Social Work (SOWK) 562- Section 67219

Social Work Research

3 Units

Spring 2017

Instructor: / Jan Nissly, PhD, LCSW Course Day: Monday
E-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 / Objectives
1 / 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 Competencies
1 / 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 / Content
Competency 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:
  1. Research Portfolio
  2. In-class Exam
  3. 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:
  1. Research Portfolio
  2. In-class Exam
  3. Final Exam

4c. Uses and translates research evidence to inform and improve practice, policy, and service delivery. / Knowledge, Skills / Units: 1-3
Assignments:
  1. Research Portfolio
  2. In-class Exam
  3. 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:
  1. Research Portfolio
  2. In-class Exam
  3. Final Exam

9d. Applies evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. / Knowledge, Skills / Units: 1-3
Assignments:
  1. Research Portfolio
  2. In-class Exam
  3. Final Exam

VII.COURSEASSIGNMENTS,DUEDATES,ANDGRADING

Assignment%ofFinalGrade
1)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 GradesFinalGrade
3.85–4.00A / 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 / Assignments
1
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
/ Research Portfolio – Article Summaries and Research Question
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
/ EXAM 1
9
March 6 / 8 /
  • Qualitative Research Methods

10
March 13 /
  • NO CLASS – Spring Break

11
March 20 / 9 /
  • Introduction to Research Design
/ Research Portfolio – Variables & Measurement
12
March 27 / 10 /
  • Continuation of Research design
  • Threats to Internal Validity

13
April 3 / 11 /
  • Quantitative Statistics: Descriptive Statistics
/ Research Portfolio –Sampling and Design
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
/ Final Integrated Research Portfolio Assignment
April 24 /
  • Final Assessment Exam, Finals Week
/ Final Assessment Exam
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.