THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK. SW 519 Foundation Research Section credit hours Fall, 2014

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1 THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK SW 519 Foundation Research Section credit hours Fall, 2014 Professor: Sunha Choi, PhD, MSW Class Times: Mondays, 9:00 12:00 pm Classroom: HBB 130 Office: 2422 Dunford Hall Office Hours: Right after class or by appointment Office Phone: (865) schoi12@utk.edu Code of Conduct It is the student's responsibility to have read the College of Social Work Ethical Academic and Professional Conduct Code that is in the College of Social Work MSSW Handbook ( Students are also expected to sign and adhere to the Social Work Field Placement Code of Conduct. The Honor Statement An essential feature of The University of Tennessee is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the University, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity. (Hilltopics). University Civility Statement Civility is genuine respect and regard for others: politeness, consideration, tact, good manners, graciousness, cordiality, affability, amiability and courteousness. Civility enhances academic freedom and integrity, and is a prerequisite to the free exchange of ideas and knowledge in the learning community. Our community consists of students, faculty, staff, alumni, and campus visitors. Community members affect each other s well being and have a shared interest in creating and sustaining an environment where all community members and their points of view are valued and respected. Affirming the value of each member of the university community, the campus asks that all its members adhere to the principles of civility and community adopted by the campus: Disability If you need course adaptations or accommodations because of a documented disability or if you have emergency information to share, please contact The University of Tennessee Office of Disability Services at 2227 Dunford Hall (865) This will ensure that you are properly registered for services. Dimensions of Diversity The College of Social Work and the University of Tennessee welcome and honor all people. In accordance with the U.S. Council on Social Work Education and the U.S. National Association of Social Workers, the Page 1 of 10

2 College of Social Work defines the dimensions of diversity as the intersectionality of multiple factors, including age, class, color, culture, mental or physical disability, ethnicity, gender, gender expression, gender identity, immigration status, marital status, national origin, political ideology, race, religion, sex, and sexual orientation. The College values intellectual curiosity, pursuit of knowledge, and academic freedom and integrity. A person s diverse life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. The College of Social Work promotes social justice and social change, and strives to end discrimination, oppression, poverty, and other forms of social injustice. Course Description This is a required Foundation course. This course is designed to help students gain an understanding of and appreciation for the use of research as a tool for professional evidence based practice with and on behalf of at risk populations and to evaluate programs and practices. Students are introduced to the concepts and skills underlying a systematic approach to social work research, including basic research terminology, the scientific method in social work, the value of research in social work, research ethics and the social work value base, problem formulation and conceptualization, measurement, research designs, sampling, alternative quantitative and qualitative data gathering and analytic techniques, and relevant information and computer technologies. Course Rationale Social workers must be critical consumers of research and possess the knowledge of research and its method in order to use research as a tool for competent and accountable evidence based practice with and on behalf of at risk populations. Toward that end, it is essential that social workers have the foundation knowledge, skills, and tools necessary to formulate questions about practice and policy, access and critically appraise the research literature available to answer such questions, and to prepare for more advanced methods used to evaluate programs and practices. Course Competencies By the completion of this course, the students are expected to be able to demonstrate: 1. Recognize and explain differences between an evidence based helping professional and one guided by tradition, authority, dogma, and speculation. 4.2, 4.4, 4.5 (Content: role, history, knowledge acquisition, and current status of research in social work; basic assumptions, concepts, foundations, and limitations of the traditional scientific approach and challenges to these foundations; principles, logic, limitations, and alternative conceptualizations of qualitative and quantitative research designs); 2. Access relevant data bases for research evidence to support or refute social work practice, program and policy decisions. 4.3 (Content: evidence based practice, purpose of a literature review, sources of literature, and assess the quality of available literature) 3. Critically evaluate the methodological rigor of different kinds of qualitative and quantitative research and use this information to prioritize knowledge into a hierarchy of evidence from the most to the least rigorous. 4.5, 4.3 [Content: research questions/hypotheses, practice problems (and transitions to research questions and hypotheses from these practice problems), principles and methods of sampling, measurement, design; descriptive and inferential statistics; and framework for evaluating research studies] Page 2 of 10

