Social Work (SOWK) 562- Section 67219
Social Work Research
3 Units
Spring 2017
Instructor: / Jan Nissly, PhD, LCSW Course Day: MondayE-Mail: / / Course Time: / 8:40-10:00am PST
Telephone: / (310) 254-7071 / Course Location: / VAC
Office Hours: / Mondays 6:30-7:00am or 10:00-10:30am - or by appointment
I.COURSEPREREQUISITES
None.
II. CATALOGUEDESCRIPTION
SOWK562 SocialWorkResearch(threeunits). Introductionto researchmethods,including conceptualizationof researchproblems,literaturereview,researchdesign,sampling, measurement,datacollection,and dataanalysis.
III. COURSEDESCRIPTION
Thisfoundationcourseisdesignedto providean introductionto researchmethodsand to producean appreciationoftheresearchprocess.Itwill exploregeneralissuesthatarerelatedto theconductofsocialwork researchas appliedto socialwork practiceand servicedeliveryin complex,urbanenvironments.
In thiscourse,studentswillreviewthecharacteristicsand logicalprocessesofsocialwork researchand understandtheapplicabilityof scientificand scholarlyinquiryin advancing professionalknowledgeandimprovingsocialwork practiceto diverseclientelein numerous settings.Studentswillgaina conceptualand operationalunderstandingof thevarious quantitativeand qualitativemethodologiesusedin theconductofsocialwork-relatedresearch. Studentswillbepreparedto participatein arangeof researchactivitiesincluding(a) conceptualizationof researchproblems,(b)reviewoftheliterature,(c)evaluationof research design,(d)sampling,(e) selectionofmeasurementtools,(f) datacollection,(g)basic interpretationofdataanalyses,and (h) ethicalconsiderationsin theconductof researchwith humanparticipants.Attentionwill alsofocuson how racial,ethnic,gender,and lifestyleissues impacteachstageofthe researchprocess.
Studentswillnotbeexpectedto carryoutan actualstudy;however,theywill completeaseries of assignmentsthatpreparethemto utilizeresearchas professionalsocialworkers.Studentsare coachedto achievealevelofdisciplinedconceptualand analyticalthinkingin theprocessof developingtheirassignmentsand understandingand utilizingexistingempiricalliterature.
IV. COURSEOBJECTIVES
Objective / Objectives1 / Teachbasicresearchprinciplesand conceptswithintheframeworkof ethical practiceofprofessionalsocialwork.Identifytheethicalissuesinvolvedinprofessionalsocialworkresearch,includinginformedconsent,confidentiality, use and abuseofsensitivedata,theissueofwithholdingtreatmentto controlgroups,and thehonestdisclosureof findings.
2 / Provideopportunitiesforstudentsto increaseawarenessofand besensitiveto issuesin theresearchprocessas theyrelateto variousdiversepopulationssuchas definedbygender,race,sexualorientation,socialclass,religion,and vulnerableand oppressedgroups.
3 / Teachand demonstratetheimportanceof theroleofsocialwork empirical researchand evidence-basedpracticeresearchas theyapplyto socialworkpracticeand policy.Theprinciplesofresearchwillbepresentedand students willhavean opportunityto applytheprinciplestoevidencesearch,reviewof theliterature,and evidenceappraisalin thecontextofindividuals,groups, or communities.
4 / Presentfoundation-levelresearchconceptsand buildstudentskillsincludingtheuseof researchtermsand vocabulary;theskillofidentifyingrelevantsocialwork researchquestionsand hypotheses;identifyingindependent,dependent, and othervariables;themeasurementofvariablesincludingdescribingthe conceptsofreliabilityand validity;methodsforsampleselection;the explorationof researchdesignoptions;and keyfoundation-levelstatistical conceptsincludingdescriptiveand inferentialstatistics.
