PC6521: Research and Program Evaluation
Spring 2 Chicago Campus
Instructor: Kathy Sexton-Radek,PhDPHONE:
630-886-7005EMAIL:
REQUIRED TEXTS:
Title / Counseling and Educational ResearchAuthor(s) / R. Houser
Copyright / 1998
Publisher / sage
ISBN / 076190740S
Edition
Chicago Campus
PC6521 Research and Program Evaluation
Faculty
Kathy Sexton-Radek, PhD, CSBM
Phone 630-886-7005
Meeting Dates March 14,15&16/April 4,5&6
Class Schedule Friday 6-8:45pm
Saturday 9am-5pm
Sunday 9am-4pm
Web-Augmented Activities
Starting the week of February 28, 2008, ending the week of April 10, 2008
Master of Arts in Community Counseling Mission Statement
The Master of Arts in Community Counseling Program has been designed to provide students with a sound foundation for eventual practice of professional community-based counseling. The program introduces students to basic counseling skills that integrate individual and group theoretical foundations of professional psychology into appropriate client interaction and intervention skills. The program emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional counselors who are committed to the ethical provision of quality services.
Course Description
A basic understanding of types of research is presented covering basic statistics, research development, and research implementation. Other areas studied include program evaluation, needs assessment, publication of research information, and ethnical and legal considerations pertinent to the professional counselor.
Course Delivery Format
This course has class meetings scheduled on weekends and is web-augmented with a weekly online component found at http://myeclassonline.com/ . This online component is meant to supplement the content delivered in the face-to-face meetings and provides weekly instructional contact with the instructor of this course. Students can expect weekly reading assignments and online discussion questions that offer opportunities to interact with fellow students and course faculty, as well as opportunities to engage with faculty and other students around activities meant to deepen and enhance the learning experience. In addition, the faculty may use the web-based learning environment to provide supplemental resources and reading material.
The course will be available onlineto students one week prior to the beginning of the term. For questions pertaining to the online format, please refer to the registration bulletin.
Different class activities will be used to facilitate the achievement of course objectives. These activities include lectures, small group discussions and exercises, application of research design within a clinical and school setting, as well as in-class reviews and critique of research articles.
Program Outcomes
The program outcomes of our Master of Arts in Community Counseling program are rooted in the CACREP standards. Each learning objective in this syllabus is tied to the program outcomes and each program outcome corresponds to a specific CACREP standard (the exact standard is delineated by numeric representation, i.e. CACREP Section II.K.2.a & II.K.5.b.c. & Community Counseling Section C.7, etc.).
Program Outcome One: Professional IdentityCompetency 1. Understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.
Program Outcome Two: Social and Cultural Diversity
Competency 1. Apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, to the practice of professional counseling.
Program Outcome Three: Human Growth and Development
Competency 1. Apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors.
Program Outcome Four: Career Development
Competency 1. Apply core theory and research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.
Program Outcome Five: Helping Relationships
Competency 1. Exhibit the knowledge base and skills needed to ethically and effectively deliver a range of professional counseling and consultation services.
Program Outcome Six: Group Work
Competency 1. Understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and skills to the practice of professional counseling.
Program Outcome Seven: Assessment
Competency 1. Understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.
Program Outcome Eight: Research and Program Evaluation
Competency 1. Understand how research methods, statistical analysis, needs assessment, and program evaluation are conducted and the role of these practices in the counseling profession.
Program Outcome Nine: Communication Skills
Competency 1. Communicate clearly and effectively, both orally and in writing.
Program Outcome Ten: Interpersonal Effectiveness (IE)
Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.
Course Objectives
This course aims at providing students with an understanding of research methods, statistical analysis, needs assessment, and program evaluation. Upon completion of this course, students will be expected to be able to meet the following CACREP and programmatic competencies specifically (CACREP Section II. K.8.a, K.8.b, K.8.c, K.8.d, K.8.e, K.8. f.; Program Outcome IE):
1. demonstrate an understanding of the importance of research and opportunities and difficulties in conducting research in the counseling profession (II. K.8.a);
2. articulate research methods such as qualitative, quantitative, single-case designs,
action research, and outcome-based research (II. K.8.b)
3. describe principles, models, and applications of needs assessment, program
evaluation;
4. utilize research findings to effect program modifications (II. K.8.d);
5. apply research to improve counseling effectiveness (II. K.8.e; Program Outcome IE);
6. be aware of ethical and legal considerations, and their implication in research (II. K.8.
f.); and
7. use of technology, computer statistical programs (SPSS), and introduction of
statistical methods in conducting research and program evaluation (II. K.8.c).
In addition, students will:
6. be able to identify various internal and external threats to validity, and strategies
which can minimize them when designing a research model;
7. be able to apply basic statistical concepts, including descriptive and inferential
statistics, and statistically significant relationships; and interpret statistical results
when reading research articles;
8. recognize the processes and issues involved in the development of an outcome study/program evaluation, including sampling, use of instruments, data collection procedures, data analysis, drawing statistical inferences, and reporting; and
9. attain skills for the proper foundation to conduct critical evaluation of research articles, and will be prepared to be an effective evaluator of research literature.
10. attain a level of familiarity of the SPSS program and its usage to conduct basic
statistical analyses
Class Policies and Expectations
1. Students’ active participation is integral and essential to the success of this class; thus attendance and participation, in both class meetings and online, are influential factors in the determination of your final grade. For foreseeable or necessary absence for class meetings, or inability to complete online assignments and activities, students are required to notify the instructor prior to class meetings, or the due dates of online assignments. Only with my consent can you make up missing assignments after the absence.
2. Students are expected to complete weekly reading and online assignments. It is important to note that online components of the course begin when the semester session begins, for this course.
