UscSchool of Social Work 562 Section # Social Work Research




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USCSchool of Social Work





Social Work 562

Section #
Social Work Research
Spring 2009

Instructor: Maryalice Jordan-Marsh, PhD, RN, FAAN Course Day:

Telephone: 1-213-740-4600 Course Time: Friday

E-Mail: jordanma@usc.edu Course Location: 8-10:50 MRF 229

OR 1-3:50 MRF 303

Office: SWC 212

Office Hours: Th 11:30-12:30, Fri 11:30-12:30; and by appt (phone or in person)

I. Course Description


This foundation course is designed to provide an introduction to research methods and to produce an appreciation of the research process. It will explore generic issues that are related to the conduct of social work research as applied to social work practice and service delivery in complex, urban environments as well as program evaluation, and policy development.
In this course, students will review the characteristics and logical processes of social work research and understand the applicability of scientific and scholarly inquiry in advancing professional knowledge and improving social work practice to diverse clientele in urban settings. Students will gain a conceptual and operational understanding of the various quantitative and qualitative methodologies used in the conduct of social work related research. Students will be prepared to participate in a range of research activities including (a) conceptualization of research problems; (b) review of the literature; (c) research design; (d) sampling; (e) measurement and scaling; (f) data collection; (g) data analysis and (h) ethical considerations in the conduct of research on human subjects. Attention will also focus on how racial, ethnic, gender, and lifestyle issues impact each stage of the research process.
Students will not be expected to carry out an actual study; however, they will complete a series of assignments, which, together, form the basis for a research proposal. Students will hopefully achieve a level of disciplined conceptual and analytical thinking in the process of developing and critiquing their proposal.

II. Course Objectives


After completing this course, students should be able to do the following:


  1. Understand basic research principles and concepts within the framework of ethical practice.




  1. Identify the ethical issues involved in social work research, including informed consent, confidentiality, use and abuse of sensitive data and the issue of withholding treatment to control groups and the honest disclosure of findings.




  1. Understand and be sensitive to issues in the research process as they relate to various populations such as racial and ethnic minorities, gays and lesbians, and women.




  1. Formulate studies appropriate to the level of knowledge about a particular problem and conduct a review of the literature to support problem conceptualization.




  1. Identify and describe the major types of designs used in social work research, including exploratory, descriptive and explanatory designs.




  1. Understand basic sampling methods.




  1. Understand issues and principles of measurement and scaling.




  1. Distinguish among various methods of data collection, such as interviews, questionnaires, and observations.




  1. Differentiate between descriptive and inferential statistics, assess and critique the benefits and drawbacks of each type, to understand what statistics to use to answer basic research questions.




  1. Demonstrate the ability to draw relevant conclusions related to practice and policy.




  1. Demonstrate the ability to develop a research proposal in an area relevant to social work practice.




  1. Understand basics of Evidence Based Practice including evidence search, evidence appraisal, and implementation of evidence in the context of individuals, groups or communities.

III. Code of Ethics of the National Association of Social Workers

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly [http://www.socialworkers.org/pubs/Code/code.asp]

Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living.

Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:

  • service

  • social justice

  • dignity and worth of the person

  • importance of human relationships

  • integrity

  • competence.

This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.

IV. Course Format


Multiple learning/teaching modalities will be used in class: (1) didactic presentation by the instructor and (2) critical discussion, interaction, and transaction among the instructor and students, (3) exercises to provide experience with concepts, (4) sharing of student project progress using fill-ins and easel sheet work in class.
The online teaching and learning environment provided by the University’s Blackboard Academic Suite will support and facilitate student to student communication and interaction outside of class as well as access to instructor support. The URL for Blackboard is https://blackboard.usc.edu. In addition, students are directed to the Cengage support site for the textbook: http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&flag=student&product_isbn_issn=9780495095156&discipline_number=4 [you can also Google: Cengage Social Work Rubin and Babbie and select Student companion site]

Please note that it may be necessary for the instructor to make adjustments to the syllabus during the semester.


