COU511 – Applied Research and Quantitative Methods

Graduate Studies in Counseling

Heidelberg College

SSII 2008 – Monday/Wednesday 10:00am to 2:00pm

CH218

3 Semester Hours

Instructor: Daniel R. Cruikshanks, Ph.D., PCC-S

Associate Professor & Clinical Coordinator

Past President, Ohio Counseling Association

College Hall 207

(800)925-9250 ext. 2308 or (419)448-2308

dcruiksh@heidelberg.edu

Office hours: M-W, 3 to 5pm

Prerequisite: none

Conceptual Framework: Vital Connections

The graduate counseling programs at Heidelberg College are based on a constructivist philosophy. This means that the pre-service candidates and in-service counselors-in-training in our programs build or construct their knowledge as a result of a student-centered, hands-on approach to learning. From the beginning of their experience at Heidelberg, our students are actively involved in their coursework and clinical/field experiences.

Specifically, the students build or construct their new knowledge about counseling with several tools - theory, practice, and reflection. These are the building tools that connect the constructivist core of the conceptual framework to each of the counselor education licensure programs.

Theory - principles of teaching and learning

Practice - clinical and field experience

Reflection - thinking about, evaluating and revising one's teaching and learning. Thus, constructivism is at the core of the conceptual framework, and the building tools of theory, practice, and reflection connect this core to each of the licensure programs.

Course Description

Students will be guided in designing, proposing, and conducting a research study. Focus will be on the process of conducting research in the field in accordance with ethical guidelines and standards of practice and institutional policies and procedures.

This course has been designed to facilitate learning through hands on experience. Working either individually or in groups, during the course of this semester, you will design, propose and conduct a quantitative study. As researchers, you will solicit participants from appropriate sources (as discussed in class). At the end of the term, we will have a research conference at which you will present your results.

Objectives

The primary objectives of the course are to develop students' abilities to conduct, interpret, and evaluate research and program evaluation in the counseling field. To achieve these objectives, a variety of approaches to learning may be used including lectures, group discussions, structured exercises, multimedia, service learning projects, and student presentations.

By the end of this semester, students should be able to:

describe basic terminology and apply principles of program evaluation and counseling research design and data analysis to solve empirical problems;

given an example of counseling research, identify the research design and statistics used;

demonstrate appropriate criteria for critically analyzing and evaluating counseling research;

choose an appropriate statistical method or design for investigating a problem or hypothesis and defend the selection;

compute and interpret selected descriptive and inferential statistics, and construct and analyze selected types of graphs;

identify the strengths and limitations of various research and statistical methods with regard to drawing valid causal or other types of conclusions;

prepare a review of the literature on a counseling related problem, write a proposal to conduct an empirical investigation of this research problem in counseling, and design and implement a pilot study and present your findings.

Course Structure

Our time together in class will be largely comprised of lectures, group activities and discussions. Your learning will be enhanced by these class activities and discussions; however, the demands for your time outside of class will be significant. To maximize your in class experience, you should come to class having read assigned readings and having prepared to discuss and become actively involved in your own learning by asking questions and engaging in class activities.

Students are responsible for all the tasks and activities described in this syllabus. This syllabus should be seen as a contract between the students and the professor. Students who feel that the expectations outlined below will be beyond their abilities during this semester should consider dropping the course and retaking it later.

Course Conceptual Framework

This course provides students with an understanding of current standards of practice and the theoretical basis for the assessment of intelligence, achievement, aptitude, personality, development, career, and interpersonal relationships. A variety of hands on exercises will provide students with opportunities to gain first hand experience and understanding of essential assessment principles and practices allowing them to link theory to practice.

Standards

This course is designed to meet NCATE Standard 1 and CACREP Common Core 8.

This course is designed to provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:

a. the importance of research and opportunities and difficulties in conducting research in the counseling profession,

b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research;

c. use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy;

d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications;

e. use of research to improve counseling effectiveness; and

f. ethical and legal considerations.

Requirements/Grading

During the term, you will have opportunities to earn a total of 1000 points for you final grade. Grading is on a standard scale: 90% = A; 80% = B; 70% = C; 69%.

(note: although specific requirements for assignments may change as the semester progresses, this will never happen without prior discussion and negotiation with you.)

Preparation & participation: Learning and teaching are social processes. As an active learning, seminar course, your presence and active engagement is particularly important. For you to learn and for me to claim to have taught, we must be present and engaged. To me, preparation and participation means that you are familiar enough with the material to work with it in class and that you are prepared to discuss your readings in class. My expectation of you is that you will attend class prepared and ready to discuss the material and ask questions about it. You should expect the same from me. You should understand that part of how I assess your learning is by observing your behavior in class.