V. COURSEFORMAT/INSTRUCTIONALMETHODS
Four primarylearning/teachingmodalitieswillbeusedin class:(1)didacticpresentationof materialon theVirtualAcademicCenterplatform;(2) criticaldiscussion,interaction,and transactionamongtheinstructorand studentsin thelivesession;(3)facilitatedproblemsolving amongstudentsworkingaround specificresearchquestions;and (4)directinteractionwith meaningfulexercisesthatsupportstudents'conceptualdevelopment.
Pleasenotethatit maybenecessaryfortheinstructorto makeadjustmentsto thesyllabusduring thesemester.
VI.STUDENTLEARNINGOUTCOMES
The following table lists the nine Social Work core competencies as defined by the Council on Social Work Education’s 2015 Educational Policy and Accreditation Standards:
Social Work Core Competencies1 / Demonstrate Ethical and Professional Behavior
2 / Engage in Diversity and Difference in Practice *
3 / Advance Human Rights and Social, Economic, and Environmental Justice
4 / Engage in Practice-informed Research and Research-informed Practice *
5 / Engage in Policy Practice
6 / Engage with Individuals, Families, Groups, Organizations, and Communities
7 / Assess Individuals, Families, Groups, Organizations, and Communities
8 / Intervene with Individuals, Families, Groups, Organizations, and Communities
9 / Evaluate Practice with Individuals, Families, Groups, Organizations and Communities *
* Highlighted in this course
The following table shows the competencies highlighted in this course, the related course objectives, student learning outcomes, and dimensions of each competency measured. The final column provides the location of course content related to the competency.
Competency / Objectives / Behaviors / Dimensions / ContentCompetency 4: Engage in Practice-informed Research and Research-informed Practice
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. / 2. Provide opportunities for students to increase awareness of and be sensitive to
issues in the research process as they relate to various diverse populations such as defined by gender, race, sexual orientation, social class, religion, and vulnerable and oppressed groups.
3. Teach and demonstrate the importance of the role of social work empirical
research and evidence-based practice research as they apply to social work practice and policy. The principles of research will be presented and students will have an opportunity to apply the principles to evidence search, review of the literature, and evidence appraisal in the context of individuals, groups, or communities.
4. Present foundation-level research concepts and build student skills including
the use of research terms and vocabulary; the skill of identifying relevant social work research questions and hypotheses; identifying independent, dependent, and other variables; the measurement of variables including describing the concepts of reliability and validity; methods for sample selection; the exploration of research design options; and key foundation-level statistical concepts including descriptive and inferential statistics. / 4a. Uses practice experience and theory to inform scientific inquiry and research. / Knowledge, Cognitive and Affective Processes / Units: 1-3
Assignments:
- Research Portfolio
- In-class Exam
- Final Exam
4b. Applies critical thinking to engage in analysis of quantitative and qualitative research methods and research findings. / Knowledge, Cognitive and Affective Processes / Units: 1-6, 8-13
Assignments:
- Research Portfolio
- In-class Exam
- Final Exam
4c. Uses and translates research evidence to inform and improve practice, policy, and service delivery. / Knowledge, Skills / Units: 1-3
Assignments:
- Research Portfolio
- In-class Exam
- Final Exam
Competency / Objectives / Behaviors / Dimensions / Content
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. / 3. Teach and demonstrate the importance of the role of social work empirical
research and evidence-based practice research as they apply to social work practice and policy. The principles of research will be presented and students will have an opportunity to apply the principles to evidence search, review of the literature, and evidence appraisal in the context of individuals, groups, or communities.