3 4. Critically evaluate the strengths and limitations of qualitative and quantitative research in reference to race/ethnicity, class, gender, sexual orientation, disability status, family structure, relational status, national origin, age, and religion. 4.1 (Content: principles and methods of sampling, measurement, and design; data interpretation; and culturally competent research) 5. Prepare, enter, and manipulate data using a spreadsheet or other software programs. 4.3 (Content: Level of measurement, hypothesis testing, compute and interpret basic descriptive and inferential statistics; and selecting statistical tests) 6. Apply appropriate empirical techniques to evaluate process and outcomes with program evaluation and single client systems. 3.3, 3.4, 4.1 (Content: case level research designs; univariate and bivariate statistics) 7. Articulate the core values and ethical standards of the social work profession (based on the NASW Code of Ethics and the International Federation of Social Work Code of Ethics) to research in settings with diverse constituencies across multiple systems. 1.1 (Content: NASW code of ethics, historical overview of ethics in research, voluntary participation, informed consent, anonymity and confidentiality, and cultural competent research); 8. Effectively communicate empirically based knowledge (or lack thereof). 4.5, 4.3 (Content: writing a research report, APA style, research proposal components; framework for evaluation of research studies) Required Text Rubin, A., & Babbie, E. R. (2010). Research methods for social work (7th ed.). Belmont, CA: Brooks/Cole. * Even though the newer version of the textbook is available now (8 th edition), we will use the 7 th edition to lower the cost. Other Helpful References American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). New York: American Psychological Association. Bronson, D. E., & Davis, T. S. (2012). Finding and evaluating evidence: Systematic reviews and evidencebased practice. New York: Oxford University Press. Coley, S. M., & Scheinberg, C. A. (2008). Proposal writing: Effective grantsmanship. Thousand Oaks, CA: Sage. Di Noia, J., & Tripodi, T. (2008). Single case design for clinical social workers. Washington DC: NASW Press. Kirkpatrick, L. A., & Feeney, B. C. (2012). A simple guide to IBM SPSS: For version Belmont, CA: Cengage Learning. Page 3 of 10

4 Monett, D. R., Sullivan, T. J., DeJong, C. R., & Hilton, T. P. (2013). Applied social work research: A tool for the human services. Belmont, CA: Thomson Brooks/Cole. Norusis, M. (2011). IBM SPSS 19: Guide to data analysis. Upper Saddle River, NJ: Prentice Hall. Padgett, D. K. (2008). Qualitative methods in social work research. Thousand Oaks, CA: Sage. Weinbach, R. W., & Grinnell, R. M. (2010). Statistics for social workers. Boston: Allyn & Bacon. Course Requirements Late submissions Students are expected to complete assignments in a timely manner. Except under extremely unusual circumstances, assignments must be turned in on the due date BEFORE class. Late papers (including papers submitted during or after class) will result in a deduction of 10% off the total score PER DAY unless prior approval is obtained from the instructor. If you have a learning disability, sensory, or physical disability or other impairment, or if English is your second language, and you may need special assistance in lecture, reading assignments, and/or testing, please contact the instructor in advance. The following is a description of the assignments and requirements for this course: 1. Four quizzes (20%) Competencies # 3,4,6 There will be four open book quizzes that test students knowledge of basic terminology and its application. The quizzes will be taken online (via Blackboard) and questions may be posed as multiple choice, true or false, or any other type of question deemed appropriate by the instructor. Each quiz will be available for 7 days (usually from 1:00 PM on the day of class to 11:59 PM, the night before next class) and specific dates will be announced in class. A make up quiz will not be given if a student misses a quiz. Students may take quizzes at any point during the dates announced but they will be TIMED. Therefore, the quiz must be completed in one setting, and cannot be resumed later as the time will expire. 2. Human subjects Ethics certificate (10%) Competency #7 In order to clearly articulate the core values and ethical standards of the social work profession in conducting research with diverse constituencies across multiple systems, students are expected to take the National Institutes of Health s web based course at This course is designed to provide a minimum level of knowledge that an individual should have before designing a protocol for research involving human subjects. Upon successful completion of this threehour online tutorial, you will be given a certificate of completion. A printed certificate should be submitted to the instructor before CLASS Research critique: (25%) Competencies # 1,2,3,4,6,7,8 Students will identify one empirical, peer reviewed, journal article based on their research question (an article that has not been used for class) for critique. The study design used in the selected article is limited to a Randomized Controlled Trial (RCT), single subject design, and quasi experimental design. Students will identify and evaluate research components use in the article (e.g., hypotheses or questions, measurement, sampling design, recruitment of participants, threats to internal and external Page 4 of 10

