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Slippery Rock University
College of Education
Course Syllabus Outline
Summer 2009
Department: Counseling and Development (CDev)
Course Number: 699
Section Number: 01
Title: Research and Program Assessment
Credit Hours: 3
Dates/Times: Mondays-Thursdays, May 26-June 22, 7-9:20 pm
Location: McKay Education Building (MEB), Room 225
Faculty Member: Dr. Jered Kolbert (APSCUF Member)
Office Address: 008A McKay Education Building (MEB)
Telephone: (724) 738-2272
E-mail Address:
Office Hours: Mondays-Thursdays, 6-7 pm
Catalog Description: Students will become critical consumers of research and will be familiar with issues related to conducting research and assessment. Students will learn about qualitative and quantitative research assumptions, methods, and design considerations, including an overview of statistics.
Prerequisites: Satisfaction of the Department’s (CDev) statistics pre-requisite.
APSCUF: APSCUF is the Association of Pennsylvania State College and University Faculties. We uphold the highest standards of teaching, scholarly inquiry, and service. We are an organization that is committed to promoting excellence in all that we do to ensure that our students receive the highest quality education.
Textbooks (Required): I will notify you if I place additional required readings on Electronic Reserve during the course of the semester.
Jones, W.P., & Kottler, J. (2006). Understanding research: Becoming a competent and critical
consumer. Upper Saddle River, NJ: Pearson. ISBN: 0-13-119844-0.
Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches
(2nd ed.). Thousand Oaks, CA: Sage. ISBN: 0761944168.
Electronic Reserve: The publications listed below are required readings and are currently posted on electronic reserve, which can be accessed through the Internet. To access the readings on electronic reserve, follow the instructions at: http://www.sru.edu/depts/library/Handout.pdf. The password is “Kolbert.” If you have difficulty, please contact the SRU Reference Librarians-Kathy Manning at (724) 738-4458. To print the article you need to check “Print as Image” in the upper right hand corner of your “Print Options.” You DO NOT need to use a student identification #. I will notify students if additional publications are added during the course of the semester. Please be advised that not all of the publications in the e-reserve folder for the class are required, as some are optional readings. A complete list of the optional readings is towards end of this syllabus.
Levitt, S.D., & Dubner, S. J. (2006). Freakonomics: A rogue economist explores the hidden
side of everything (pp. 133-162). New York: Harper Collins.
Course Objectives:
Student Outcome/Objective / SRU Frame-work / CACREP / PDE / ISTE / Assessment Technique1. Understanding the relevance & importance of research & assessment to the work of helping professionals / 1a, 1c, 1f, 4b, / 7b, 8a, / IF / IA / Exams
2. Ability to identify the strengths & weaknesses of various quantitative & qualitative research designs / 1a, 1c, 1f, / 8a, 8b / IF / Exams, papers
3. Ability to competently utilize library resources & use proper research documentation / 1d / 8c, C1f, C1g / IB, IIA, IIB, IIC, IID, IIE, IIIB
IIIC
IIID
VA,
VC / Exams, written research article abstracts or critiques
4. Ability to understand univariate statistics methods as applied to the research process / 1f, 4b / 7c, 8a, 8b, 8c / IVA
IVB
IVC / Research article abstracts, literature searches, literature reviews
5. Ability to identify & understand ethical principles as applied to the research process / 4f / 8f / Exams, research article reviews, research and/or assessment design project
6. Ability to be a critical consumer of published research relevant to the helping professions / 1d / C1f / VB / Exams, written case analyses, research and/or assessment design project
7. Ability to understand & utilize appropriate data collection methods for conducting both quantitative & qualitative research / 1f, 4a, 4b / 7c, 7d, 7e, 8a, 8b, 8d, B6, C1a, C1c, C1g / IF / IVA
IVB
IVC / Data collection and analysis assignments, exams
8. Ability to use appropriate research & assessment methodology to design competent program assessment, grant proposals, &/or original research. / 1f, 4a, 4b / 7c, 7d, 7e, 8a, 8b, 8d, 8e, B6, C1a, C1c, C1g / IF / IVA
IVB
IVC / Research, grant proposal, and/or program assessment design project
Technology Expectations: Students will be expected to use Blackboard to access PowerPoints, external links, and grades. Students will use Bailey Library’s databases to access publications for a variety of course assignments.