V. Course Assignments


Course grades will be based upon the following:
Research Team Project

Draft one 15 points*

Complete proposal 30 points

Module fill-ins 20 points

Tutorial quizzes on web 10 points

Critique: proposal and group process 15 points

Class Participation / Reading 10 points

100 points
Each of the major assignments is described below.
Research Team Project

For the research team project, students (a.k.a. “student researchers”) will form research teams comprised of no more than three and the instructor (a.k.a., “the Principal Investigator”). Research team members will work together to identify a pressing social work need or problem or opportunity that the literature suggests is in need of further empirical study. Guided by social work values, principles and standards, as well as by the USC School of Social Work’s mission and goals, areas of inquiry selected for study should be relevant to social work clients (i.e., individuals, families, groups, organizations, and communities) who are vulnerable or oppressed due to their sexual orientation, gender identity, or gender expression or risk factors, including those related to poverty, race, ethnicity, national origin, color, sex, age, marital status, political belief, religion, immigration status, and mental or physical disability, health status, or educational level may also be considered. All studies must use a quasi-experimental intervention design with a standardized measure for the major research question. Team projects will use other methodologies for secondary research questions.


Individually, members of research teams will formulate a problem statement and at least one major research question related to their chosen area of inquiry and conduct a preliminary literature review to propose a study that could be CARRIED OUT BY SOMEONE ELSE.
After the preliminary literature review and problem identification, students can elect to complete their own proposal or to collaborate on a proposal with each member contributing a research question, variable definition and operationalization, and relevant analysis that will be combined into one document for a group grade. All teams will present the evolution of their studies each week in class.
Progressive assignments are designed to allow for coaching along the way. All students will work in a group and may elect to submit assignments as a team after week 3. Students choosing to submit their own proposal paper will use the group members as consultants, editors, and proofreaders. Consultation with the instructor is encouraged—in person, email, or phone. This set of assignments will create deadlines to assist you in keeping up with course work. This may be a group paper with a group grade. One paragraph will be a reflection on group process based on principles learned in practice classes. Students should indicate in this paragraph how they will proceed if members do not share equally in the work. A contract is advisable. Many students learn a great deal about cultural differences in volunteering, voicing disagreements, spelling out expectations, and dealing with personal issues while doing a team project.
Detailed instructions and a scoring rubric will be given in class and posted on Blackboard. Use Turnitin for midterm and final and each student must bring a hard copy to class of the other assignments. You will be sharing the material with others.
MODULES:

Assignment 1: Literature review: The search for significance and the state of the science. Use RefWorks to produce an annotated bibliography (Details will be given in the first class). Individual assignment, bring copy to class

Assignment 2: Developing themes and declaring the problem. Organizing, selecting and presenting readings from bibliography (Details will be given in the second class. Individual assignment, overlap acceptable.

Assignment 3-8: Developing the proposal

#3 Variables: Individual assignment, overlap acceptable

#4 Design: Group ok bring your own copy.

#5 Sampling: Group ok, bring your own copy to class

#6. First draft . Students will be asked to submit a first draft up to chapters covered in class before spring break. Group ok, use “Turnitin Group”.

#7 Data analysis plan Group ok, bring your own copy.

#8. Completed proposal . For the completed paper, you revise first draft using comments, add your plan of analysis and submit to Turnitin. A detailed rubric is provided on Blackboard under Assignments. Comments made by the instructor on the first draft must be addressed either by revision noted in a cover letter. Declare rationale if you choose to do something different than the recommendations.
#9 Critique. Each student will submit to Turnitin an individual critique of the group proposal addressing strengths and limitations specific to implementing it in a specific social work setting. You must each choose a different real setting. In addition, provide a one paragraph description of two lessons learned about group process using appropriate references.

The group or individual research project—consisting of assignments, critique, fill-ins and weekly presentations— address and contribute to the achievement of Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11& 12.
Tutorial Quizzes

In order to assist students to grasp core concepts in the assigned reading from the text book, we will use the online tutorial quiz questions for the assigned chapters, provided by the book publisher online. Results are to be emailed to my assistant, Vivian Li livivian@usc.edu. To get all your points for the review total, you need to attain a score of 90% on each quiz and file by 7:30 am for morning class and 12:30 pm for afternoon class. This is an alternate to an in class exam.



[Note: students may propose an alternate to this requirement that is congruent with their preferred learning style]
The quizzes address and contribute to the achievement of Objectives 1, 2, 3, 5, 6, 7,

8, 9, 10 & 12.
Class Participation / Reading

Students are expected to contribute to the development of a positive learning environment and to demonstrate their learning through written and oral assignments and through active, oral class participation. Class participation should consist of meaningful, thoughtful, and respectful participation based on having completed required and independent readings and assignments prior to class. When in class, students should demonstrate their understanding of the material, to share examples from their own research project and be prepared to offer comments or reflections about the material, or alternatively, to have a set of thoughtful questions about the material.


