Education

Course Schedule

Academic Holiday

MLK Holiday

Conference Room
January 18, 2016 9:00 AM - 5:45 PM

Spring Break Begins

Conference Room
March 14, 2016 9:00 AM - 5:00 PM

Qualitative Analysis

QRSI: Fundamentals of Qualitative Research

Johnny Saldaña

"Fundamentals of Qualitative Research" is an intensive two-day introductory overview of basic approaches to and methods for qualitative inquiry. Course content will be adapted from Saldaña's textbook, Fundamentals of Qualitative Research (Oxford University Press, 2011).

Major topics addressed will include: (1) genres, elements, and styles of qualitative research; (2) a survey of qualitative data collection methods; (3) qualitative research design; (4) a survey of qualitative data analytic methods; and (5) writing and presenting qualitative research. Multiple practical and on-your-feet activities will be included throughout the course to provide students experiential knowledge of the subject.

Novices to qualitative inquiry will benefit from this course by gaining literacy and workshop experience in the basic methods of qualitative research for future study and application.

Experienced qualitative researchers may benefit from this course by refreshing their knowledge bases of methods, plus observing how introductory material is approached with novices for future classroom teaching applications.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 27 - 28, 2015

QRSI: Implementation Research: Using Qualitative Research Methods to Improve Policy and Practice

Alison Hamilton

Implementation research aims to integrate research findings into policy and practice. In order to improve the quality and effectiveness of routine practice, implementation researchers collect qualitative data about the everyday behaviors and beliefs of practitioners and other professionals, stakeholders, and recipients of services. During data collection, special attention is paid to factors that both facilitate and impede effective execution and implementation of major programs and service delivery. The end goal is to increase the likelihood of uptake, adoption, implementation, and sustainability of evidence-based practices.

To provide fundamental knowledge and skill to help facilitate your own work, the course walks through critical components of building and carrying out an implementation research project:
- Developing appropriate implementation research questions and specific aims
- Selecting conceptual models
- Strategizing about study design
- Determining appropriate, feasible qualitative data collection methods
- Executing qualitative analytic strategies
- Generating timely and impactful implementation research products

The application of methodological concepts will be illustrated via examples from implementation research in the context of varied settings such as healthcare organizations, educational institutions, and communities.

Participants will be provided with materials and bibliographies to support the practice of qualitative methods in implementation research.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 27 - 28, 2015

QRSI: Making Claims and Building Theory in Qualitative Inquiry

Sarah Tracy

The course highlights everyday approaches used by qualitative researchers to enrich theory and practice as they move from research questions, to coding, to making claims and building theory from qualitative data. Making claims and building theory involve moving from isolated topics to generating meaning among these topics. This process means moving from flat analysis to connections that will capture our attention. We will discuss how to combine these strategies to craft work that is engaging and appealing to target audiences. This course will benefit those new to qualitative methods as well as those experienced who want to take their analyses to a deeper level or learn new techniques for teaching qualitative interpretation and analysis.

Course participants will:

1. Receive worksheets to assist in claim making and theory building.

2. Leave the seminar understanding 8 specific strategies for creating and deepening claims.

3. Learn a “formula” for making claims and theory.

4. Become acquainted with a phronetic (common sense), iterative analysis approach.

5. Practice claim-making and theory-building techniques on their own data or data the instructor will provide.

6. Learn tips for crafting engaging presentations and written products.

Resources for this workshop will come, in part, from Tracy’s Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact (Wiley, 2013).

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 27 - 28, 2015

QRSI: Progressing with Grounded Theory

Kathy Charmaz

Qualitative researchers often experience common problems such as getting lost after collecting and coding data, overlooking possibilities for developing their ideas, and producing disjointed and mundane reports. Grounded theory methods help you expedite analyzing your data and writing your report. This class takes basic grounded theory principles to the next step of increasing the incisiveness, creativity, and clarity of your work. Our purpose is to help you retain the flexibility of grounded theory while furthering the conceptual depth and scope of your analyses. We will emphasize how to (1) develop and recognize powerful codes, (2) strengthen your emergent categories, (3) integrate these categories into a coherent narrative, and (4) write a compelling report.

Familiarity with basic grounded theory strategies is advised. Grounded theory is a general method and its strategies of qualitative coding and memo-writing have been widely adopted by qualitative researchers of all kinds. This class best serves participants who are in the midst of a project or have engaged in qualitative coding and memo writing for an earlier study.

Qualitative reportage relies on art and science—image and analysis. Yet analysis does not stop when we write our reports. We will briefly discuss how to create an artful rendering of your work that increases the power of your analysis. We will also cover strategies for developing arguments, writing literature reviews and theoretical frameworks, and constructing abstracts, titles, and introductions. The last session focuses on choosing journals and publishing houses, preparing your manuscript for submission, and working with editors and reviewers.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 27 - 28, 2015

QRSI: Quantitative Primer for the Qualitative Researcher

Kevin Swartout

Communicating research findings is storytelling; some stories are supported by qualitative data, some are supported by numbers, some by both. This course is for qualitative researchers who want to consume quantitative or mixed-methods research or incorporate quantitative methods into their scholarship. Rather than furthering the misguided rivalry between inquiries, this course will focus on the shared principles. This approach will position researchers to determine patterns and draw integrated conclusions across analyses and across a literature. We will identify basic quantitative principles, assumptions, and practices and give examples and tips for practice. We will also briefly address the application and decision making guidelines for quantifying qualitative data (e.g., frequencies, cross-tabs, and percentage distributions). All toward the goal of telling better stories.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 27 - 28, 2015

QRSI: Crafting Phenomenological Research: How Phenomena Can Take Shape in Various Contexts

Mark Vagle

Phenomenology is a way for qualitative researchers to look at what we usually look through. It means being profoundly present in our research encounters, to leave no stone unturned, to slow down in order to open up, to dwell with our surroundings, and to know that there is “never nothing going on.” Because the philosophical ideas that underpin phenomenology can be abstract and sometimes elusive, this course will communicate these topics as concretely as possible. That is, the course will provide techniques, tools, and strategies for cultivating a phenomenology. We will use examples, anecdotes, and exercises to work through and navigate the craft.