5 validity). A form will be provided by the instructor for this assignment. Students should obtain an approval of their research question and the article prior to submitting their assignment. 4. Conducting a survey and data analysis using SPSS: Group & Individual project (40%) Competencies # 3,4,5,7,8 Throughout this assignment, students will practice how to build a survey questionnaire, collect data, conduct data analysis, and present the findings. As a group, students will create a survey questionnaire (10%), gather data from fellow students in the research methods class, conduct data analysis using SPSS, and make a presentation of the findings (15%). In addition to their group presentation, students will also analyze their group s survey data and submit an individual SPSS assignment (15%), which will include bivariate and univariate research questions, SPSS outputs, and short write ups of the results. 5. Attendance, classroom behaviors, and group project participation (5%) Students are expected to get full points: unless a student (1) misses class or is late for class without prior notice to the instructor; (2) does not fully participate in and contribute to the group project; (3) engages behaviors that can impair positive classroom environment (e.g., text messaging; improper use of a laptop computer (or other electronic devices) during class). Grades will be calculated as follows: 4 Quizzes 20% Human subject ethics certificate 10% Research critique 25% Survey instrument/data analysis group project 40% Attendance, classroom behaviors, 5% & group project participation 100% IX. GRADING SCALE FOR SW519 A % B % B % C % C % F % X. SCHEDULE OF CLASS * Instructor reserves the right to make changes to the syllabus. Changes to assignments or reading will be discussed in class in advance. Recommended readings (not listed here) will be posted in the course Blackboard. Class One: 8/25 (Competency #1) Overview, introduction to social work research, and course expectations Page 5 of 10

6 Class will discuss why empirical research is important and why social workers need to be involved in it. Instructor will place this class in the context of preparation for the evaluation course in the following year as well as of a duty to one s profession and one s future clients. Instructor will also overview the syllabus. Rubin & Babbie (2010). Chapter 1, Why study research? Rubin & Babbie (2010). Chapter 2, Evidence based practice? Masi, C. (2012). The health promise of Promise Neighborhoods. Journal of Health Care for the Poor and Underserved, 23(3), (see Blackboard) No class: 9/1 (Labor Day) Class Two: 9/8 (Competencies #1,2) Developing a research question Theory and research Conducting a literature review Instructor will help students understand how theories guide researchers in answering scientific questions. Instructor will present a qualitative quantitative continuum, discussing with the class how to determine at what point in a particular social work field s development some research questions are appropriate to ask. Instructor will also describe inductive and deductive reasoning, steps in the research process, and key research terms. Rubin & Babbie (2010). Chapter 3, Philosophy and theory in social work research Rubin & Babbie (2010). Chapter 6, Problem formation Rubin & Babbie (2010). Appendix A, Using the library Class Three: 9/15 (Competencies # 1,3,4,7) Formulating hypothesis Conceptualization and operationalization Measurement Quiz 1 will be available from 9/15 (1:00pm) to 9/21 (11:59PM) Instructor will present key terminology regarding building a hypothesis and measuring constructs. Instructor will identify different types of reliability and validity, and explain how each can be assessed. Rubin & Babbie (2010). Chapter 7, Conceptualization and operationalization Rubin & Babbie (2010). Chapter 8, Measurement Class Four: 9/22 (Competencies # 3,4,6) Data Collection I: Surveys research / interviews Culturally competent research Page 6 of 10

7 Quiz 2 will be available from 9/22 (1:00pm) to 9/28 (11:59PM) Instructor will present what constitutes a good item versus a bad item, when to use closed versus openended questions, common types of questions, questionnaire format, questionnaire presentation, and steps one can take to increase response rates. Class will discuss cultural sensitivity in relation to surveys and interviews. Rubin & Babbie (2010). Chapter 5, Culturally competent research (pp.118 p.126) Rubin & Babbie (2010). Chapter 9, Constructing measurement instruments Rubin & Babbie (2010). Chapter 15, Survey research Class Five: 9/29 (Competencies # 3,4,6) Data Collection II: Unobtrusive research and qualitative research Values and ethics in research, vulnerable populations, and sensitive topics Ethics certificate is due (before class) Class will discuss the strengths and weaknesses of obtrusive research. Instructor will present content analysis, use of existing statistics, and historical/comparative analysis as types of unobtrusive research. Class will discuss weaknesses of quantitative research and the importance of qualitative and mixed methods research. Students will also learn about several controversial studies that raised ethnical concerns in the research setting. Rubin & Babbie (2010). Chapter 16, Analyzing existing data: Quantitative and qualitative methods Rubin & Babbie (2010). Chapter 17, Qualitative research: General principles Rubin & Babbie (2010). Chapter 18, Qualitative research: Specific methods Rubin & Babbie (2010). Chapter 4, The ethics and politics of social work research Class Six: 10/6 (Competencies # 3,4,6,7) Sampling Quiz 3 will be available from 10/6 (1:00pm) to 10/12 (11:59PM) (Group) Group survey questionnaire 1 st draft is due (will be completed during class) to the instructor by Wednesday (10/8) Instructor will present key terminology, the importance of power analysis, and types of probability based and nonprobability based sampling designs. Instructor will argue the importance of over sampling to include large enough groups of minority populations for with in group analyses. Historical exclusion of minority groups (with respect to race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age and national origin) will be discussed. Rubin & Babbie (2010). Chapter 14, Sampling Rubin & Babbie (2010). Chapter 5, Culturally competent research (pp.107 p.118) Page 7 of 10