Students are further expected to complete assignments on or before the due date and notify the instructor if they are having difficulty comprehending the course material or keeping up with the assignments. Failure to meet these expectations will result in the reduction of grades. Class participation and reading are worth 10 points of the final grade. See Participation Rubric in this syllabus. Students will provide input to the instructor on their assessment of participation. Working on any other activitiy during class time is not acceptable whether on line or in any other modality.
Class participation / reading addresses and contributes to the achievement of

Objectives 1, 2, 3, 5, 6, 7, 8, 9, 10, 11 & 12.
Tailoring class to student learning styles:

Students are encouraged to consult with the instructor if they have an alternate project that meets class objectives.

*Students with less than a B+ at midterm may revise and resubmit their research proposals at midterm to achieve a maximum of 88 points.
NOTE: Additional details for each of the assignments will be disseminated and discussed in class.

VI. Course Grading


Points (3/100) will be deducted for being late on due day and then, each late day (24 hours), including weekends. Late points start at beginning of class or time of due date for midterm and other assignments. Turnitin will be used for midterm version and completed proposal. A self-addressed envelope is requested for the grading grid of your completed proposal paper. Comments will be available on the paper in an electronic file. Students who do NOT want their papers emailed with comments should advise the instructor for each assignment.

Course grades will be based on the following:


3.85 – 4 A

3.60 – 3.84 A-

3.25 – 3.59 B+

2.90 – 3.24 B

2.60 – 2.87 B-

2.25 – 2.50 C+

1.90 – 2.24 C
Final grades for the course will be determined on the basis of points earned on each assignment and on course participation. Following are the assignments and corresponding points:
93 – 100 A

90 – 92 A-

87 – 89 B+

83 – 86 B

80 – 82 B-

77 – 79 C+

73 – 76 C

70 – 72 C-


Within the School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School: These qualitative statements assist the instructor in grading proposals as a whole or gestalt.
Grades of A or A- are reserved for student work which not only demonstrates very good mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have been demonstrated by the student.
A grade of B+ will be given to work which is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being evaluated in the assignment.
A grade of B will be given to student work which meets that basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets basic course expectations.
A grade of B- will denote that a student’s performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations.
A grade of C would reflect a minimal grasp of the assignment, poor organization of ideas and/or several significant areas requiring improvement.
Grades between C- and F will be applied to denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.
VII. Course Textbooks and Resources

Required Textbook
Rubin, A. & Babbie, E. (2008) Research methods for social work (6th ed.)

Belmont, CA: Thomson Brooks/Cole. [Note, there is an electronic version that is less expensive]


See resources at :

http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&flag=student&product_isbn_issn=9780495095156&disciplinenumber=4



Supplementary Research Textbooks
Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2 ed.). Thousand Oaks, CA: Sage.
Jones, J. H. (1981). Bad Blood: The Tuskegee Syphilis Experiment. London, England: Free Press.
Minkler, M. & Wallerstein, N. (2003). Community based participatory research for health. San Francisco, CA.: Jossey-Bass.
Monette, D.R., Sullivan, T.J., & DeJong, C.R. (2005). Applied social research: A Tool for the Human Services. (5th ed.). Belmont, CA: Brooks/Cole-Thompson Learning.
Padgett, D. K. (2004). The qualitative research experience. Belmont, CA: Wadsworth/Thomson Learning.

Strauss, A. L. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed). Thousand Oaks, CA: Sage Publications.


Tashakkori & Teddlie (2002). Mixed methods for the social and behavioral sciences. Thousand Oaks, CA: Sage Publications.

Recommended Resources for APA Style Formatting

American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: APA.


Writing Lab & Owl at Purdue (1995-2009). APA formatting and style guide. Retrieved January 11, 2009 from http://owl.english.purdue.edu/owl/resource/560/01/
Szuchman, L. T. & Thomlison, B. (2008). Writing with style: APA style for social work (3rd ed). Wadsworth.

NOTE: This is an e-book that you can purchase for $19.49 at:

http://www.ichapters.com/tl1/en/US/storefront/ichapters?cmd=catProductDetail&ISBN=9780495098836&cid=APL1

Recommended Websites

National Association of Social Workers: http://www.naswdc.org.