To learn about phenomenological research approaches, we will experience a series of data collection tools and strategies such as going on “phenomenology walks,” writing about lived experiences, and interviewing one another. We will explore Vagle’s five-component methodological process for conducting post-intentional phenomenological research—working to make sense of how our phenomena might take shape in various contexts:

1. Identify a phenomenon in its multiple, partial, and varied contexts.

2. Devise a clear, yet flexible process for gathering data appropriate for the phenomenon under investigation.

3. Make a post–reflexivity plan.

4. Read and write your way through your data in a systematic, responsive manner.

5. Craft a text that captures tentative manifestations of the phenomenon in its multiple, partial, and varied contexts.

Finally, we will explore conventional and less-conventional ways to write up our research.

A wide variety of methodological and philosophical texts and examples of phenomenological studies will be on hand for participants to read and discuss during the course. The course is based on Vagle’s book by the same name, Crafting Phenomenological Research (Left Coast Press, 2014).

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 27 - 28, 2015

QRSI: Because It Was Qualitative: How to Build Unapologetic Arguments for the Strength of Our Work

Tony Adams, Alison Hamilton and Ray Maietta

This course is founded on the premise that qualitative inquiry is unique, powerful, and necessary. The course presents unapologetic arguments for the strength of our work as qualitative experts and offers concrete tips and approaches to qualitative practice. Adams, Hamilton, and Maietta will use a combination of their own work and their favorite qualitative work in autoethnography, in-depth interviews, focus groups, and evaluation to equip you with the skills and language to become a vocal advocate for your qualitative contributions and the qualitative work you consume and share with others.

To accomplish this goal, these 4 principles must guide how you engage, evaluate and present qualitative work:

  • The strategies you use to carry out your project must align with your project questions and goals.
  • You must verify the quality of your work DURING data collection and analysis.
  • The presentation of your work must be lucid and compelling.
  • a. You must effectively build and tell your qualitative story using your data to discover and communicate your message(s)
  • You must make a useful contribution
  • a. to practice
    b. to theory
    c. to future research

Together we will review how others have accomplished these goals and help to ensure you do so as you move forward with your qualitative projects.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Date: July 29, 2015

QRSI: Building a Codebook and Writing Memos

Paul Mihas

This course focuses on developing codes and integrating memo writing into a larger analytic process. Coding and memo writing function as simultaneous and fluid tasks that occur during actively reviewing of interviews, focus groups, and multi-media data. We will discuss deductive and inductive codes and how a codebook can evolve, that is, how codes can emerge and shift unexpectedly during analysis. Managing codes also includes developing code connections and possible hierarchies, identifying code “constellations,” and building multidimensional themes. Our discussion of codes will include the following topics:

• The importance of code names and definitions

• Deductive, inductive, and thematic codes

• How many codes are too many?

• How broad or specific should codes be?

Memos function as deep reflections that capture nuanced thoughts and cumulative reactions to data. Memo writing strategies help us capture analytical thinking, inscribed meaning, and cumulative evidence for emerging meaning. Memos can also resemble early writing for reports, articles, chapters, and other forms of presentation. Researchers can also mine memos for codes and incorporate memos in building evocative themes and theory. The following types of memos and memo-writing will be discussed in an effort to offer strategies to begin applying these techniques to your own work: holistic memos, positionality memos, statement memos, thematic memos, and memos that engage critical data segments.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Date: July 29, 2015

QRSI: Creating Credible, Vivid, and Persuasive Qualitative Stories: Research As Performance

Johnny Saldaña

An arts-based approach can enrich our understanding of how people experience their worlds. When the audiences of our research hear poems and see plays that portray the themes and meanings in our data, they witness the power of nuance and the integrated nature of qualitative findings. Our audiences become more present in our story telling and are more likely to absorb the multi-dimensional messages we convey.

Johnny Saldaña, one of the best known practitioners of this research tradition, will guide participants through improvisational and writing exercises to explore how dramatic texts add credibility and make presentations more vivid and persuasive. These skills will help researchers document and represent fieldwork ranging from education to health care.

The course will also provide a literature review of exemplary play scripts and videos in research-based theatre; methods of dramatizing field notes and adapting interview transcripts; and the developmental process of autoethnographic monologues. Throughout, Saldaña emphasizes the vital importance of creating good theatre as well as good research for impact on an audience and performers.

Key figures in qualitative inquiry, Norman Denzin and Yvonna Lincoln, endorse the arts-based research techniques outlined and supported in this course as a powerful way for ethnographers to interrogate and represent the meanings of lived experiences.

No prior theatre or performance experience is needed to participate in this workshop.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Date: July 29, 2-15

QRSI: Eight Criteria for Creating Quality in Qualitative Research

Sarah Tracy

This workshop presents a parsimonious “big tent” model* of eight key markers of quality in qualitative research including:

  • Worthy Topic: Craft a topic that is heard as relevant, timely, significant and interesting to core audiences
  • Rich Rigor: Create rich rigor through using sufficient, abundant, appropriate, and complex theories, data, constructs, and analysis processes
  • Sincerity: Communicate sincerity by being self-reflexive and transparent
  • Credibility: Mark credibility through thick description, triangulation, crystallization, multivocality, and member reflections
  • Resonance: Fashion resonant research that influences and moves audiences through aesthetic representation, naturalistic generalization, and transferable findings
  • Significant Contribution: Develop a significant contribution—theoretically, practically, morally, methodologically, and heuristically
  • Ethics: Practice qualitative ethics–including procedural, situational, relational, and exiting considerations
  • Meaningful Coherence: Create meaningful coherence by interconnecting literature, research questions, findings and interpretations so that they fit together, cohere with the study’s goals, and connect with the audience’s expectations
This workshop is ideal for researchers, grant-writers, and instructors of qualitative methods—both those new to these areas as well as those who are experienced. This eight-point conceptualization offers a useful pedagogical model, a guide for evaluation, and a common language of qualitative best practices that can be recognized as integral by a variety of audiences.