Diversity Expectations and/or Focus: The assigned readings and class discussions include exploration the potential unethical and biased applications of research principles.
Course Assignments: All papers are to be typewritten, double-spaced, stapled, and use one-inch margins, page numbers, and 12 point font. Written assignments must reflect graduate level skill in writing, including appropriate organization with use of topic sentences, and appropriate spelling, punctuation, and grammar. The only identifying characteristics on your papers should be your SRU
e-mail address handwritten on the back-side of the final page. Please do not include a cover/title page.
1. Class Attendance: Since much of the learning in this course occurs in the context of discussion and demonstrations, you are expected to be present and on time for all class meetings. Tardiness or leaving class early may count as an absence. Students with more than 2 class absences (for any reason) will have their final grade dropped one letter, and 3 absences will result in failure (“F”) of the course. In the event of an emergency absence, the student is responsible for all missed work. You are expected to read and reflect upon all assigned materials, attend class, and share your thoughts during class discussions and activities. For the purpose of class discussion, it is recommended that you write reflective notes prior to class. These notes should include your observations, ideas, and questions on the main issues and points addressed in the assigned readings. Students may be called upon in class.
2. Quizzes 1 & 2: Each quiz will cover content covered in the readings and lectures since the previous quiz. The quizzes will consist of multiple choice questions. Quiz 1 reflects material covered in Punch (2005) chapters 2, 3, 4, 5 and 8, and Jones and Kottler (2006) chapters 1 and 2.
Quiz 2 reflects material covered in Punch (2005) chapters 6, 7, 10, pp. 199-216, and Jones and Kottler (2006) chapters 3, 4, 5, and 6.
3. Project Proposal-Due June 18: You are to write a research proposal for carrying our either a quantitative, qualitative or mixed methods research study. Make sure that you research strategy (quantitative, qualitative, or mixed) follows Punch’s guidelines for those types of studies. In other words, if you propose using a qualitative research strategy, ensure that your research questions are consistent with qualitative methodology. Below is the outline for the assignment, which generally follows the format described in Punch (2005, p. 262-270).
If you propose a qualitative study, I recommend that you review the format of Cruz (2002), which is found in Jones and Kottler (2006, pages 150-155). If you are proposing a quantitative study, I recommend that you review the format of Lemieux, McKelvie, and Stout (2002), which is found in Jones and Kottler (2006, pages 164-170). If you are proposing a mixed methods design, I recommend that you review an article that used a mixed methods approach. Finally, if you are proposing an action research study, which involves applied research in a real-life setting, you may want to look at action research publications.
I have provided on Blackboard examples of excellent project proposals done by past students in the class. You can find these examples in “Assignments.”
For this assignment, you must provide me with a hardcopy. You must also submit your paper to “Turn it in”, which is on Blackboard. You can find the instructions for using “Turn it in” under “help documents” which appears on the first screen after you log onto Blackboard.
I. Introduction (3-4 pages):
A. Review of Related Literature: Explain how the topic/issue is defined in the literature and summarize previous research findings on this topic. Remember that one of the primary purposes of a literature review is to provide a rationale for the study. The studies you cite should be closely related to the various aspects of the topic/issue. For example, if you are proposing the implementation of a bullying prevention program, then you should cite studies that have examined the effectiveness of such programs and identified what components appear to reduce bullying.
B. Research Questions: Identify the general and specific research questions.
II. Methods (3-4 pages):
A. Design: Explain the type of study you are proposing. For a quantitative study, identify if the design is experimental, quasi-experimental, or correlational. For a qualitative study, identify if the design is a case study, etc. If it is mixed methods design, explain how you are using both quantitative and qualitative methodology. You must justify your reasons for the design you selected.
B. Sample: For a quantitative proposal, identify the size of the sample, how it is to be selected and why, and your claims for represenativeness to the target population. For a qualitative proposal, identify who or what will be studied and why.
C. Data Collection: Identify the instruments and the procedures for administering the instruments. For a quantitative study, if you plan on using existing instruments, identify your rationale for using those instruments, including a description of their psychometric characteristics. If you are not using an existing instrument, attach the questions/data collect instrument that you will be using. The procedures, and rationale, for data collection are to be described.
D. Data Analysis: Identify how the data will be analyzed (t-test, ANOVA, multiple regression, simple correlation, simply examining percentages or averages, grounded theory, Miles and Huberman’s approach, etc.).