National Guideline Clearinghouse™ (NGC) -- A public resource for evidence-based clinical practice guidelines: http://www.guideline.gov.
The elements of style – A rule book for writing. You can read it online: http://www.bartleby.com/141/.
USC Guide to Avoiding Plagiarism: http://www.usc.edu/student-affairs/student-conduct/ug_plag.htm.
Forum: Qualitative Research – An online journal of qualitative research: http://www.qualitative-research.net.
Institute for the Advancement of Social Work Research: http://www.iaswresearch.org.
Society for Social Work Research: http://www.sswr.org.
American Evaluation Association: http://www.eval.org.
MedlinePlus. Medical Information from the National Library of Medicine. http://medlineplus.gov/

NOTE: Additional required and recommended readings may be assigned by the instructor throughout the course.

VIII. Attendance Policy

Students are expected to attend every class and to remain in class for the duration of the session. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by telephone or email of any anticipated absence or reason for tardiness.


University of Southern California policy permits students to be excused from class, without penalty, for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.
Please refer to Scampus, pg. 86 and to the USC School of Social Work Student Handbook, pp. 12-14.
IX. Academic Accommodations

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.


X. Emergency Response Information

To receive information, call main number (213)740-2711, press #2. “For recorded announcements, events, emergency communications or critical incident information.”


To leave a message, call (213) 740-8311

For additional university information, please call (213) 740-9233

Or visit university website: http://emergency.usc.edu
If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation.
University Park Campus

MRF Lot B

SWC Lot B

WPH McCarthy Quad

VKC McCarthy Quad
City Center Front of the building (12th & Olive)
Orange County Campus Faculty Parking Lot
Skirball Campus Front of building

Do not re-enter the building until given the “all clear” by emergency personnel.


X. Complaints

If you have a complaint or concern about the course or the instructor, please discuss it first with the instructor. If you feel can’t discuss it with the instructor, contact the chair of the research sequence, Dr. Devon Brooks. If you don’t receive a satisfactory response or solution, contact your advisor and/or the Associate Dean for Student Affairs for further guidance.



Tips for Maximizing Your Learning Experience in this Course
 Complete required readings and assignments BEFORE coming to class.

 BEFORE coming to class, review the materials from the previous session AND the current session, AND scan the topics to be covered in the next session.

 Come to class prepared to ask any questions you might have.

 Participate in class discussions.

 AFTER you leave class, review the materials assigned for that session again, along your notes from that session.

 If you don't understand something, ask questions!! Ask questions in class, during office hours, and/or through email! 

 Keep up with the assigned readings.

 Don’t procrastinate or postpone working on assignments.



Course Topics and Assignments
Session 1 January 16
Topics:

Introductions and course overview

Evidence-Based social work practice

The philosophy and theory of research


Required readings:

 Rubin & Babbie, Chapters 1-3


Session 1 addresses and contributes to the achievement of Objectives 1 & 12.
Session 2 January 23

Topics:
The formulation of researchable problems

Critiquing knowledge bases and reviewing the literature

Writing research proposals and reports


Required readings:

 Rubin & Babbie, Chapters 6, 23, & Appendix A.


Bring to class

Bettman, J.E. (2006). Using attachment theory to understand the treatment of adult depression. Clinical Social Work Journal, 34(4) 531-542. DOI: 10.1007/s10615-005-0033-1

[USC log in required: http://www.springerlink.com/content/qv2371p32781w3r4/fulltext.pdf]
Institute for Clinical Systems Improvement. (2008). Depression improvement across Minnesota: Offering a new direction. DIAMOND. Retrieved December 25, 2008 from http://www.icsi.org/diamond_white_paper_/diamond_white_paper_28676.html
Florida State University. (2008, March 03). Media perpetuates unsubstantiated chemical imbalance theory of depression. Newswise Service. Retrieved December 25, 2008 from http://www.newswise.com/articles/view/538267/
Session 2 contributes to the achievement of Objectives 1, 2, 3, 7, 8, & 12.

Session 3 January 30

Topics:

Operationalization and measurement


 Reliability and validity



Required readings:

 Rubin & Babbie, Chapters 7–8.



Session 3 addresses and contributes to the achievement of Objectives 4 & 10.
Session 4 February 6

Topics:

Developing questionnaires, scales, and items

Locating instruments, tests, and other measures
Required readings:

 Rubin & Babbie, Chapter 9


Recommended readings:

 http://www.apa.org/science/faq-findtests.html.