*This model is based upon the conceptualization developed in journal article: Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16, 837-851 and as elucidated in Tracy’s Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Date: July 29, 2015

QRSI: Learning from Lived Experience: How We Can Study the World as It Is Lived

Mark Vagle

This workshop will explore what “lived experience” means for qualitative researchers and how we can study the world as it is lived, not the world as it is measured, transformed, represented, correlated, and broken down. In paying close attention to lived experience, we are interested in the felt and sensed aspects of our and our participants’ experiences, as well as the contextual aspects in which these experiences are lived. How can we listen to and make sense of this significance and use it in our qualitative research?

We will identify lived experiences that we are interested in studying and use theoretical tools from phenomenological traditions to explore how we can open up, wonder about, and understand these experiences more deeply. We will treat theorizing as an active and generative process of exploration.

We will also put these theoretical tools to use in our data collection processes—focusing on observing and interviewing lived experiences. As a concrete example, we will spend time exploring how various visual and popular media can serve as data for studying lived experience. With data from some of Vagle’s current studies of social class lived experiences in schools and communities, we will further practice data analysis using the theoretical tools we have learned. Participants are also encouraged to bring their own data and/or research ideas so they can apply these tools and techniques to their work.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Date: July 29, 2015

QRSI: Publishing Qualitative Research

George Noblit

Qualitative research is a social practice that yields knowledge and understanding. To paraphrase Clifford Geertz, it involves “being there and writing here.”

This workshop will engage participants in a set of six processes to prepare for publishing qualitative research—both as journal articles and as books. These include:

1. Framing the study for publication -- examining the history of ideas in your field of study and recognizing a study’s potential.

2. Decoding journals and fields of study -- Knowing your audience both in terms of the intellectual field in which your study is to be situated and knowing the journals which are potential publication outlets.

3. Finding your voice -- Knowing what you found and how you found it is the first step in writing for publication, but the real tricks involve processes of finding your voice and becoming a literary researcher.

4. Reduction and Elaboration -- Qualitative studies are not naturally article length. Quite often they are too involved for a single article and not enough for a full book. Ironically, cutting down a study’s focus usually requires that more be said about some elements of the process and substance. Thus we must use processes of reduction and elaboration. In this, it is often helpful to find a template publication that helps organize and limit what needs to be said.

5. Surviving the review process -- Getting published either as a book or article involves being able to anticipate peer reviews. This requires the capability to take on a reviewer’s perspective, anticipating critiques, and thinking through alternative explanations.

6. Capturing an audience and Claiming a market - Writing books is about capturing an audience and claiming a market. To prepare for this, we will decode book proposal guides from publishers and practice selling a book idea. We will examine some qualitative books to discern: How a book is different from an article.

It will help if participants bring an existing study or study idea to be thought through, and ground our discussions.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Date: July 29, 2-15

QRSI: Coding and Analyzing Qualitative Data

Johnny Saldaña

This two-day workshop focuses on a range of selected methods of coding qualitative data for analytic outcomes that includes patterns, categories, themes, processes, and causation. The course will also touch upon how these methods fit with or differ from coding strategies in grounded theory and phenomenology.

The workshop will address:

• Various coding methods for qualitative data (interview transcripts, field notes, documents)

• Analytic memo and vignette writing

• Heuristics for thinking qualitatively and analytically

Manual (hard copy) coding will be emphasized with a discussion of available analytic software for future use. Workshop content is derived from Saldaña’s The Coding Manual for Qualitative Researchers (2nd ed., Sage Publications, 2013).

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 30 - 31, 2015

QRSI: Doing Qualitative Research Online

Tony Adams and Kevin Swartout

Millions of people use the internet to communicate every day; this trend will only accelerate with the proliferation of online applications (e.g., Reddit, Facebook, virtual communities such as SecondLife) and with the availability of portable, internet-enabled devices such as smartphones and tablets.

This course will address issues inherent to qualitative research and data analysis as collected, gathered and/or retrieved from online applications. Topics will include myths, strengths, and limitations of using the internet for/in research, analyzing qualitative data garnered from online settings, and designing and evaluating qualitative projects that use online components. Throughout, examples will be given from the instructors’ own research with traditional websites, social media, and other online contexts.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 30 - 31, 2015

QRSI: Engaging Intensive Interviews

Kathy Charmaz

Interviewing is the most common method of data collection in qualitative inquiry. It has sparked much debate and discussion yet researchers have given relatively little concrete advice about how to develop effective interviewing skills. The purpose of this class is to give you a foundation for building skills to engage in mindful interviewing practice. We will take a collaborative approach to learning about interviewing and developing interviewing skills in a supportive environment.

Intensive interviewing is both a method and an intimate form of human connection seldom experienced between relative strangers. The interview experience can be revelatory and transformative for both the researcher and research participant. Yet because interviewing is a contested method, I will briefly outline criticisms of it. We will address questions of ethics, meaning, reflexivity, and co-construction of data and discuss complex situations that can occur when researchers interview people across racial, class, age, and gender divides. However, our main emphases will be on (1) constructing, ordering, and asking good in-depth interview questions and (2) being fully present while conducting the interview.

To start, we will work on constructing an interview guide with well-designed and paced questions. If you can create a good interview guide, you will become more attuned to how and when to ask to questions—even if you don’t use your interview guide. You will also become more sensitive to how research participants might think, feel, and respond to your questions. The class will give you opportunities to devise sample interview questions on a topic of your choice, conduct a short practice interview, and experience the interview process as a research participant. In this class, learning relies on direct experience, collaborative efforts, congenial interaction, and constructive feedback. We will have great fun engaging intensive interviews!

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 30 - 31, 2015

QRSI: Engaging Theory in Qualitative Analysis and Interpretation

George W. Noblit

The role of theory in qualitative research has changed and theory is now understood as a lens through which to interpret qualitative data. This approach has been called “theorizing” qualitative data. Theorizing explicates what can be said from a data set. In theorizing, substantive theories combine with reflection and researcher positionality to yield a reading of the data. Instead of testing theories, researchers use and critique them for their applicability as explanations and interpretations. Theorizing can be accomplished in various ways. Three common ways are:

1. Searching for alternative interpretations

2. Determining what is not analyzed by the theory

3. Conducting a more inductive, emic or grounded theory type analysis.

Each of these approaches focus on what is not accounted for by the theorizing. By comparing what results from each approach with the theorized account, we can gain or lose confidence in the trustworthiness of the theorized account.

