Developing a codebook is an important aspect of data analysis. The purpose of this exercise is to learn how to code data and to analyze qualitative data, as well as to display analysis. Students should be able to demonstrate that they have a firm understanding of what the data are telling them. This codebook should reflect students’ research questions and emerging ideas from their data. Students are required to code all interview transcripts and documents using the same techniques (process and pattern coding).
Students will submit their (a) codebook. The codebook should reflect a first and second cycle of coding of no less than 10 codes, a definition of the code, data that supports the code, inclusion/exclusion criteria - which means when that code is appropriate and when it is not – and notations for when codes overlap. Students must use pattern coding for their 2nd cycle technique. Please see Saldaña for assistance in using this strategy. The codebook should look like the table below:
Code
Definition
Inclusion/Exclusion
Criteria
Example from Text
(transcript/document)
Students must also submit (b) 1 paragraph rationale for each coding method indicated in the syllabus (1st [process] and 2nd [pattern] cycle) in the same document as the codebook (2 paragraphs in total). A rationale provides the reasoning for the appropriateness of the technique to your research. A quote from the text is insufficient reasoning; the student must describe why the particular coding strategy is appropriate for their research. See Saldaña for assistance.
The student will also submit an (c) analytical memo (1 page in length) with the coded transcript that inte
ogates the content of the completed transcript and analyzes it in light of preliminary assumptions regarding the research (i.e., “What do these data mean when I compare them to my beliefs and assumptions about this research topic? To my observations in the field? To theory and literature that relate to my topic [org, leadership, change, student development, learning, etc.]?”).
The purpose of this exercise is to learn how to synthesize data analysis into coherent findings and communicate them clearly, using data to support the description. Students are required to analyze their data to identify themes that emerged from the data analysis (process and pattern coding) and to write up those findings.
Two preliminary findings should be written up in a 2 – 3 page paper. Students must include data that supports the findings in complete quotations from transcripts and documents. However, summaries of data only are not appropriate.
Interview #1 With Zenab Eldreny
18:18:10 Hi, Zenab, Thank you for joining me.
18:18:41 I just wanted to ask your permission to record this.
18:18:46 I will be asking questions regarding my research paper. My topic is on How did Covid-19 affect Rowing University students and their mental health?
18:18:55 My sub-research questions are, What mental health support
18:18:59 Did the University provide to students or staff? How did Covid-19 affect your daily routine academically and professionally?
18:19:08 Yes, you have my permission.
18:19:12 So what were your thoughts when you first heard that the university was closing?
18:19:18 I was originally a hy
id student for the edd program, and that's because I primarily learned through discussion. Comment by Mona Taherisefat: “Learned”
18:19:30 So it was a little bit of a panic, because I was just starting the program and that was all of 2020. Comment by Mona Taherisefat: “Starting”
18:19:39 We had kind of gotten into the habit of zoom and everything.
18:19:44 But at the same time I knew that I’d be missing that link of hy
id learning. So it kind of made me really nervous like will I really be able to do? Comment by Mona Taherisefat: “Really Nervous”
18:19:58 This, and then, of course, being a first generation college students I was like I'm basically gonna be all alone.
18:20:08 So well, I won't have help I won't be at the writing center.
18:20:13 If I needed them. I won't have all the facilities that you know would be normally there.
18:20:22 So. of course, all of that was there. But I would definitely describe the peak, the feeling as being panic.
18:20:29 So when the University informed you that you had to return to campus, what were your thoughts and feelings?
18:20:37 Well from my understanding many of the original hy
id students became very comfortable with the online experience. Comment by Mona Taherisefat: “Understanding”
18:20:47 Many of them have actually transfe
ed to completely online. There was only 3 of us that were interested in hy
id when we have the chance to actually go back.
18:20:59 And the University felt it was just, you know, not financially feasible to have a professor on campus.
18:21:08 So as of now, we're all online.
18:21:16 Did the University provide you support in the pandemic.
18:21:18 So, for example, like relief funding, financial support, laptop technical support, like vaccines sites, testing sites.
18:21:31 Well, the daily student email, of course, has all that information.
18:21:43 There are grants and scholarships available you know, so those were available for you know anyone who needed it, and more.
18:21:58 So I felt that with the pandemic the professors helped the most.
18:22:11 So I know that some of my classmates actually had Covid during one of our major assignments and just having the grace, you know, to say just start writing your paper after you start feeling better or when we Comment by Mona Taherisefat: “Having The Grace” – Being Understanding
18:22:32 transitioned from completely in person to completely online. Having, again, the professors talk it through with us. Comment by Mona Taherisefat: “Transitioned”
18:22:45 Give us, you know their opinion, their hints to try this.