4. Present foundation-level research concepts and build student skills including
the use of research terms and vocabulary; the skill of identifying relevant social work research questions and hypotheses; identifying independent, dependent, and other variables; the measurement of variables including describing the concepts of reliability and validity; methods for sample selection; the exploration of research design options; and key foundation-level statistical concepts including descriptive and inferential statistics. / 9a. Selects and uses appropriate methods for evaluation of outcomes. / Knowledge, Skills, Cognitive and Affective Processes / Units: 4-6, 8-13
Assignments:
- Research Portfolio
- In-class Exam
- Final Exam
9d. Applies evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. / Knowledge, Skills / Units: 1-3
Assignments:
- Research Portfolio
- In-class Exam
- Final Exam
VII.COURSEASSIGNMENTS,DUEDATES,ANDGRADING
Assignment%ofFinalGrade1)ResearchPortfolio(3 Segments@ 15% each;FinalIntegrated70%
Portfolio25%)
2)In-ClassExam10%
3)SequenceFinalExam10%
4)Class Participation10%
1)ResearchPortfolioAssignments(70%ofCourseGrade)
Theprimaryassignmentforthecoursewillbethe completionofaresearchportfolio,which includesaseriesof smallinterconnectedassignmentsand onefinalportfoliothatconnectsallof theindividualpiecesintoaunifiedapproachto addressingaspecificresearchquestion.The assignmentsaredesignedto allowstudentsto applythemethodologicalcontentbeinglearnedin meaningfulways, and usingamanageableapproach.Gradingfortheentireresearchportfolio processis designedto recognizethatstudentswilllearncoursematerialthrough application,with thefinalportfolioprovidingan opportunityto integrate,correct,and extendon initialportfolio segments.Theassignmentsthatcomprisetheresearchportfolioarelistedbelow; instructors will assign the differentsections of the research portfoliobased on their specific courseoutlines; some parts might be combinedorseparated bythe instructor.Template descriptionsthat outlinethe researchportfolioassignmentsarepostedin the CourseToolbox. Detailed Portfolio Assignment Descriptions mightbeprovided by yourinstructor. If your instructor provides youwithdetailed Portfolio Assignment instructions, please follow theoutlines provided bytheinstructor, NOT thegeneric ones posted intheVACplatform. Dueto thenatureof the assignments, it is essential forstudents to submitallsegments bythe postedduedates; late assignments willnot be accepted for credit, but should be submitted for reviewandinstructor feedback.
Portfolio Segments(total of45%; percentagesofeachsegment will beassigned byyour instructor):
ResearchQuestion: Literaturesearch andsummary,and astated research question
Variables andMeasurement:Identificationand measurementofmajor variablesandsummaryof aknownscaleorinstrument
Sampling:Descriptionofthe plan to get research participants/subjects(samplingplan)
Design: Description ofthe researchdesign and its strengths andweaknesses
FinalIntegratedResearch Portfolio(25%of coursegrade): Detailed summary of corrections and augmentations that would be made the previous portfolio segments, based on instructorcomments and additional student understandingof content. Abstract and additional content on plan for analysisand reflection on the research process areincluded.
2)In-class Exam(10%ofCourseGrade)
One mid-semester exam, worth10%ofthe coursegrade, will be given during a live class session.Theexamwill consistofshort- answeritems and vignette-basedquestions.The exam istypicallyadministeredduringWeek7 - datesmay varyby instructor,andmay bechanged based oncoverageofthe neededmaterial.
3)FinalExam(10%ofCourseGrade)
Studentswill completeafinalexam,whichwillmeasuretheirabilityto applythe knowledge acquiredduringthecourse.Vignettesand descriptionsfrompublishedresearch articleswillbe presented,and studentswillbeaskedto answerquestionsaboutspecificaspects of research methodologyincludingethics,researchdesign,sampling,measurement,and interpretationof statisticalresults.Theexamwillbeadministeredduringfinalsweek,asperthe USC Finals WeekSchedulefor thecohort.PleasecheckthedateoftheFinalAssessmentExamto ensureyouravailability.