Throughout the workshop, we will engage several exercises to practice theorizing:

• We begin with a reminder exercise involving coding.

• We will examine select theories, including theories used in applied and practice settings.

• In groups, we will develop the key concepts and logics to be used for a chosen theory or two and prepare a “theorizing guide” for each theory.

o We will then return to read and code the data using each theory in turn.

• We will then use a “theorized account writing guide” to write short accounts of our theoretical readings of data.

• Participants will compare the theorized accounts with alternative interpretations.

• Our group activities will end with participants “performing” a theorized account. These presentations will employ a readers’ theatre format where participants create a script using the guides completed during the session.

There are no prerequisites for this workshop and no prior knowledge of theory is necessary.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 30 - 31, 2015

QRSI: Mixed Methods: Bridging Qualitative and Quantitative Methods and Results

Alison Hamilton

A researcher or research team pursues a mixed methods approach to understand a given topic or phenomenon more deeply when numbers or stories alone do not provide a complete picture. Combining qualitative and quantitative approaches can enhance conversations about theory and/or inform the evolution of practice and policy. This complex and demanding research paradigm requires knowledge, skill, and expertise in quantitative and qualitative methods, as well as the art of carefully integrating the approaches to and findings from each mode of inquiry.

This course focuses on strategies, tips, and best practices to accomplish this integration in accessible and effective ways, including:

• Rationales to guide decision making related to study design and execution. For example:
- Will the qualitative and quantitative data collection efforts occur concurrently or sequentially, and why?
- Will either the qualitative or quantitative be privileged or will each contribute equally to answering the research questions and generating the project’s final products?
- How much time will be allocated to integration and/or subsequent data collection phases, and what factors will contribute to the timing and phasing?
- What expertise and resources are needed?
- What are the priority end products and how does the integrated analytic plan lead to those products?

• Conceptual, theoretical, and/or logic models as roadmaps to set the stage for and guide integration.

• Design and analytic strategies that advance frameworks and processes of connecting, building, merging, embedding, and bridging. For example:
- The power and role of using data displays and visual diagramming during the analytic process, e.g., side-by-side comparisons, integrated matrices, joint displays.

• Qualities of good reporting and attributes of good mixed methods articles.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 30 - 31, 2015

QRSI: Writing Effective Qualitative and Mixed Methods Proposals

Margarete Sandelowski

The focus of this course is on concrete, this-is-how-you-might/should-say-it strategies for designing and writing competitive qualitative and mixed-methods research proposals. Qualitative and mixed-methods research proposals are exercises in artful and mindful design, verbal precision, imaginative and informed rehearsal, elegant expression, and strategic disarmament. We will cover principles generic to proposals, and specific ways to communicate the significance, conceptual framing, methodological details (sampling and data collection and analysis plans, plans for optimizing validity and human subjects protections) of, and budget and budget justification for, the planned study. We will also cover strategies for addressing those aspects of qualitative and mixed-methods research designs likely to arouse the most concern among reviewers less familiar with them, most notably the purposeful sampling frame and generalizability of study findings. This course is appropriate for graduate students and faculty in the practice disciplines (e.g., clinical psychology, education, medicine, nursing, public health, social work) as well as researchers from other fields of study (e.g., sociology, anthropology).

In addition to didactic instruction, handouts, and a suggested reference list, the course will include an interactive session where participants will have the opportunity, as time permits, to ask questions about their own proposals for problem solving.

To register, go to http://researchtalk.com/qrsi-2015.

Carolina Inn
Dates: July 30 - 31, 2015

ICPSR - Introduction to Mixed Methods Research

Kathy Collins

The term mixed methods research (MMR) refers to application and integration of qualitative and quantitative approaches at one or more stages of the research process. The purpose of this three-day interactive course is to introduce to new (e.g., doctoral students, junior faculty) and seasoned (i.e., limited experience conducting MMR) researchers an array of conceptual strategies and practical techniques for formulating, planning, and implementing a single MMR study or program of studies. We will discuss definitions of MMR, objectives, purposes and rationales for conducting a MMR study, writing MMR questions, and techniques for collecting, analyzing, and integrating qualitative and quantitative data. Frameworks and heuristics for developing a MMR design that fits the research question(s), selecting/constructing a mixed sampling design, and applying quality criteria throughout a MMR study will be emphasized. The course also will cover approaches for applying guidelines when reporting results and publishing tips for writing a MMR article. Interspersed throughout the course will be interactive small group activities to engage the participants in the iterative process of conducting MMR. These activities will be structured as breakout groups, and they will be followed by whole group discussion led by the presenter. Participants are encouraged to bring to the course their own MMR project, such as a dissertation prospectus, funding proposal, an idea for a single study, or plans for implementing a program of research.

Prerequisites: Prior experience with MMR is not a prerequisite. Extensive introductory course materials will be provided.

Fee: Members = $1300; Non-members = $2600

For registration details, click here.

Davis 247

Dates: 8/5/15 - 8/7/15
Times: 9:00am - 5:00pm

ICSPR - Qualitative Research Methods

Paul Mihas
This workshop presents strategies for analyzing and making sense of qualitative data. Both descriptive and interpretive qualitative studies will be discussed, as will more defined qualitative approaches such as grounded theory, narrative analysis, and case study. The course will briefly cover research design and data collection but will largely focus on analysis. In particular, we will consider how researchers develop codes and integrate memo writing into a larger analytic process. The purpose of coding is to provide a focus to qualitative analysis; it is critical to have a handle on your coding practices as you move deeper into analysis. The course will present coding and memo writing as concurrent tasks that occur during an active review of interviews, documents, focus groups, and/or multi-media data. We will discuss deductive and inductive coding and how a codebook evolves, that is, how codes might emerge and shift during analysis. Managing codes includes developing code hierarchies, identifying code ?constellations,? and building multidimensional themes. The class will present memo writing as a strategy for capturing analytical thinking, inscribed meaning, and cumulative evidence for emerging meaning. Memos can also resemble early writing for reports, articles, chapters, and other forms of presentation. Researchers can also mine memos for codes and use memos to build evocative themes and theory. Coding and memo writing are discussed in the context of data-driven qualitative research beginning with design and moving toward presentation of findings. One module of the course will be devoted to learning a qualitative analysis software package, ATLAS.ti. The methods discussed in the course will be applicable to qualitative studies in a range of fields, including the behavioral sciences, social sciences, health sciences, and business.