Readings

Heppner, P. (2007), Research Design in Counseling (3^rd ed.). Belmont: Brooks/Cole/Wadsworth.

Pallant, J. (2005). SPSS Survival Manual (2^nd ed.). United Kingdom: Open University Press.

Faherty, V., R. (2008), Compassionate Statistics. New York: Sage.

APA (2001). Publication Manual of the American Psychological Association, 5^th ed.,

Washington, D.C.: APA

Additionally: I reserve the right to assign additional readings (such as journal articles) that I find appropriate for this course.

Course Structure

Due to time constraints of this course, class time is largely comprised of lectures, group activities and discussions. Your learning will be enhanced by these class activities and discussions; however, the bulk of your learning necessarily will come from your independent work on readings and assignments. To maximize your in class experience, you should come to class having read assigned readings and having prepared to discuss and become actively involved in your own learning by asking questions and engaging in class activities.

Students are responsible for all the tasks and activities described in this syllabus. This syllabus is a contract between the students and the professor. Students who feel that the expectations outlined below will be beyond their abilities during this eight week course at this time should consider dropping the course and taking at a later time.

Requirements/Grading

During the term, you will have opportunities to earn a total of 1000 points for you final grade. Grading is on a standard scale: 90% = A; 80% = B; 70% = C; 69% or less = F.

(note: although specific requirements for assignments may change as the semester progresses, this will never happen without prior discussion and negotiation with you.)

Preparation & participation: Learning and teaching are social processes. As an active learning, seminar course, your presence and active engagement is particularly important. For you to learn and for me to claim to have taught, we must be present and engaged. To me, preparation and participation means that you are familiar enough with the material to work with it in class and that you are prepared to discuss your readings in class. My expectation of you is that you will attend class prepared and ready to discuss the material and ask questions about it. You should expect the same from me. You should understand that part of how I assess your learning is by observing your behavior in class.

Attendance – Heidelberg College requires that attendance be taken at all class sessions. It is the responsibility of each student to assure that they have placed their name on the attendance list. Any student whose name doesn't appear on the weekly attendance list will be noted as absent for that class period. I expect students to attend class regularly. With the second unexcused absence, your semester grade will drop 1 letter, and then 1 additional letter grade for each subsequent unexcused absence. Absences will only be excused (no grade penalty) in the event of a documented family emergency (e.g. illness), acts of God or Terrorists (e.g. weather closing the college), or class cancellation by the professor. I understand that there are occasions for extenuating circumstances. Please talk with me (in advance when possible) in the event of such. Otherwise, please plan to attend class prepared and ready to engage in discussion about topics for each class.

Semester Project

During the course of the semester, you will select from a list of predetermined topics and then Conceive, Develop, Design, Conduct, and Write up a research project. You will have two options:

Group project

Working in groups of 2 to 3 students, you will choose from the list a research topic of interest to you.

Individual study

For those who prefer to work alone (avoidant personalities), you will choose a from the list research topic of interest to you.

Part I: Topic/Design

Research studies can be challenging and monotonous, and after a while, what seemed like a good idea may begin to seem like a miserable choice. In order to be successful, you will want to choose a topic of greatest interest to you but that also will allow a relatively simple research design and sample population.

As you begin to think about your study and consider topics of interest, you will begin to conduct a preliminary literature review on those topics.

What other research has been done on this topic?

How did the researchers design and implement their studies?

What would be the method of measurement, and do you have access to that method?

What population would you use to study this topic, and do you have access to that population?

How much time will be needed to gather data?

Is this doable by the end of the term?

Write up a brief proposal of your research topic and plan citing some examples of supporting studies from the literature. You will continue to conduct your literature review gathering research relevant to your topic for your Lit Review. This must be turned in and approved before you proceed to the next step in the project.

Total assignment is worth 200 points. (APA is not required here)

Part II: IRB

Using the appropriate forms, complete an IRB Proposal of your study (IRB Student Project Form). You will use the information from your preliminary proposal to complete your IRB packet. This must be approved by me prior to submission. Note: summer proposals are submitted directly to me.

Total assignment is worth 100 points.

Part III: Literature review paper

Using the literature that you have been gathering, you will write the first part of your research report. This will include:

An introduction to the problem/topic (problem statement)

Purpose statement

A review of the research literature in this area

Your proposed design/methods and expected findings

Conclusion

What does this research tell us about this problem?

How will your proposed study add to the knowledge about this problem?