Session 4 contributes to the achievement of Objectives 1, 2, 3, 4, 7, 8, & 12.

Session 5 February 13

Topics:

Causal inference

Experimental designs

Correlational designs

Threats to internal validity

Required readings:


  • Rubin & Babbie, Chapters 10 & 11



Bring to class:

Ell, K.,Xie, B., Quon, B., Quinn, D.I., Dwight-Johnson, M., & Lee, P-J. (2008). Randomized controlled trial of collaborative care: Management of depression among low-income patients with cancer. Kathleen Ell, Bin Xie, Brenda Quon, David I. Quinn, Megan Dwight-Johnson, and Pey-Jiuan Lee Journal of Clinical Oncology, 26 (27) 4488-4496.DOI: 10.1200/JCO.2008.16.6371


Recommended:

 Reid, W.J., Kenaley, B.D. & Colvin, J. (2004) Do some interventions work better than others? A review of comparative social work experiments. Social Work Research. 28 (2): 71-81.


Session 5 contributes to the achievement of Objectives 1, 2, 3, 5, 10, & 12.
Session 6 February 20

Topics:

Ethical and political considerations

Culturally competent research
Required readings:

 Rubin & Babbie, Chapters 4-5


Bring to class for discussion:

Maramaldi; P., Berkman; B., & Barusch, A.(2005). Assessment and the ubiquity of culture: Threats to validity in measures of health-related quality of life. Health & Social Work; 30(1), 27-38. (see Methological Studies below)


Jordan-Marsh, M., Cody, M., Silverstein, M.,Chin, S.-Y.,&. Garcia, R. (2008). Assessing a self-report health measure for non-English-speaking elders: Issues in using the SF-36 health survey. Research on Social Work Practice, 18, 55-65.
Session 6 addresses and contributes to the achievement of Objectives 1, 2, 3, & 12.

Session 7 February 27

Topics:
Sampling and external validity


Required readings:

  • Rubin & Babbie, Chapter 14


Session 7 addresses and contributes to the achievement of Objectives 1, 2, 3, 6, & 10.

Session 8 March 6

Topics:
Qualitative data collection methods

Qualitative data analysis
Required readings:

  • Rubin & Babbie, Chapters 17-19

Bring to class:

Beck, C. T. (2002). Postpartum depression: A metasynthesis. Qualitative Health Research, 12(4), 453-472. DOI: 10.1177/104973202129120016
Fornos, L. B., Mika, V.S., Bayles, B., Serrano, A.C., Jimenez, R.L., Villarreal, R. (2005). A qualitative study of Mexican American adolescents and depression. Journal of School Health, 75(5),162-170. DOI: 10.1111/j.1746-1561.2005.00017.x
Session 8 contributes to the achievement of Objectives 1, 2, 3, 5, 8, & 12.
Session 9 March 13

Topics:

Survey research

Secondary data


Required readings:

 Rubin & Babbie, Chapters 15 & 16



Session 9 contributes to the achievement of Objectives 1, 2, 3, 9, & 12.

SPRING RECESS / NO CLASSES MARCH 17 - 22

Session 10 March 27

Topics:

Quantitative data analysis

Descriptive statistics



Required readings:

  • Rubin & Babbie, Chapter 20

  • Session 10 contributes to the achievement of Objectives 1, 2, 3, 9, & 12.


Session 11 April 3

Topics:

Inferential statistics


Required readings:

 Rubin & Babbie, Chapter 21


Recommended readings:

 http://www.animatedsoftware.com/statglos/statglos.htm.




  • http://davidmlane.com/hyperstat/logic_hypothesis.html


Session 11 contributes to the achievement of Objectives 1, 2, 3, 9, & 12.
Session 12 April 10

Topics:

 Inferential statistics – cont’d


Required readings:

 Rubin & Babbie, Chapter 22


Recommended readings:

 http://www.stats.gla.ac.uk/steps/glossary/nonparametric.html#wmwt


Session 12 contributes to the achievement of Objectives 1, 2, 3, 9, & 12.
Session 13 April 17
GROUP WORK: no class session, prepare Part I of the proposal

Session 14 April 24

Topics:

Single subject designs


Required readings:

 Rubin & Babbie, Chapter 12




Session 14 contributes to the achievement of Objectives 1, 2, 3, 5, 10, & 12.
Session 15 May 1