Fee: Members = $1300; Non-members = $2600

For registration details, click here.

Davis 3010

Dates: 8/10/15 - 8/14/15
Times: 9:00am - 5:00pm

ATLAS.ti 7 Introductory Hands-on Workshop

Paul Mihas

This hands-on short course will illustrate the capabilities of ATLAS.ti 7, a software program for coding and interpreting qualitative text. It provides a network editor that allows you to graphically display and examine the hierarchical and relational connections among your codes. ATLAS.ti provides numerous options for attaching memos and comments to text segments, documents, and codes.

No registration required. This course will be held on October 5 and repeated on October 8.

For further information, please contact Paul Mihas.

Click here for a course handout.


3010 Davis Library
October 05, 2015 2:00 PM - 4:30 PM
October 08, 2015 2:00 PM - 4:30 PM

Quantitative Analysis

ICPSR - Analyzing Social Networks: An Introduction

Doug Steinley
Network analysis focuses on relationships between or among social entities. It is used widely in the social and behavioral sciences, as well as in political science, economics, organizational studies, behavioral biology, and industrial engineering. The social network perspective, which will be taught in this workshop, has been developed over the last sixty years by researchers in psychology, sociology, and anthropology. The social network paradigm is gaining recognition in the social and behavioral sciences as the theoretical basis for examining social structures. This basis has been clearly defined and the paradigm convincingly applied to important substantive problems. However, the paradigm requires concepts and analytic tools beyond those provided by standard quantitative (particularly, statistical) methods. This five day workshop covers those concepts and tools. The course will present an introduction to concepts, methods, and applications of social network analysis drawn from the social and behavioral sciences. The primary focus of these methods is the analysis of relational data measured on groups of social actors. Topics include an introduction to graph theory and the use of directed graphs to study actor interrelations; structural and locational properties of actors, such as centrality, prestige, and prominence; subgroups and cliques; equivalence of actors, including structural equivalence, blockmodels, and an introduction to relational algebras; an introduction to local analyses, including dyadic and triadic analyses; and an introduction to statistical analyses, using models such as p1 and exponential random graph models. The workshop will use several common software packages for network analysis: UCINET, Pajek, NetDraw, and STOCNET

Fee: Members = $1500; Non-members = $3000

For registration details, click here.

Davis 219

Dates: 8/10/15 - 8/14/15
Times: 9:00am - 5:00pm

Introduction to Structural Equation Models (SEM)

Nick Wagner

This three-hour short course, offered over two mornings, provides a brief introduction to structural equation models (SEMs) for individuals who have little to no experience with the topic. Upon completion of the course, participants will have an introductory understanding of the major types of SEMs and the basic steps involved in their estimation. The majority of our time will be spent on concepts that aid the interpretation of SEMs in a research context such as basic terminology, fit indices, and model parameters. Basic examples of SEM estimation will be provided using Mplus. However, this course is not intended to be a hands-on introduction to SEM software. An understanding of matrix algebra is not necessary but participants should have a good handle on linear regression analysis.

Class handout

No registration required. UNC students, faculty, and staff will need to show their UNC OneCard.

For more information, contact Nick Wagner


Davis 219
Dates: October 21 - 22, 2015

Times: 2:00pm - 3:30pm

Data Matters: Data Science Short Course Series

Details TBD
Friday Center
June 20, 2016 9:00 AM - 5:00 PM
June 21, 2016 9:00 AM - 5:00 PM
June 22, 2016 9:00 AM - 5:00 PM
June 23, 2016 9:00 AM - 5:00 PM
June 24, 2016 9:00 AM - 5:00 PM

Spatial Analysis

QGIS

Scott Madry

This will be the first of two, 2-hour hands-on workshops using the QGIS and GRASS open source GIS packages. This first workshop will begin with an overall introduction to the “OSGEO Stack” of open source GIS tools, including QGIS, GRASS, R and other tools. Then we will explore the QGIS software, which can run on Windows, Mac or Linux environments, and includes vector, raster, georegistration, cartographic production and other capabilities, all using ESRI shapefiles as the basic data structure.

There is no fee for this course.


No registration required. UNC students, faculty, and staff will need to show their UNC OneCard.


Davis 247
Date: October 21, 2015

Times: 10:00am - 12:00pm

GRASS GIS

Scott Madry

The second 2-hour workshop will cover the GRASS GIS package, which is included in the QGIS download and can be used either as a set of integrated tools in the QGIS environment, or run as the stand-alone GRASS package. GRASS is the original open source GIS package, and is a very powerful and integrated GIS, image processing, spatial analysis, visualization and modeling environment. The first hour of the workshop will use GRASS within the QGIS environment, where data can be used as GRASS files in the same environment as QGIS shapefiles, and can be converted easily between the two. In the second hour we will use GRASS in its stand-alone configuration.

Extensive, hands-on exercises that can be continued after the workshops will be made available, as well as information on how to download the software and training datasets, and other resources.

No registration required. UNC students, faculty, and staff will need to show their UNC OneCard.


Davis 247
Date: October 26, 2015

Times: 10:00am - 12:00pm

Survey Research

Visual Design: A Hands-On Approach

Don Dillman

This course focuses on how and why words, numbers, symbols and graphics independently and jointly influence answers to questions in Internet and paper surveys. It begins with theoretical background on why and how the visual aspects of questions are interpreted by respondents and guide their reading and comprehension of meaning. Applications of the theory and research to designing individual person and establishment surveys in ways that improve their usability for respondents will be provided. The course includes a discussion of the substantial implications these ideas have for the design of mixed-mode surveys in which some respondents are asked to report aurally (e.g. telephone) and others are asked to complete visually communicated (web or mail) survey questions. The substantial visual design challenges researchers are now facing with designing questions for smartphones will be discussed as part of the mixed-mode design issues that must be addressed in many surveys.