Total assignment is worth 300 points. (APA=150; Content=150)

Part III: Research Presentation

Prepare a powerpoint presentation of your study to be presented to the class. Presentations should adhere to APA standards for citation and include a reference list in APA format to be included in handouts.

Total assignment is worth 200 points.

Projects must adhere to the instructions here. If you don’t understand these instructions, please talk with me outside of class for clarification. Failure to adhere to these instructions will result in the assignment being returned with a score of ‘0’.

* This assignment is designated as evidence of fulfilling certain standards of the NCATE and CACREP accrediting bodies. This means that this assignment is seen as an indicator of minimum standards of professional competency necessary to enter the field ready to practice. This assignment will be rated as follows:

MET (3)	MET WITH WEAKNESS (2)	NOT MET (1)
The student’s presentation will demonstrate that directions/ instructions have been followed carefully with attention to detail and each point has been addressed appropriately. It is presented professionally using appropriate language and terminology. Data are properly analyzed and correctly interpreted and reported. Conclusions and recommendations are appropriate relative to the data presented. Presentations meeting these criteria will earn a minimum score of 180 points.	The student’s presentation will demonstrate that directions/ instructions basically have been followed though details may not be precise and some points missed. Though language and terminology may not be entirely technically correct, the report basically is presented professionally. Data are properly analyzed and interpreted correctly but may not be reported with complete clarity of understanding. Conclusions and recommendations are weak, but not inappropriate relative to the data presented. Reports meeting these criteria will earn a minimum score of 160 points.	The student’s presentation will demonstrate a failure to follow directions/ instructions and suggests a lack of care or understanding of the purpose of this process. Language and terminology lack adequate professionalism to meet minimum standards of research and/or program evaluation practice in the field. Data fail are incorrectly interpreted and/or not sufficiently reported. Conclusions and recommendations fail to address the stated purpose of the research questions or hypotheses. Reports meeting these criteria will earn scores less than 160 points.

Your mastery of the knowledge, skills, and dispositions of course materials will be measured by your work on this comprehensive assignment. To pass this course you must successfully receive a rating of “Met with Weakness” or higher.

Students who receive a rating of “Not Met” will be offered a chance to improve the assignment. Students will be assigned an Incomplete and given one month to redo the work and receive an acceptable rating before they may pass the course. If, after this second attempt, the student still receives a rating of “Not Met”, then this will result in an earned grade of no more than a C for this course – regardless of the combined total points earned in other course assignments. No exceptions will be made to this rule. Students who receive a C must repeat the course at Heidelberg College.

Exams: We will have a mid-term as well as a final exam during this term. These exams will be administered at the mid-point and at the end of class. They will consist of 100 items which may include multiple-choice and/or true/false items and/or several short essay response items based upon assigned readings from your text as well as class discussions. Each exam will cover the assigned material for that portion of the term. The final is not comprehensive. Exams are administered on line as open book, open notes exams.

Exams are worth 100 points each.

A word on course demand

Work on the projects for this course will require a substantial amount of time outside of class. You should plan to spend at least 8 to 12 hours each week working outside of class reading the text, finding relevant resources in Beeghly Library, other libraries, or via the Internet, critically analyzing and evaluating primary resources (i.e., original research reports), and preparing the review or proposal.

While we will cover the some of the essential descriptive and inferential statistics in class as an integral part of each research design topic assigned, you may have a need to examine selected data-analytic techniques in greater depth. Note that this is not a statistics course. I assume that you have had that already as an undergrad and are prepared for research methods.

Academic honesty:

(from the college policy manual)

Heidelberg College values integrity in academic pursuits. It expects students to complete their work honestly and to report academic dishonesty.

Dishonesty in any form, including but not limited to academic cheating or falsification on any official college record will result in disciplinary action.

I expect adherence to the APA ethical guidelines for publication with regard to the proper citation of non-original materials used in papers (e.g. plagiarism).

DIVERSITY STATEMENT:

The MAC program is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the MAC program seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. Heidelberg College prohibits discrimination against any member of the school’s community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status, or veteran status.

The American Counseling Association has explicit policies, standards, and ethical guidelines regarding diversity issues. In this class, you will be expected to reflect the standards and ethics of the counseling profession, especially in the area of diversity. Any use of written or verbal language should be consistent with the respect and tolerance that are the cornerstone of the counseling profession and should reflect the ACA Human Rights Committee’s 1987 statement on tolerance, which states:

In order to guarantee that each individual is free to pursue his/her potential, each member of AACD (now ACA) is charged to (a) engage in ongoing examination of his/her own attitudes, feelings, stereotypic views, perceptions and behaviors that might have prejudicial or limiting impact on others; (b) contribute to an increased sensitivity on the part of other individuals, groups or institutions to the barriers to opportunity imposed by discrimination; (c) advocate equal rights for all individuals through concerted personal, professional, and political activity.