Topics:

Critiques: articles, proposals, process

 Course wrap up

Course evaluations


STUDY DAYS / NO CLASSES MAY 2 - 5
Final Assignment Due Noon May 6 Wednesday through Turnitin

Participation rubric

Name:_________________________ Midterm:______ End of Term_______

100—96You show an active interest in class. You are involved every day. Your comments reflect familiarity with concepts presented in each week’s readings. You bring required articles, including ones relevant to your study and share. You use the modular fill in sheets as we go along. You make good use of time in class. You make use of office hours and discussion board to seek clarification on in-class work and assignments. No more than one absence or tardy arrival to class or after break. You use Blackboard as a resource for coaching and communication. You do not surf the Internet or work on other projects during class time. Your group finds you a valuable member.


90—95You show an active interest and are involved most days. The same qualities of a 10 student but you have been tardy or absent more than once, missed an in-class activity, or forgotten materials needed for class. Your modules are occasionally late or missing key content. You usually use Blackboard. Your group can describe your contributions.
80—89You are often involved. You show a willingness to participate but demonstrate limited preparedness from not having read readings for the week. You might forget materials for class or come late to class more than once. Have missed 2 or more classes or been late more 2 or more times. You sometimes use Blackboard resources. Your group complains about your participation or is not enthusiastic about your role.
70—79You are prepared but rarely raise your hand or contribute in class. You have forgotten your materials for class or have come late to class more than once. You do not seem to be using the fill-in sheets. You have not taken advantage of time with professor outside of class in person or on discussion board. You have missed more than 2 classes or been late more than twice. You rarely or never use Blackboard resources. Students who surf the Internet or overtly work on other projects in class are automatically at this participation level. There are issues related to your group participation: mine or theirs.
60—69You do not participate regularly in class and have repeatedly come to class late or without materials or are unprepared when called on. No evidence of using Blackboard resources or fill in sheets. You rarely work with your group even for consultation or proofreading. Students who miss three or more classes are likely to be at this level.
Adapted with permission from materials of Dr. Bradley Zebrack 1/11/2006 Rev. 4/23/2016

Course Overview


Session

Topics

Assignments

1

Jan 16

Introductions and course overview

Evidence-Based social work practice

The philosophy and theory of research


Ch. 1, 2, 3

2

Jan 23
The formulation of researchable problems

Critiquing knowledge bases and reviewing the literature

Writing research proposals and reports



Ch. 6, 23, Appendix A

Tutorial for Ch. 6


3

Jan 30

Operationalization for Measurement

--categorizing variables, considering level of measurement, units of analysis

Reliability and Validity of Measures


Ch. 7 & 8

Tutorial for Ch. 7-8

Literature Review Module Due


4

Feb 6

Measurement tools:

  • Selecting and Developing questionnaires, scales, and items
  • Locating instruments, tests, and other measures

Ch. 9
Tutorial for Ch. 9


5

Feb 13

Understanding and creating outcomes

 Causal inference

Quasi- experimental and experimental designs

Correlational designs

Threats to internal and external validity


Ch. 10, 11

Tutorial Ch.10, 11

6

Feb 20

 Ethical and political considerations

Culturally competent research




Ch. 4, 5

Design Module due

Tutorial Ch. 5 only

7

Feb 27

 Sampling and external validity

Ch.14

Tutorial Ch. 14

8

Mar 6

Qualitative data collection methods
Qualitative data analysis

Ch.17, 18, 19

Sampling Module due

Tutorial Ch. 18, 19

9

Mar 13

Survey research

Secondary data



Ch. 15, 16

Tutorial Ch.15, 16

March 20 SPRING RECESS / NO CLASSES

10

Mar 27

Quantitative data analysis

Descriptive statistics



Ch. 20

Draft one of proposal

Tutorial quiz Ch. 20

11

Apr 3

 Inferential statistics

Ch. 21

Tutorial Ch. 21



12

Apr 10

 Inferential statistics – cont’d

Ch. 22

Tutorial Ch.22

Data analysis plan module due


13

Apr 17

No class: group work, proposal revisions




14

Apr 24

Single subject designs


Complete proposal due

Presentations

15

May 1

Nature of critiques:

  • articles, proposals, reports, process

Course wrap up Course evaluations

Presentations

May 2-5 STUDY DAYS / NO CLASSES

May 6

NOON

Final assignment

Critique Due


Page of



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