THE INSTRUCTOR
This course will be taught by Don A. Dillman, Regents Professor in the Departments of Sociology and the Social and Economic Sciences Research Center at Washington State University in Pullman. Dillman is a past-president of the American Association for Public Research and also served as the Senior Survey Methodologist at the U.S. Census Bureau (1991-1995) where he provided leadership for introducing respondent friendly design into the Decennial Census and other government surveys. His 2014 book (with Jolene Smyth and Leah Christian), "Phone, Internet, Mail and Mixed-Mode Surveys: the Tailored Design" (John Wiley: Hoboken NJ, 2014) provides background for the visual design and survey implementation recommendations provided in this short course.

This course will count as 7.0 CPSM short course credit hours.

Registration Fees:

  • CPSM Students - $30
  • UNC Students - $45
  • Other - $60

    To Register, click here


    If you have any questions, please contact Jill Stevens at jill_stevens@unc.edu

    * Cancellation/ Refund Policy: A full refund will be given to those who cancel their registration no later than 10 days prior to the course. If you cancel within the 10 days prior to the class, no refund will be given. Please allow 30 days to receive your refund.
    * Waitlist/ Walk-ins: There may be a waitlist for the courses. Walk-ins will not be accepted. Each attendee must register and pay prior to 3 days before the start of the course.

    Davis 219
    Date: August 27, 2015

    Time: 9:00am - 4:30pm

    Executing Your Survey Research Project

    Katie Clark

    This workshop series will provide guidance to participants conducting survey research for their dissertation, thesis, or other project. Each week the workshop will focus on a topic and provide instruction, group discussion and an opportunity for participants to complete a worksheet or review handouts. The worksheets and handouts are tangible products that will help guide participants to execute their survey research. The series will provide information that can be applied to web or paper surveys. There are no prerequisites to this workshop series and participants are encouraged to bring any materials they have already developed for their project.

    Workshop 1: Creating a Timeline for Success and a Data Analysis Plan
    Workshop 2: Data Collection Considerations and Data Management Plans
    Workshop 3: Questionnaire Development
    Workshop 4: Qualtrics Overview
    Workshop 5: Paper Surveys and Pretesting and Piloting Surveys (web and paper)
    Workshop 6: Institutional Review Board and Protecting Human Subjects
    Workshop 7: Data Cleaning, Analysis, and Archiving

    To Register, click here

    Registration Fees:

  • UNC Students - $85
  • UNC Faculty and Staff - $195
  • Other - $295

    If you have any questions, please contact Teresa Edwards at teresa_edwards@unc.edu

    * Cancellation/ Refund Policy: A full refund will be given to those who cancel their registration no later than 10 days prior to the course. If you cancel within the 10 days prior to the class, no refund will be given. Please allow 30 days to receive your refund.
    * Waitlist/ Walk-ins: There may be a waitlist for the courses. Walk-ins will not be accepted. Each attendee must register and pay prior to 3 days before the start of the course.


    Davis 219
    Dates: 9/2/15, 9/9/15, 9/16/15, 9/23/15, 9/30/15, 10/7/14, 10/14/15

    Times: 2:00pm - 4:30pm

    Nonresponse from the Total Survey Error Perspective: An Overview

    Paul Biemer
    The Total Survey Error (TSE) paradigm embodies the best principles, strategies, and approaches for minimizing the survey error from all sources within time, costs, and other constraints that can be imposed on the survey. This approach can be viewed as resting on the four pillars of survey methodology: survey design, implementation, evaluation, and data analysis. This course provides an overview of the TSE paradigm as it applies to one critical source of error: nonresponse. Structured around these four pillars, the course presents the best methods and lessons learned for dealing with nonresponse in survey, data collection, data analysis and evaluation. The survey focuses particularly on the interactions of response mechanism with other error sources and how nonresponse interventions can lead to unintended consequences for TSE.

    This class will be count for 4.0 CPSM short course credit hours.

    Registration Fees:

  • CPSM Students - $20
  • UNC Students - $35
  • Other - $45

    To Register, click here


    If you have any questions, please contact Jill Stevens at jill_stevens@unc.edu

    * Cancellation/ Refund Policy: A full refund will be given to those who cancel their registration no later than 10 days prior to the course. If you cancel within the 10 days prior to the class, no refund will be given. Please allow 30 days to receive your refund.
    * Waitlist/ Walk-ins: There may be a waitlist for the courses. Walk-ins will not be accepted. Each attendee must register and pay prior to 3 days before the start of the course.

    Davis 219
    Date: September 24, 2015

    Times: 9:00am - 1:00pm

    Cognitive Interviewing: A Hands-On Approach

    Gordon Willis

    National Cancer Institute, National Institutes of Health
    Joint Program in Survey Methodology, University of Maryland/University of Michigan

    Cognitive interviewing has become a very popular method for pretesting and evaluating survey questionnaires. The current approach favored by Federal laboratories and private research institutions mainly emphasizes the use of intensive verbal probes that are administered by specially trained interviewers to volunteer respondents, often in a laboratory environment, to delve into the cognitive and socio-cultural processes associated with answering survey questions. Based on this information, the evaluator makes judgments about where questions may produce difficulties in a number of subtle ways, due to cognitive demands they impose, cultural mismatches, or other shortcomings. The short-course will cover the basic activities involved in arranging a cognitive testing project, and will focus on the specifics of how to conduct verbal probing. Although an introduction to theory and background perspective is included, the course will focus on the application and practice of cognitive interviewing techniques, as these are targeted toward both interviewer-administered (face-to-face or telephone) and self-administered (paper and web/internet) surveys. Participants will practice the conduct of cognitive interviews across modes, and will evaluate their results by judging where questions have failed, and what one might do to revise them. The course aims to provide a working familiarity with cognitive techniques, so that students will be able to begin conducting cognitive interviews on their own.

    THE INSTRUCTOR
    Gordon Willis has practiced and conducted research in a wide range of cognitive interviewing techniques for twenty-five years, at Northwestern University, The National Center for Health Statistics, Research Triangle Institute, and currently at the National Cancer Institute, NIH. He has written "Cognitive Interviewing, A Tool for Improving Questionnaire Design." He has also taught short courses on cognitive and other questionnaire evaluation techniques for the Joint Program in Survey Methodology at the University of Maryland/Michigan, and at conferences of the American Association for Public Opinion Research and the American Statistical Association. He has co-taught a course in questionnaire design at the University of Maryland/University of North Carolina, and has been adjunct faculty member at the Johns Hopkins School of Public Health, and at the Uniformed Services University of the Health Sciences. His research interests focus on the evaluation of pretesting techniques, and on their extension to multi-lingual and cross-cultural contexts.