18:22:51 This might work better. Having them there, I think, was essential for me, because we were still trying to figure out that balance.
18:23:02 So grad school online. And then it was grad school and hy
id.
18:23:08 And all of these small little nuances, I guess just there. Their support was, you know, it was really important.
18:23:15 Do you think Covid-19 has affected your mental health?
18:23:32 Yeah. So during the pandemic I had a two-year-old. I was teaching online. I’m a mother of 6, 5 of which were zooming at the time we had
oadband. Comment by Mona Taherisefat: “Zooming”
18:23:48 Internet. We didn't even I mean we had dsl Internet.
18:23:51 We couldn’t have
oadband yet. I was paying T-Mobile an additional $50 a month so that they could put more data on my phone so I could actually teach and keep my job. And
18:24:09 I was basically rationing the Internet to my children. So it was like, Okay, Comment by Mona Taherisefat: “Rationing”
18:24:18 You don't use the internet and let them log on instead. Also my mother-in-law was staying with us.
18:24:32 And it was the third time she has come to visit us since I’ve been ma
ied and I’ve been ma
ied 15 years. Comment by Mona Taherisefat: “Ma
ied”
18:24:37 and because of the pandemic, it prolonged her visit. Comment by Mona Taherisefat: “Prolonged”
18:24:44 So a six-week visit turned into a year, and 3 months because the airports closed down.
18:24:56 The Embassy was closed, everything was closed, and that, of course, you know, it added a stress factor.
18:25:07 So postpartum, depression, pandemic, and additional guests.
18:25:15 It was a riot. My mental health was I want to say the worst it had ever been, and I’m still trying to help myself out of the hole that I was in at that time.
18:25:32 So did you seek any help or talk to someone?
18:25:39 Did you keep a journal to write your feelings in?
18:25:43 During this time I had to find my passion again so definitely teaching in person. Comment by Mona Taherisefat: “Passion”
18:25:53 Again, because I lost my passion. It got to the point where I had fatigue.
18:26:01 My doctor was telling me, turn off the computer, get off the screen for a while because I was on the computer all the time. Between teaching and planning and then doing my assignments and researching, reading my assignments. Comment by Mona Taherisefat: “Teaching and Planning and then Doing”
18:26:20 I was on the screen for 10 hours of day, and then start again tomo
ow.
18:26:30 It triggered migraines, so my doctor told me enough screens, but it wasn't feasible at the time, like I couldn't help the amount of time. Comment by Mona Taherisefat: “Triggered”
18:26:43 I was on the screen so definitely, that was mostly my 2020.
18:26:47 I also started to do crafts again. So I finally unboxed my cricuit box and started, you know, working with that. I would use it to create things for my kids, decorating various things at home, decorate according to the holidays. Comment by Mona Taherisefat: “Decorating”
18:27:08 I got my passion back for crafts again, and of course I have a super supportive family.
18:27:12 So I would pick up the phone and call a family member or friend, and just talk and talk and talk for hours about everything. Comment by Mona Taherisefat: “Talk” – express self
18:27:23 I’m sure it was a very difficult time for you. How did the exposure affect your daily routine? Did you also do zoom calls with your family so you could visually see each other?
18:27:34 How has your experience at the supermarket altered since the pandemic started?
18:27:40 I live in a really remote, area, where we have one really super small supermarket, and that's it.
18:27:55 We have a dollar general that opened during the pandemic.
18:27:59 But that was basically it, and because everybody knew everyone else like I know the people that work there.
18:28:10 It's pretty much like how are you doing but then when you hear that someone got sick.
18:28:13 It kind of like affects you personally, or like I wonder if they're okay, you know.
18:28:19 So when I didn't see them get back to work yet I would wo
y.
18:28:26 It's such a small community.
18:28:30 But more so I actually did not drive I want to say, for about 4 or 5 months, and that's really really crazy, because my commute to work is 40 min.
18:28:48 But during that time, because I was with the kids, and then, after we would shut down everything, I would start to cook, and then it leads to cleaning, and then after cleaning, and then you wash you rinse and repeat and you're doing Comment by Mona Taherisefat: “Start to cook” Comment by Mona Taherisefat: “Cleaning”
18:29:04 the same thing over and over, and over again. Then you can't go out and talk to anybody.
18:29:10 So that of course, you know definitely change