Virtual Research Learning Series to Offer Four More Courses Starting in August

Virtual Research Learning Series Offers Four Courses in August and September

The AERA Virtual Research Learning Series Continues with 

Four High-Quality, Interactive Courses

Register Now


All courses are from 1:00–5:00 p.m. EDT. | FEE $35
Live or On Demand Access

All courses register here
How to Write About Qualitative Research
Thursday, August 6, 2020
Marcus B. Weaver-Hightower, Virginia Tech
This interactive course aims to help beginning qualitative researchers—whether they are graduate students writing a qualitative dissertation or those learning qualitative methods so they can do mixed methods research—learn some of the key expectations, practices, and conventions of writing traditional qualitative research. The course focuses on writing, perhaps the least discussed topic in qualitative methods texts and courses. Participants will learn about, discuss, and practice the following key qualitative writing skills: Writing to Show You Were There; Writing About and With Qualitative Data; Writing Valid Qualitative Findings, Assertions, and Conclusions; Writing About Qualitative Methods; and Basic Revision Strategies. Although course participants can be relative beginners, they should have basic familiarity with qualitative research methodology and practices. Participants are encouraged to bring a small writing sample (or small sample of data) for group critique and discussion. The course will end with an open question-and-answer period to work on participants’ particular challenges with writing.

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Empowerment Evaluation
Wednesday, August 26, 2020
David M. Fetterman, Fetterman and Associates
This course will highlight how empowerment evaluation produces measurable outcomes with case examples ranging from high tech companies such as Google and Hewlett-Packard to work in rural Arkansas and squatter settlements in South Africa. Employing lecture, activities, demonstration, and discussion, the course will introduce participants to the theory, concepts, principles, and steps of empowerment evaluation as well as the technological tools to facilitate the approach. Empowerment evaluation builds program capacity and fosters program improvement. It teaches people to help themselves by learning how to evaluate their own programs. Key concepts include: a critical friend, cycles of reflection and action, and a community of learners. A dashboard is used to compare annual goals with quarterly progress.

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Using Factor Analysis for Survey Design and Validation
Tuesday, September 1, 2020
Katherine Picho, Howard University (course director)
Marie Plaisime, Howard University
This interactive course provides a primer on survey development and the use of factor analysis to validate surveys. It is intended for educators (including administrators) and researchers at all levels, from novice to more experienced, who are either developing, implementing, or contemplating the use of questionnaires for research, program evaluation, or educational purposes. This course expounds on exploratory factor analysis as a crucial tool in the instrument validation process. It includes interactive presentations, small-group activities to practice skills, useful resource materials, and time for discussion with the instructor. Attendees will need access to SPSS or Stata.

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Co-Decolonizing Research Methods: Toward Research Sustaining Indigenous and ‘Other’ Community Engaged Ways of Knowing
Tuesday, September 15, 2020
Lorri Many Rivers Johnson Santamaría, Mixteco
Indígena Community Organizing Project (MICOP)
(course director)
  Cristina Corrine Santamaría Graff, Indiana
University—Purdue University at Indianapolis
For those interested or engaged in research produced by or serving Indigenous peoples or people of Color in the United States directly or indirectly impacted by colonization, this course provides a way forward toward authentic collaboration with stakeholders and interested parties. An interactive course, it features lecture, group work, and direct interactions with Mixteco/Indígena community members who are active researchers serving their community as part of an authentic collaboration with state and county funding partners. Latinx and Black/African American parents of children with dis/abilities in Indiana will also share university/community-based co-created research efforts serving their communities. The course aims to increase participants’ opportunities to co-plan, reenvision, and co-create collaborative research opportunities with community stakeholders and organizations representative of multilingual, migrant, Indigenous, Latinx, Black/African American, and dis/ability perspectives. Participants will leave the course able to (1) reframe notions of traditional research; (2) understand the importance of sacred space and “being” with communities pre-inquiry; (3) support communities’ identification of community-serving research needs, questions, and approaches; (4) co-create thought forms by sharing traditional research methods—allowing for adaptation, change, or innovation; and (5) facilitate community-engaged research methods and efforts. The ideal audience for this course includes graduate students, active researchers, and community members such as women and underrepresented minoritized people interested in shifting power differentials in collaborative research. There are no prerequisite skills or knowledge required. Potential assignments include three readings made available by email to registrants prior to the course.

Download the Course Flyer
Learn about all nine courses in the series 

George L. Wimberly, Ph.D.
Virtual Research Learning Series, Director
For more information please contact