    This course will count as 7.0 CPSM short course credit hours.

    Registration Fees:

  • CPSM Students - $30
  • UNC Students - $45
  • Other - $60

    Registration will open 60 days prior to the class date.

    If you have any questions, please contact Jill Stevens at jill_stevens@unc.edu

    * Cancellation/ Refund Policy: A full refund will be given to those who cancel their registration no later than 10 days prior to the course. If you cancel within the 10 days prior to the class, no refund will be given. Please allow 30 days to receive your refund.
    * Waitlist/ Walk-ins: There may be a waitlist for the courses. Walk-ins will not be accepted. Each attendee must register and pay prior to 3 days before the start of the course.

    Davis 219
    Tentative Date: October 8, 2015

    Times: 9:00am - 4:30pm

    Analysis Procedures for Cognitive Interviews

    Gordon Willis

    This half-day course is intended for individuals who have attended “Cognitive Interviewing: A Hands on Approach” (on October 8, 2015 or previously) or have otherwise gained knowledge/experience in cognitive interviewing. The course will focus on analysis of the data obtained from cognitive interviews, an important but undeveloped area in cognitive testing. Dr. Willis will excerpt from his recent book “Analysis of the Cognitive Interview in Questionnaire Design,” to cover the following topics: (a) defining the unit of analysis; (b) aggregating results across interviews, interviewers, and testing organizations; (c) the use of text summaries versus coding schemes; (d) the degree of quantification appropriate for qualitative testing results; and (e) the use of specialized software for the various analysis steps. Finally, he will describe the use of the Cognitive Interviewing Reporting Format (CIRF) to guide the write-up of cognitive interviewing projects for clients and for publication, and the use of the online Q-Bank database for accessing and storing reports.

    THE INSTRUCTOR
    Gordon Willis has practiced and conducted research in a wide range of cognitive interviewing techniques for twenty-five years, at Northwestern University, The National Center for Health Statistics, Research Triangle Institute, and currently at the National Cancer Institute, NIH. He has written "Cognitive Interviewing, A Tool for Improving Questionnaire Design” (2005) and “Analysis of the Cognitive Interview in Questionnaire Design” (2015). He has also taught short courses on cognitive and other questionnaire evaluation techniques for the Joint Program in Survey Methodology at the University of Maryland/Michigan, and at conferences of the American Association for Public Opinion Research and the American Statistical Association. He has co-taught a course in questionnaire design at the University of Maryland/University of North Carolina, and has been adjunct faculty member at the Johns Hopkins School of Public Health, and at the Uniformed Services University of the Health Sciences. His research interests focus on the evaluation of pretesting techniques, and on their extension to multi-lingual and cross-cultural contexts.

    This course will count as 4.0 CPSM short course credit hours.

    Registration Fees:

  • CPSM Students - $20
  • UNC Students - $35
  • Other - $45

    Registration will open 60 days prior to the class date.

    If you have any questions, please contact Jill Stevens at jill_stevens@unc.edu

    * Cancellation/ Refund Policy: A full refund will be given to those who cancel their registration no later than 10 days prior to the course. If you cancel within the 10 days prior to the class, no refund will be given. Please allow 30 days to receive your refund.
    * Waitlist/ Walk-ins: There may be a waitlist for the courses. Walk-ins will not be accepted. Each attendee must register and pay prior to 3 days before the start of the course.

    Davis 219
    Tentative Date: October 9, 2015

    Tentative Times: 9:00am - 12:00pm

    Big Data

    Cliff Lampe

    This course is a one-day introduction to “Big Data” as method of conducting research. The course will cover a range of issues, including: • Characteristics of data that is collected through these techniques. For example, when is scale of data important, vs. the nonreactive nature of the data. • Common methods for obtaining datasets for “Big Data” • Epistemological approaches for using data, including the inductive nature of many data analytic techniques. • Comparison of data analytic techniques with other forms of research. • Exploration of a variety of tools that are commonly used in Big Data research. • Common analytical techniques in data science. People who take this course will be able to define the pros and cons of data science as a research method, understand common terms related to Big Data techniques, and identify research questions that are appropriate to these techniques. It’s impossible to give a very technical training in a one day class, so while we’ll cover where one can go to learn more, this class will not delve deeply into technical aspects of big data. Given the nature of the instructor’s research, the class will focus on data mined from social media sites, which is one of the most common sources for data analytic approaches. Any person with a solid background in research methods will benefit from this course.


    Instructor:

    Cliff Lampe is an Associate Professor in the School of Information at the University of Michigan. His work is on the effects of social media use by individuals, groups and organizations with a focus on positive outcomes. He publishes in the the fields of Human Computer Interaction, and Communication Science. In his research, Dr. Lampe has examined interaction on multiple social media platforms, and has frequently used “big data” techniques to study interactions on those platforms. With a background of research at the Institute of Social Research at Michigan, Dr. Lampe has also been recently collaborating on a series of projects that look at the comparison of data analytic techniques and survey measurement in terms of a variety of research goals.

    This course will count as 7.0 CPSM short course credit hours.

    Registration Fees:

  • CPSM Students - $30
  • UNC Students - $45
  • Other - $60

    Registration will open 60 days prior to the class date.

    If you have any questions, please contact Jill Stevens at jill_stevens@unc.edu

    * Cancellation/ Refund Policy: A full refund will be given to those who cancel their registration no later than 10 days prior to the course. If you cancel within the 10 days prior to the class, no refund will be given. Please allow 30 days to receive your refund.
    * Waitlist/ Walk-ins: There may be a waitlist for the courses. Walk-ins will not be accepted. Each attendee must register and pay prior to 3 days before the start of the course.