8 Class Seven: 10/13 (Competencies # 1,3,4) Internal and external validity Study designs I: Experimental designs Finding and evaluating evidence: Research critique assignment Quiz 4 will be available from 10/13 (1:00pm) to 10/19 (11:59PM) (Group) Questionnaire in class pilot test (Bring five copies) Instructor will present the errors in causal conclusions, time dimensions of research, internal and external validity, group research designs, and pitfalls in experiments. Rubin & Babbie (2010). Chapter 10, Causal inference and experimental designs Rubin & Babbie (2010). Chapter 11, Quasi experimental designs Class Eight: 10/20 (Competencies # 1,3,4,6) Study designs II: Single systems research designs (Group) Data collection in class (Bring enough copies for data collection) Instructor will introduce the concept and logic of single systems research designs and their contributions to social work research and practice. Rubin & Babbie (2010). Chapter 12, Single case evaluation designs Class Nine: 10/27 (Competencies #3,4,5,6) Data analysis I: Quantitative data analysis SPSS lab 1: Data entry Select an empirical article for the critique assignment and bring a copy to class Using the data students collected for their group project, instructor will lead the class through an interactive data entry session using SPSS. Rubin & Babbie (2010). Chapter 20, Quantitative data analysis (pp ) Norusis, M. (2008). Chapter 2, An introductory tour of SPSS statistics (See Blackboard) Class Ten: 11/3 (Competencies #3,4,5,6) Data analysis II: Quantitative analysis (Univariate) & Qualitative data analysis Multimethod research SPSS lab 2: Data analysis (univariate analysis) (Group) Data analysis due (univaraite analysis; by end of class) Page 8 of 10

9 Throughout research article examples, students will learn how qualitative and quantitative data analyses are conducted. Instructor will introduce multimethod research models which can highlight the strengths of qualitative and quantitative research methods. Rubin & Babbie (2010). Chapter 20, Quantitative data analysis (pp ) Rubin & Babbie (2010). Chapter 19, Qualitative data analysis Bronstein & Kovacs (2013). Writing a mixed methods report in social work research. Research on Social Work Practice,23(3), Class Eleven: 11/10 (Competencies #3,4,5,6) Data analysis III: Quantitative data analysis (Bivariate) SPSS lab 3: Data analysis (bivariate) (Group): Data analysis due (bivaraite analysis; by end of class) Research critique due (before class begins) Instructor will discuss the use of inferential statistics. During the lab, students will practice how to run and interpret the results of chi squares, t tests, ANOVAs, and correlations. Students will apply this knowledge to their group projects. Rubin & Babbie (2010). Chapter 20, Quantitative data analysis (pp ) Rubin & Babbie (2010). Chapter 21, Inferential data analysis: Part 1 (pp ) Rubin & Babbie (2010). Chapter 22, Inferential data analysis: Part 2 (pp ) Class Twelve: 11/17 (Competency #8) Dissemination of knowledge Writing a grant proposal: Finding funding sources Individual SPSS assignment due (before class begins) Class will explore the importance of disseminating knowledge gained from research studies and effective ways to disseminate findings. Instructor will present potential funding sources and grant writing procedures in relation to the final paper. Required Reading Rubin & Babbie (2010). Chapter 23, Writing research proposals and reports Class Thirteen: 11/24 (Competency #8) Group presentations (I) Class Thirteen: 12/1 (Competency #8) Group presentations (II) Page 9 of 10

10 Overview of the Course Schedule Class Date Topic Assignment Due/Quiz Dates 1 8/25 Overview, introduction to social work research, and course expectations 9/1 No class Labor Day 2 9/8 Developing a research question Theory and research Conducting a literature review 3 9/15 Formulating hypothesis Quiz 1 (9/15 9/21) Conceptualization and operationalization; Measurement 4 9/22 Data collection I: Surveys & Quiz 2 (9/22 9/28) interviews Culturally competent research 5 9/29 Data Collection II: Unobtrusive Ethics certificate due research and qualitative research Values and ethics in research 6 10/6 Sampling Quiz 3 (10/6 10/12) (Group: Questionnaire 1 st draft due after class: to the instructor by Wednesday, 10/8) 7 10/13 Internal and external validity Study designs I: Experimental designs (Group: Questionnaire Pilot test in class) Quiz 4 (10/13 10/19) 8 10/20 Study designs II: Single systems (Group: Data collection in class) research designs 9 10/27 Data analysis I (Group: Survey data entry) Select and bring an empirical article for the research critique assignment 10 11/3 Data analysis II (Group: Survey data analysis Univariate analysis) 11 11/10 Data analysis III (Group: Survey data analysis Bivariate analysis) Research critique due 12 11/17 Writing a grant proposal: Finding funding sources Dissemination of knowledge 13 11/24 Group presentations (I) 14 12/1 Group presentations (II) Individual SPSS assignment due Page 10 of 10