3. Preparation for Class Meetings
All students should complete the assigned reading prior to each class meeting. You are expected to come to class prepared to discuss the assigned reading materials.
4. Assignments should be submitted to the instructor before or on the announced due date. Late assignments without proper explanation and extension agreement with the instructor will receive a 10% grade reduction for each day they are late. With the exception of in-class writing exercises, quizzes, tests, and online activities, all assignments should be typed with reference to the APA style and submitted to Dr. Sexton-Radek at , or in person within class time.
5. Open and timely communication is encouraged throughout the course. You are welcome to contact me at any time via e-mail for questions regarding your assignments and reading materials, or by appointment during my office hours as stated above.
Evaluation and Course Requirements
1. In-class participation 50 points
(25 points for each weekend)
You will be assessed by your enthusiasm in taking part in class discussion, leading and reporting small group work, and other in class activities and writing exercises (e.g. short reaction, papers to various theories, etc.)
2. Online Activities and Quizzes 100 points
(20 points for each week excluding the weeks of class meetings)
Online participation of the class begins with the semester, the week of January 9. Ground rules for online participation, and instructions for the first week activities and assignment will be posted online the week before. The format of these online assignments and activities vary. Basically students will be asked to respond to two small activities, or two discussion questions per week. Each Friday, new instructions of the online activities of the following week will be posted. As a general rule, week cycles begin on Mondays and end on Sundays; thus online assignments should be completed and submitted before or by Sundays, midnight.
Students’ online performance will be assessed according to the qualities of their responses to both the activities and to other students. Some of the characteristics of quality communication and feedback include: meaningful statements with context and content, constructive and respectful criticism or arguments, and clear expression of ideas.
3. Program Evaluation Research Exercise 100 points
In-class presentation on April 5 & April 6, during class meeting time.
Submission of the Program Evaluation Proposal – April 10,by 5:00 P.M.
Instructions:
1. In-groups of two, think of a program which can be an existing program from your workplace or from an agency.
2. Imagine that you are going to conduct some form of evaluation on this
program; it can be a context, process, or product evaluation.
3. In about 15 minutes, present and discuss your research ideas and responses to
the questions below to your classmates during the first weekend class meetings. Your classmates may critique your research ideas, and provide you with feedback to improve your research.
4. Incorporate your classmates’ feedback and submit a 10 page research
proposal, including responses to the following questions. Please use the underlined parts as subheadings in your paper.
Questions:
1. A short description of the program that you are going to evaluate: mission/goals, target clientele, format, setting, etc.
2. What program evaluation are you going to conduct?
a. mission of the evaluation – why do you want to do this evaluation?
How will you use the results?
b. On which part of the program are you focusing—e.g.
the context, process, or product evaluation?
3. Research design
a. Type of research design: qualitative vs. quantitative, descriptive vs.
experimental, quasi-experimental, survey, correlation study, single group versus multiple groups, interviews, etc.
b. For quantitative researcher: identity your variables.
For qualitative researcher: what themes are you focusing on?
c. Who are the participants?
d. What kind of measuring tools are you going to use if it is a quantitative
design?Or, What are your foci if you are conducting interviews? What are the questions you will ask your participants?
4. Research Method and Procedure
a. Recruitment of participants: flyers, referrals, invitation?
b. What do participant need to do in the research?
c. Data collection:
- How will you give out the measurement instruments?
- Do you need help from other people? Raters, observers, interviewers, etc.
5. What are some of the limitations of your research?
a. Any validity threats, both internally and externally?
b. Issues in application of the results?
4. Mid-term Examination 100 points
Date: April 4, 2008
The examination will cover all the readings prior to the first weekend class meeting.
Evaluation and Assessment of Objectives
Each objective listed below will have a measurable means of assessment in a given applied context.
- Objective one: will be evaluated by online and in-class discussions and group activities.
2. Objective two: will be assessed by online and in-class discussion and group
activities, online quizzes, mid-term examination, and the Program Evaluation Research Exercise.
3. Objective three: will be evaluated by online and in-class discussions and group
activities, online quizzes, mid-term examination, and the Program Evaluation Research Exercise.
- Objective four: will be measured by in-class and online discussions and critiques of articles, online quizzes, mid-term examination, and the Program Evaluation Research
5. Objective five: will be assessed by online and in-class discussions on legal and ethical issues.
6. Objective six: will be assessed by online and in-class discussions, critiques of
various research articles, and online quizzes, mid-term examination, and the Program Evaluation Research Exercise.
7. Objective seven: will be assessed by online and in-class discussions on the statistical procedures, techniques, and reporting of results of various research studies.
8. Objective eight: will be assessed by online and in-class discussions, group activities, and the Program Evaluation Research Exercise.
9. Objective nine: will be assessed by online and in-class discussions, and critiques of various research articles.
10. Objective ten: will be assessed by in-class exercises.
Grading:
100 to 93% = A
92 to 90% = A-
89 to 88% = B+
87 to 83% = B
82 to 80% = B-
79 to 78% = C+
77 to 73 = C
72 to 70 = C-
69 & below = F
Course Outline and Online Activities Themes & Schedule
***Bring the textbook to class on both weekends *****
Mar 1-6 Read: Houser, Preface, p. xi & xii, Chapter 1-6
Online Activities
March 7-13 Read: Houser, Chapters 7, & 8
Online Activities
March 14-16 Class Meeting
Friday:
· Science and the Research Process
· Ethics and Research
· Qualitative Research & Research Designs
Saturday
· Quantitative Research & Research Designs
· Development and Application of Research
· Development and Application of Program Evaluation Research
Sunday
· Evaluating the literature review
· Evaluating the purpose statement
· Evaluating hypothesis
· Mid-term examination
March 17-Apr3 Read Houser, Chapters 8-15