    Davis 219
    Date: October 29, 2015

    Time: 9:00am - 4:30pm

    Statistical Computing

    SAS

    Chris Wiesen

    This is a four-part course that does NOT require registration. SAS part 1 of 4 will give an introduction to the SAS system and SAS windows. Topics to be covered include: creating and saving SAS programs; reading in data from simple and complex text data sets; typing variables; obtaining frequencies, contents, and univariate statistics. SAS part 2 of 4 will discuss formatting variable values; creating SAS libraries for storing and retrieving SAS data sets and format files; reading raw data from external files; creating new SAS data sets from existing SAS data sets, subsetting by observation and by variable. SAS part 3 of 4 will explain how to create new SAS data sets combining information from multiple existing SAS datasets; how to sort, concatenate, interleave, and merge data sets; how to perform the t-test, and test for no association in a contingency table. For SAS part 4 of 4, attendants will be allowed to suggest topics. Past topics include variable retyping, creating SAS datasets from SAS output; creating html and Microsoft Word tables, ANOVA, importing and exporting Excel files.

    No registration required. UNC students, faculty, and staff will need to show their UNC OneCard.


    Davis 3010
    Dates: August 31 - September 3, 2015

    Times: 11:00am - 1:00pm

    Introduction to R for Social Scientists

    Mark Yacoub

    This is a two-day course on R, an open-source programming language for statistical analysis and graphics. It provides the analyst with a wide variety of tools commonly used in statistical modeling with more flexible, objected-oriented facilities than other programs like Stata or SAS. This course is designed for those with little or no R experience. It will cover basic syntax and data loading, model estimation, loading and using written packages (including a sampling of popular packages), graphical presentation of model results, and Monte Carlo simulation. After completing the course you will know enough to be able to (1) conduct a typical statistical analysis for your own research and (2) search for the things you don't know in an efficient manner.

    No registration required. UNC students, faculty, and staff will need to show their UNC OneCard.


    Davis 3010
    Dates: September 9 & 10, 2015

    Times: 10:00am - 12:30pm

    Stata

    Rosemary Russo

    This is a 3-part short course (held over three mornings). Stata part 1 will offer an introduction to Stata basics. Part 2 will teach entering data in Stata, working with Stata do files, and will show how to append, sort, and merge data sets. Part 3 will cover how to perform basic statistical procedures and regression models in Stata.

    No registration required. UNC students, faculty, and staff will need to show their UNC OneCard.

    For the course outline, click here: Stata Course Outline
    Davis 219
    Dates: September 15 - 17, 2014

    Times: 10:00am - 12:00pm

    SPSS

    Brooke Magnus

    Part 1 of the course will offer an introduction to SPSS and teach how to work with data saved in SPSS format. Part 2 will demonstrate how to work with SPSS syntax, how to create your own SPSS data files, and how to convert data in other formats to SPSS. Part 3 will teach how to append and merge SPSS files, demonstrate basic analytical procedures, and show how to work with SPSS graphics. Please bring a flashdrive to class.

    No registration required. UNC students, faculty, and staff will need to show their UNC OneCard.

    Click here for course handouts: Handout 1 ; Handout 2 ;Handout 3


    Davis 219
    Dates: October 5-7, 2015

    Times: 9:30am - 11:00am

    Other

    Introduction to Census Concepts

    Michele Matz Hayslett

    Do you know that variables like income and educational attainment are no longer part of the decennial census? Do you understand the differences between the decennial long form methodology and that of the American Community Survey (ACS)? If your answer to these questions is no, please attend this class before coming to the data access classes on the 24th since this information is critical to being able to pull the data you need. We will compare and contrast content and methodology of the decennial census long form and the ACS, and review Census terminology and geographies.
    Lecture and Discussion - 2 hours

    To register, click here


    Davis 3010

    Date: September 22, 2015

    Time: 9:00am - 11:30am

    Basic Census Data Access

    Michele Matz Hayslett

    Hands-on workshop to help users understand the strengths of various Census data retrieval tools, both freely available ones and those to which the library subscribes: American FactFinder, the Census Bureau’s freely available database; Social Explorer, a commercially licensed tool to which the library subscribes; and the grant-supported (so, free to you) National Historical Geographic Information System (NHGIS). These tools provide access to pre-constructed data tables published by the Census Bureau. Some are better for the most recent data and others are useful for historical data. Come learn how to choose the best tool for your research, and the ins and outs of each tool. Hands-on - 3 hour

    To register, click here


    Davis 3010

    Date: September 22, 2015

    Time: 1:00pm - 4:00pm

    Advanced Access to Census Data

    Michele Matz Hayslett

    Hands-on workshop to help users understand the strengths of various Census (and other survey) data retrieval tools which allow the creation of custom cross-tabulations (that is, custom data tables). Tools to be covered include: DataFerrett; iPUMS/TerraPopulus (in beta); and the Triangle Census Research Data Center (TCRDC). The first two tools are freely available and focus on census data (U.S. for DataFerrett; international for iPUMS/TerraPopulus); researchers must apply to the Census Bureau (or other federal agency, e.g., the Centers for Disease Control) for access to the TCRDC in order to utilize survey microdata. TCRDC staff will present this portion of the class. Hands-on - 3 hours

    To register, click here


    Davis 3010

    Date: September 24, 2015

    Time: 9:00am - 12:00pm

    Introduction to LaTeX

    Mark Yacoub

    This is a two-day course on LaTeX, an open-source markup language/document preparation system widely used in academia to produce high-quality typesetting. In addition to producing beautiful-looking documents, slideshows, and posters, LaTeX can make many features of the manuscript-writing process--the bibliography, insertion of figures and tables, and all those requirements that the Graduate School or journals require--quick and easy. This course is designed for those with little or no LaTeX experience. It will cover basic syntax, loading and using written packages (including a sampling of popular packages), graphics, style files, creating a bibliography, making slide shows and posters, and integrating LaTeX and output from statistical software like R or Stata.

    After completing the course you will know enough to be able to (1) pronounce "LaTeX" correctly, (2) create a basic document, slideshow, or poster, and (3) search for the things you don't know in an efficient manner.

    No registration required. UNC students, faculty, and staff will need to show their UNC OneCard.

    Davis 3010
    Dates: September 30 and October 1, 2015

    Times: 10:00am - 12:30pm