Social Work Research 3 Unit

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5) Class Participation, Completion of Asynchronous Content & Unit Quizzes (10% of Course

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 class participation. Class participation should consist of meaningful, thoughtful, and respectful participation based on having completed asynchronous course Units (VAC) and required readings and assignments prior to class. This includes completion of required homework Unit Assessment Quizzes and posts in Forums embedded in the asynchronous content for VAC. When in class, students should demonstrate their understanding of

the material and be prepared to offer comments or reflections about the material, or alternatively, to have a set of thoughtful questions about the material. Failure to meet these expectations will result in the reduction of grades. Your instructor may provide a rubric for grading participation. Class participation is worth 10 percent of the final grade.

Class grades will be based on the following:

Class Grades Final Grade

3.85 – 4 A

93 – 100 A

3.60 – 3.84 A-

90 – 92 A-

3.25 – 3.59 B+

87 – 89 B+

2.90 – 3.24 B

83 – 86 B

2.60 – 2.89 B-

80 – 82 B-

2.25 – 2.59 C+

77 – 79 C+

1.90 – 2.24 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: (1) 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 is determined by the degree to which these skills have been demonstrated by the student; (2) a grade of B+ is 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 tested in the assignment; (3) a grade of B is given to student work which meets the basic requirements of the assignment―it denotes that the student has done adequate work on the assignment and meets basic course expectations; (4) a grade of B- denotes that a student's performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations; (5) a grade of C reflects a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement; (6) grades between C- and F are applied to denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student's performance on the assignment.

Required Textbooks
Rubin, A. & Babbie, E. (2013). Essential Research Methods for Social Work, 3rd Edition.
Suggested Additional Resources
Guides for APA Style Formatting
American Psychological Association (2009). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: Author.
APA formatting and style guide. (1995-2011). The OWL at Purdue. Retrieved from

(Instructor Note: Note: this popular site for students—it is free, has switched to 6th edition.)

Winn, J. (2010). APA style: USC Lib Guides. Available at (Instructor Note: HIGHLY RECOMMENDED.)

Recommended Websites
National Associate of Social Workers. Available at
National Guideline Clearinghouse™ (NGC). Available at [A public resource for evidence-based clinical practice guidelines]. The elements of style―A rule book for writing. Available at . [You can read it online]
USC Guide to Avoiding Plagiarism. Available at
FQS: Forum qualitative research – An online journal of qualitative research. Available at
Institute for the Advancement of Social Work Research. Available at
Society for Social Work Research. Available at
American Evaluation Association Available at
Note: Additional required and recommended readings may be assigned by the instructor throughout the course.

The Table below describes the Asynchronous Unit topics for each week of class; some weeks cover more than one Asynchronous Unit. Please note that this Syllabus Addendum should replace the generic list of topics provided in the syllabus. The due dates for assignments and dates of exams are also included. The expectation is that you attend class having already completed the Asynchronous Unit material, including any Forums, activities and the Unit Assessment Quizzes. It may be necessary to make some adjustments to the Syllabus Addendum during the semester in order to respond to unforeseen or extenuating circumstances.

Course Overview –Wednesday Classes






May 15


Course Introduction and Overview


May 22


Literature Review: Finding Relevant and Rigorous Research


May 29


Variables: Building Blocks of Research

Ethical Practice of Social Work Research


June 5


Ethical Practice of Social Work Research

Literature Review

Section 1 Due


June 12


Selecting Participants to Take Part in Research: Sampling


June 19


Introduction to Research Design

Literature Review

Section 2 Due


June 26


Group Designs Continued


July 3


No Asynchronous Content for this week

Exam 1


July 10


Social Work Research Models to Assess Practice and Policy (Single Subject Designs, EBP, Evaluation)


July 17


Qualitative Research

Literature Review

Section 3 Due


July 24

10 & 11

Selecting Measurement Methods

Location and Assessment of Measurements


July 31


Quantitative Statistics - Descriptive Statistics

Introduction to Inferential Statistics


Aug 7


Inferential Statistics and Hypothesis Testing Continued

Measurement Assignment Due


Aug 14


No Asynchronous Content for this week

Exam 2


Aug 21

14 & 15

Assessment Skills for Consumers of Literature

Course Wrap-Up and Evaluation

Review for Final Assessment Exam

Article Critique Due

FINAL ASSESSMENT EXAMINATION: August 28, 2013, two hours, time TBD

Course ScheduleDetailed Description

Unit 1: Course Overview and Social Work Research Problems


Course objectives, syllabus, and review of expectations

Ways of knowing

Five common errors of reasoning

Value of scientific inquiry

Description of “social work” research

Purposes of social work research

Evidenced based practice
Required Readings
Rubin, A & Babbie, R (2013). Essential Research Methods for Social Work, 3rd Edition.

Chapter 1: Why Study Research

Chapter 2: Evidenced Based Practice
Other Works Cited in this Unit
Farrier, J. (2010, February 5). The invisible rope prank [Videofile]. Retrieved from
Fisher, H. (2009, July 13). Helen Fisher on love, lust and attachment. [Video file]. Retrieved from web&tnr=21&p=anthropology+research+studies&vid=0001906871576&dt=1247545356&l=283&t bsCsFA&tit=Helen++Fisher+on++Love%2C++Lust+and++Attachment&sigr=114cg2o73&newfp=1

& bsCsFA%26feature%3Dyoutube_gdata&sigs=120q6rivh
National Association of Social Workers. (2003). NASW Press Online. Retrieved from
Peep Studies. (n.d.). Retrieved from
University of Southern California, School of Social Work (2010). Retrieved from
Yahoo Answers (2010). Retrieved


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