4)Class Participation(10%ofCourseGrade)
Studentsareexpectedtocontributeto thedevelopmentofa positivelearningenvironmentand to demonstratetheirlearningthroughwrittenand oralassignmentsand through activeclassparticipation.Class participationshould consistofmeaningful,thoughtful, and respectful
participationbased on havingcompletedrequiredreadingsand assignmentspriorto class. When in class, studentsshoulddemonstratetheirunderstandingof thematerialand bepreparedto offer commentsor reflectionsaboutthematerial,and/oralternatively,to haveasetofthoughtful questionsaboutthematerial.ThisincludeshavingcompletedtheembeddedExercisesandUnit AssessmentQuizzesinadvanceofclass,andparticipatinginthereviewoftheanswerstoExercisesand UnitAssessmentQuizzes.PointswillbedeductedforfailuretocompletetheUnitAssessmentQuizzes andExercisesintheasynchronouscoursematerialpriortoclass.Failureto meettheseexpectations willresultin thereductionofthe participationgrade.Classparticipationisworth10%ofthefinal grade.
Class gradeswillbebasedon thefollowing:
Class GradesFinalGrade3.85–4.00A / 93–100A
3.60–3.84A– / 90–92A-
3.25–3.59B+ / 87–89B+
2.90–3.24B / 83–86B
2.60–2.89B– / 80–82B–
2.25–2.59C+ / 77–79C+
1.90–2.24C / 73–76C
70–72C–
WithintheSchoolofSocialWork, gradesaredeterminedin eachclassbasedon thefollowing standards,whichhavebeenestablishedbythefacultyoftheschool:(1)gradesofA orA–are reservedforstudentworkthatnotonlydemonstratesverygood masteryofcontent,butwhich alsoshows thatthestudenthasundertakena complextask,hasappliedcriticalthinkingskillsto theassignment,and/orhasdemonstratedcreativityin hisorherapproachto theassignment.The differencebetweenthesetwo gradesis determinedbythedegreeto whichtheseskillshavebeen demonstratedbythestudent;(2)agradeofB+is givento work thatis judgedto bevery good―thisgradedenotesthatastudenthasdemonstratedamore-than-competentunderstanding ofthematerialbeingtestedin theassignment;(3)agradeofBis givento studentworkthat meetsthebasicrequirementsoftheassignment―itdenotesthatthestudenthasdoneadequate work on theassignmentandmeetsbasiccourseexpectations;(4)agradeofB–denotesthata student'sperformancewaslessthanadequateonan assignment,reflectingonlymoderategraspof contentand/orexpectations;(5)agradeofCreflectsa minimalgraspoftheassignments,poor organizationofideas,and/orseveralsignificantareasrequiringimprovement;(6)gradesbetween C–and F areappliedto denoteafailureto meetminimumstandards,reflectingserious deficienciesin all aspectsofa student'sperformanceon the assignment.
VIII.REQUIREDANDSUPPLEMENTARYINSTRUCTIONALMATERIALSANDRESOURCES
RequiredTextbooks
Rubin,A., &Babbie,E. (2016).Empowerment Series: Essentialresearchmethodsforsocialwork
(4thed.).
Ifthe prioredition of thetextbook as alreadybeenpurchased, itis acceptableto use:
Rubin,A., &Babbie,E. (2013).Empowerment Series: Essentialresearchmethodsforsocialwork
(3rded.).
SuggestedAdditionalResources
GuidesforAPA StyleFormatting
AmericanPsychologicalAssociation.(2009).PublicationmanualoftheAmericanPsychological
Association(6thed.). Washington,DC:Author.
APAformattingand style guide.(1995–2011). TheOWLatPurdue.Retrievedfrom
(InstructorNote:Thispopularsiteforstudents—itis free,hasswitchedto the6th edition.)
USCguideto avoidingplagiarism.(n.d.). Availableat:
Winn,J. (2010). APA style:USCLibGuides.Availableat:
(InstructorNote:HIGHLY RECOMMENDED.)
Note:Additionalrequiredand recommendedreadingsmaybe assignedbytheinstructor throughoutthe course.