III. Limitations (1 page):
A. Explain the limitations of the study. If you are proposing a quantitative or mixed methods design, you should explain the potential threats to external validity, which means that you should explain some of the problems with generalizing the results to your target population.
You are to write a research proposal for carrying our either a quantitative, qualitative or mixed methods research study. The proposal is to follow the format as described in the Punch (2005) text (pp. 262-270), and Punch (2000), “Developing effective research proposals,” which is in Blackboard under 1) Research and Program Assessment, 2) Assignments, 3) Research Proposal Folder. Also, it is recommended that you review the examples of 3 research proposals that are housed in 1) Research and Program Assessment, 2) Assignments, 3) Research Proposal Folder. You must cite 3-5 referred journal articles in your proposal that provide the basis for and/or informs your proposed study. The paper must follow APA format guidelines for professional writing.
Grading: Only work assigned and graded by the instructor of record will be used to determine your final grade. Performance evaluation will consist of letter grades, utilizing the grading scale from the most recent Slippery Rock University Graduate Catalog.
GRADING / GRADING SCALEQuizzes 1 & 2 – 2 x 100 points each = 200 / A = (90% & above)-high level graduate work
Project Proposal = 200 / B = (80% to 89%)-satisfactory graduate work
TOTAL = 400 / C = (70% to 79%) – students must earn at least a
“C” to receive credit towards a degree or
endorsement from the Counseling Dept.
D = (60% to 69%)
F = (59% and below)
Academic Honesty: By accepting admission to Slippery Rock University, each student makes a commitment to understand, support, and abide by the University Honor Code, which is available in the Green and White student handbook at http://www.sru.edu/green-white. Paper copies are available in the Office of Judicial Programs, C-217 University Union. As Slippery Rock University students you are responsible for understanding the rights and responsibilities detailed in the Code of Conduct. Violations of academic integrity will not be tolerated.
Special Needs: ADA: If you have a physical, perceptual, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the Office of Students with Disabilities. OSD will review your concerns, confirm your disability, and determine, with you, what accommodations are necessary. All information and documentation of your disability is confidential and will not be released by OSD without your written permission. The Office of OSD will notify me if you have a documented disability, but I also encourage you to notify me if you have been identified with a disability that impacts learning and would like me to provide you with relevant accommodations.
Course Ground Rules: To get the most from this course, it is suggested that you:
· Read the contents of this syllabus and your assigned readings.
· Contact the instructor early if you are having problems in the course or if you have any questions.
· Please inform instructor of any necessary absences.
· Turn off cell phones and pagers before class begins.
Inclement Weather Policy: Class would only be cancelled if the university cancels classes. You can find out if the university has cancelled class by going to the following web-site: http://www.sru.edu/pages/1593.asp.
Tentative Course Schedule (the schedule is subject to change):
DATE /TOPIC
/ READINGSMay 26 / Introduction to Course
May 27 / *Introduction to Research / Punch-Chs. 1, 2
Jones & Kottler-Ch. 1
May 28 / *Research Questions / Punch-Chs. 3, 4
June 1 / Library Visit-Bailey, Room 213,
Renee Tkacik
Panel for Project Proposal
June 2 / *Quantitative Research Design / Punch-Ch. 5
Levitt & Dubner (2006)
June 3 / *Qualitative Research Design
Literature Review / Punch-Ch. 8
Jones & Kottler-Ch. 2
June 4 / *Mixed Method Design
Research Writing / Punch-Ch. 11
Punch-Ch. 12
June 8 / Quiz 1
Review Project Proposals
June 9 / *Collecting Quantitative Data / Punch-Ch. 6
Jones & Kottler-Ch. 4
June 10 / *Collecting Qualitative Data / Punch-Ch. 9
June 11 / *Analysis of Quantitative Data / Punch-Ch. 7
June 15 / Analysis of Quantitative Data / Jones & Kottler-Ch. 5
June 16 / Participant Sampling / Jones & Kottler-Ch. 3
June 17 / *Analysis of Qualitative Data / Punch-Ch. 10
June 18 / *Results-Discussion/Implications / Jones & Kottler-Ch. 6
June 22 / Quiz 2
* Indicates that there is an associated PowerPoint for the topic of the same name.