SUBMITTED BY:Robert Selman, Roy E. Larsen Professor of Education and Human DevelopmentWHAT YOU TRIED:Learning how to undertake qualitative data analyses relevant to a wide range of both quantitative and qualitative methods requires active participation by research students in the actual hands-on practice of doing qualitative analyses, working with data they experience as relevant to their own research interests. Through carefully curated secondary data sets, qualitative analytic digital software, and the use of a combined developmental (etic, constructivist) and socio-cultural (emic, social constructionist) conceptual frameworks, this course provides an approach to guide novice researchers through this kind of analyses: the topical focus is on data sets that reveal what youthful study participants have to say that reveals their own perspectives on the intertwined social, moral, cultural, historical, digital, and civic events and experiences that effect their lives.WHAT YOU WISH YOU’D KNOWN PRIOR:The design of this course has evolved over the past 10 years (I have a lengthy essay on its history and current form. The problem this course attempts to solve is how to introduce students to "coding." Coding in qualitative analysis has analogies to learning to code in the computational world. As an analytic experience it is foundational to a wide range of data generation methods.BENEFITS:Qualitative analyses are very hard to teach in a way that are compelling, unless the data set itself is compelling to the students. This course is both basic and advanced. Coding is a fundamental research skill. Yet even undergraduates with very little hands on research experience can learn the techniques taught in this course, in large part because the approach is very hands on and experimental.