Course Overview
Thetablebelowdescribesthetopicsfor eachclass sessionand scheduleforquizzesand thefinal exam.YourinstructorwillprovideyouwithaSyllabusoraSyllabusAddendumthatwillincludedue datesforthePortfolioSegmentAssignments.This schedulemayvarybasedon semesterstartdate, holidays, and otherfactors.
CourseSchedule―Detailed Description
Week/Date / Units / Topics / Assignments1
January 9 / 1 /
- Course Introduction and Overview of Social Work Research Methods
2
January 16 /
- NO CLASS - Martin Luther King, Jr. Day
3
January 23 / 2, 3 /
- Types of Research in Social Work
- Ethical and Multicultural Considerations in Conducting Research
4
January 30 / 4 /
- Variables: The Conceptualization of Research
5
February 6 / 5 /
- Measurement Methods andReliabilityand Validity
6
February 13 / 6 /
- Sampling Techniques and Considerations
7
February 20 /
- NO CLASS – President’s Day
8
February 27 / 7 /
- Exam 1: Social Work Research, Variables, Measurement and Sampling
9
March 6 / 8 /
- Qualitative Research Methods
10
March 13 /
- NO CLASS – Spring Break
11
March 20 / 9 /
- Introduction to Research Design
12
March 27 / 10 /
- Continuation of Research design
- Threats to Internal Validity
13
April 3 / 11 /
- Quantitative Statistics: Descriptive Statistics
14
April 10 / 12 /
- Quantitative Statistics: Inferential Statistics and Statistical Significance
15
April 17 / 13, 14, 15 /
- Inferential Statistics (Continued): Understanding Associations Between Variables
- Social Work Research Context Revisited, Course Wrap-Up, and Evaluation
April 24 /
- Final Assessment Exam, Finals Week
FINAL ASSESSMENT EXAMINATION: April 24, 2017 two hours, 7:30-9:30am PST
Unit 1: CourseOverviewandSocialWorkResearchProblems
Topics
CourseIntroductionandOverview
CourseSyllabus(ReviewofExpectations) TheWhatand WhyofSocialWorkResearch
Purposes ofSocialWorkResearch:ConceptualOverviewin an AgencyContext
Researchand Evidence-BasedPractice
OtherWaysofKnowing
ValueofScientificInquiryand theScientificMethod
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter1:Whystudyresearch? Chapter2:Evidence-basedpractice
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter1:Whystudyresearch? Chapter2:Evidence-basedpractice
Selectthislinkforspecifichints:Trojanintegrity:A guideto avoidingplagiarism.Availableat
Unit 2:TypesofResearchinSocialWork
Topics
Introductionto ResearchMethodsin SocialWork
Quantitativeand QualitativeMethodsofInquiry
Purposes ofSocialWorkResearch:Exploration,Description,Explanation,and Evaluation
IntroductionofSocialWorkResearchClusters
ReviewingLiteraturein aPractice-BasedContext
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter3: Qualitative,quantitative,and mixedmethodsofinquiry
Chapter4:Factorsinfluencingthe researchprocess
Chapter7: Problem Formulation
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter3: Comparingqualitative,quantitative,andmixedmethodsofinquiry
Chapter4:Factorsinfluencingthe researchprocess
Chapter5:Reviewingliteratureand developingresearchquestions
USCguideto avoidingplagiarism.(n.d.). Availableat
Unit3:Ethical andMulticultural Consideratios inResearch
Topics
ExperimentsThatDemonstratedtheNeedforEthicalGuidelines
BelmontPrinciples
ListofEthicalGuidelinesforSocialScienceResearch
InstitutionalReviewBoards
MulticulturalConsiderations
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter5:Ethicalissuesin socialwork research
Chapter6:Culturallycompetentresearch
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter4:Factorsinfluencingthe researchprocess,pp. 60–62
Chapter16:Ethicalissuesin socialwork research
Chapter17:Culturallycompetentresearch
USC’sIRBHumanSubjectsProtectionProgram.Retrievedfrom
Unit 4:VariablesandIntroductionto MeasurementConcepts
Topics
Variables:TheConceptualizationofInquiry
SpecificTypesofVariables
IdentifyingIndependentand DependentVariables
LevelofMeasurement
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter8:Measurementin quantitativeand qualitativeinquiry
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter6:Conceptualizationin quantitativeand qualitativeinquiry
Trochim,W.M. K. (2006). Variables.WebCenterforSocialResearchMethods.Availableat
