courses are not formally part of the EQR series (i.e., not subject to priority enrolment for CQ contributing member students and not eligible for the Certificate in Qualitative Health Research Methodology). Students should inquire of the course instructors regarding enrolment.
CHL5101 - Social Theory and Health
This course is an introduction to key theoretical contributions of sociology to accounts of health and illness. Emphasis will be on a critical analysis of competing discourses on health, including those based on structural functionalism, interpretive perspectives, political economy, social constructionism, feminist perspectives, Foucauldian perspectives, Pierre Bourdieu’s work, sociology of the body and sociology of emotions. The focus of discussion will be core concepts of the sociology of health arising from theoretical interpretations of what it means to be healthy or ill in western industrialized nations. Concepts include, but are not limited to, the sick role, labelling, lay health beliefs, the experience of illness, medical dominance, the medical industrial complex, social causation of disease, medical social control, medicalization, surveillance medicine, risk, discipline and the body, the social construction of medical knowledge, habitus, capital, and body projects. The course, taught by Dr. Peggy McDonough, is offered through the Dalla Lana School of Public Health.
CHL5128 - Intersectionality, Inequity and Public Health
Intersectionality researchers emphasize the need to consider complex interactions between structures of power and oppression and interconnected aspects of individual and group identity and social location. In this course students will be introduced to some of the historical and theoretical underpinnings of intersectionality scholarship. Conceptual and methodological questions, framings, and applications of intersectionality research will be critically interrogated. We will begin by discussing literature on why the theory and practice of intersectionality matter to public health research and policy. Next, we will engage in a focused review of foundational work by Kimberle Crenshaw, Patricia Hill Collins, and bell hooks. We will next discuss current conceptual and methodological debates and challenges in this interdisciplinary field. The remainder of the course will focus on the use of intersectionality in health scholarship including the analysis of health policy and applications of intersectionality in the study of sexualities and HIV/AIDS research across diverse axes of inequity. Our final readings will consider recent travels and critiques of intersectionality. This course, taught by Dr. Daniel Grace, is offered through the Dalla Lana School of Public Health. Course outline
NUR1085H - Topics in Critical Perspectives in Health and Health Care
This PhD-level course will focus on critical-social theories which have been applied to the health sciences in order to policitize and theorize health issues that traditionally have been taken for granted as unproblematic, such as caregiving, prevention, and professional practice. The course will focus on critical, neo-marxist, feminist, post-colonial, and post-structuralist frameworks. Students will be required to read classic texts and applied studies which utilized such approaches to discuss the key tenets of each theoretical framework. Course assignments will consist of explorations of the links between a particular theory and the student’s research topic. This course is offered through the Lawrence S. Bloomberg Faculty of Nursing. Course Outline