Students with Disabilities

Students with documented physical, psychological, and/or learning disabilities are eligible for reasonable and appropriate accommodations under the Americans with Disabilities Act (ADA). Under provision of the ADA, Heidelberg College will assess student disabilities and determine reasonable and appropriate accommodations for students with documented disabilities on a case by case basis. To seek accommodation for disabilities, students should refer to the Heidelberg College Learning Center (www.heidelberg.edu/offices/learning-center/) for further information and documentation forms and procedures.

Please feel free to discuss any concerns regarding disabilities with me for further guidance and information.

Incompletes

Students who, at the end of the semester, wish to be considered for an "Incomplete" must request this in writing to the professor, explaining the reasons and identifying a specific date that the assignment(s) will be submitted. It is the professor's discretion to approve or decline the request for an incomplete. If promised work has not been completed and submitted by the agreed upon date, the incomplete will become an F.

Grade Disputes

Students who feel that they have received an inappropriate grade for any assignment or for the course have the right to challenge that grade. To challenge a grade, students should adhere to the following procedures.

First, discuss your concerns with the instructor. The issue may be as simple as a grading/recording error that is easily corrected, or it may be resolved satisfactorily upon explanation/review with the instructor.

If you are unable to get satisfactory results with the instructor, the next step is to present your concerns in writing to the Program Director, Dr. Lipford-Sanders, for her review and investigation. Upon completion of a review and investigation, Dr. Lipford-Sanders will contact you with her findings and recommendations.

If you continue to feel that the outcome is unsatisfactory, then you may present your concerns, in writing, to the Dean, Dr. Weininger, for further consideration.

Finally, if you continue to feel that the outcome is unsatisfactory, then you may present your concerns, in writing, to the Graduate Education Policy Committee (GEPC) for review and investigation.

In the event of a grade conflict, you must follow this procedure. If you fail to follow this procedure (for example calling the Dean first), you will be instructed appropriately to follow this procedure.

I encourage you to discuss any concerns regarding this course with me, and I will make every effort to address these concerns and resolve them. I understand that this is not always possible, and in such events, I invite you to pursue such matters following the above procedures as needed.

WEATHER EMERGENCY POLICY

When the Seneca County Sheriff’s Department and the City of Tiffin Police Department declare the roads in Seneca County and the City of Tiffin impassable and motorists to stay off the roads and highways, classes may be cancelled or delayed. The decision should be made by 6:30 am.

The following media sources, WTTF (Tiffin – 103.7FM), WTVG – TV (Toledo – Channel 13), WNWO – TV (Toledo – Channel 24), and WTOL – TV (Toledo – Channel 11), will be notified of the closing or delay immediately.

If the weather worsens during the day, you may benefit by calling Heidelberg College (1-800-925-9250), the Graduate Studies in Counseling Dept. office (419-448-2288).

Semester Schedule

Date Tentative Topic Assignment

Monday July 7	Who are we, why are we here, and what is this, anyway? Why research, why us (counselors)?: Science, the scientific method and the counseling field Two major approaches to knowledge: Quantitative vs Qualitative Research Methods Basic Stats: Data	Heppner Ch 1 Pallant Intro & Ch 1 Donnelly Ch 1 & 2
Wednesday July 9	Group Research Night ~ Mastering Psychinfo and other electronic databases
Monday July 14	Research Topics Choosing a research topic Refining your topic Reviewing the literature Culture and Ethics in Research Milgram Tuskegee Consent and privacy IRB Research design (Part 1): How to design a study that will answer your question(s) What to measure and how Identifying variables Data Gathering Basic Stats: Working with Descriptive Statistics Preliminary Proposal (Part I) Due	Heppner Ch 2, 3, 4 & 5 Heppner Ch 4, 5 & 6 Faherty Ch 1-7
Wednesday July 16	Survey research Statistical analysis: Choosing the right tool for the job at hand Basic Stats: Probability Midterm Exam	Heppner Ch 9, 11- 13 Pallant Ch 3 & 6 Faherty Ch 8
Monday July 21	Research design (Part 2) Experimental and quasi-experimental design Basic Statistics: Sampling, measurement, and power IRB Proposal (Part II) Due	Heppner Ch 6, 7, 14, & 16