Unit 5:MeasurementMethodsandReliabilityandValidity
Topics
MeasurementPrinciples:FromConceptto Measurement
Reliabilityand Validity
DiscussionofaKnown ScaleorInstrument
Locationand AssessmentofMeasurements
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter8:Measurementin quantitativeand qualitativeinquiry
Chapter9:Quantitativeand qualitativemeasurementinstruments Chapter10: Surveys
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter7:Measurementin quantitativeand qualitativeinquiry
Chapter8:Qualitativeand quantitativemeasurementinstruments
Chapter9:Surveys
AmericanPsychologicalAssociation.(2010).FAQ/Findinginformationaboutpsychological tests.Retrievedfrom
Unit 6: SamplingTechniquesandExtenalValidity
Topics
TheConceptofSampling
DefiningthePopulationofInterest
Probabilityand NonprobabilitySamplingTechniques
ExternalValidityand Generalization
SamplingError
EthicalConcernsin Sampling
ThePragmaticsofSampling
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter11:Sampling:Quantitativeand qualitativeapproaches
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter10:Sampling:Quantitativeand qualitativeapproaches
Unit 7:Exam1
Topics
UnderstandingExamProcedures
Exam1 ReviewExercise:PracticeTest
Unit 8:QualitativeResearchMethods
Topics
QualitativeResearchOverview
ComparingQualitativeandQuantitativeResearch
QualitativeResearchMethods
Samplingand Measurement Issuesin QualitativeResearch
DataAnalysisand EthicalIssuesin QualitativeResearch
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter3:Quantitative,qualitativeand mixedmethodsofinquiry(review) Chapter15:Additionalmethodsin qualitativeinquiry
Chapter18: QualitativeData Analysis
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter3:Quantitative,qualitativeand mixedmethodsofinquiry(review) Chapter14:Additionalmethodsin qualitativeinquiry
Chapter15:Analyzingavailablerecords
Christenson,P., &Ivancin,M. (2006). The"reality"ofhealth:Realitytelevisionand thepublic health.A discussionpaperpreparedfortheKaiser FamilyFoundation.Retrievedfrom
Hernandez,J. R.L. (2009). Photo-ethnographybypeoplelivingin povertynearthenorthern borderofMexico[Forum].QualitativeSocialResearch,10(2). Retrievedfrom
Holdt,J. (2002). Americanpictures.Retrievedfrom a chapterto viewfrom
Unit 9:Introductionto ResearchDesigns:MatchingPurposeto Design
Topics
Introductionto ResearchDesign
ContinuumofKnowledge
MatchingDesignto ResearchPurpose andLevelof Knowledge
ResearchDesignNotation
CommonDesignsUsed in SocialWork
EthicalIssuesin ResearchDesign
Threatsto ExternalValidityRelatedto Design
EstablishingCausationandIntroductionof theConceptofThreatstoInternalValidity
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter12:Experimentsand quasi-experiments
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter11:Experimentsand quasi-experiments
Unit 10:Threatsto InternalValidity
Topics
ThreatstoInternalValidityAddressedbyDesign
ThreatstoInternalValidity:HowThreatstoInternalValidityRelateto Design
ThreatstoInternalValidityThatCannotBeAddressedbyDesign
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter12:Experimentsand quasi-experiments(review)
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter11:Experimentsand quasi-experiments(review)
Unit 11:QuantitativeStatistics:DescriptiveStatistics
Topics
Probability:Understandingthe p; RejectingtheNullHypothesis;ChoosingInferentialStatistics
IntroductionofStatistics
LevelofMeasurementRevisited:CategoricalVariables(Nominaland Ordinal) LevelofMeasurement:ContinuousVariables(Intervaland Ratio)
MeasuresofCentralTendency
Measuresof Dispersion
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter17:Quantitativedataanalysis
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter18:Quantitativedataanalysis
Hoffman,R.D. (2003).Internetglossaryofstatisticalterms.Retrievedfrom
(InstructorNote:Look at descriptionsofmean;median;mode;range;variance;standard deviation;samplingdistribution;statistic;parameter;nullhypothesis;alternative hypothesis;statisticalhypothesis;alpha;statisticalsignificance;typeIerror;type IIerror; beta;and therelationshipbetweenalpha,betaandpower.)
Unit 12:QuantitativeStatistics:InferentialStatisticsand StatisticalSignificance
Topics
InferentialStatisticsand HypothesisTesting
TheLogicofHypothesisTesting
BasicConceptsoftheCentralLimitTheorem
StatisticalSignificance:Introduction
TestingtheNullHypothesis
RequiredReading
Rubin,A., &Babbie,R.(2016).Essentialresearchmethodsforsocialwork(4thed.).
Chapter17:Quantitativedataanalysis
Rubin,A., &Babbie,R.(2013).Essentialresearchmethodsforsocialwork(3rd ed.).
Chapter18:Quantitativedataanalysis
Hoffman,R.D. (2003).Internetglossaryofstatisticalterms.Retrievedfrom
(InstructorNote:Look at descriptionsofmean;median;mode;range;variance;standard deviation;samplingdistribution;statistic;parameter;nullhypothesis;alternativehypothesis; statisticalhypothesis;alpha;statisticalsignificance;typeI error;typeIIerror;beta;and the relationshipbetweenalpha,betaand power.)
Lane,D. M. (2008). Chapter9:Logisticsofhypothesistesting:Rulingoutchanceas an explanation.RiceVirtualLabin Statistics.Retrievedfrom
Unit 13: Inferential Statistics, cont’d.: Understanding Associations between Variables
Topics
Introductionto theMeasurementofAssociations BetweenVariables
ExamplesofCommonInferentialStatistics:Chi-Squared,Students’t Test,ANOVA, Correlation
MultivariateStatistics:MultipleRegressionand ANCOVA
RequiredReading
Centerfor TeachingandEngagedLearning:Lessons4, 6, and 13—Independentsamplesttest
Unit 14: Review and Application Exercise
Topics
ReminderofExamProcedures
Exam ReviewExercise:PracticeTest
Unit 15: CourseWrap-Up,Evaluations,andFinalExamReview
Topics
CourseWrap-Up:PuttingIt All Together
CourseEvaluation
FinalAssessmentExamReview
Unit 16: FinalAssessmentExaminationDuringFinalsWeek
Topics
FinalExam
University Policies and Guidelines
IX.Attendance Policy
Students are expected to attend every class and to remain in class for the duration of the unit. 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 email () of any anticipated absence or reason for tardiness.
University of Southern California policy permits students to be excused from class 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 and to the USC School of Social Work Student Handbook for additional information on attendance policies.
X.Academic Conduct
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in yourown words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards: forms of academic dishonesty are equally unacceptable. See additional information in SCampusand university policies on scientific misconduct,
Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity or to the Department of Public Safety This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person.The Center for Women and Men provides 24/7 confidential support, and the sexual assault resource center webpage describes reporting options and other resources.
XI.Support Systems
A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute which sponsors courses and workshops specifically for international graduate students.The Office of Disability Services and Programs certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information will provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.