STEPHEN F. AUSTIN STATE UNIVERSITY SCHOOL OF SOCIAL WORK BSW PROGRAM. Class Meeting Time and Location. Monday 6:45 p.m. 9:15 p.m. Tyler Junior College

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1 STEPHEN F. AUSTIN STATE UNIVERSITY SCHOOL OF SOCIAL WORK BSW PROGRAM Class Meeting Time and Location Monday 6:45 p.m. 9:15 p.m. Tyler Junior College SWK Social Work Research Fall 2012 Kim Rich-Rice, Ph.D., LMSW SWK 115 (936) Office Hours: SFA Tuesday 9:45 am 10:45 am; 1:00 pm 4:00 pm Wednesday 12:00 pm 3:30 pm Thursday 9:45 am 10:45 am Prerequisite: None Corequisite: None COURSE SYLLABUS I. COURSE DESCRIPTION The purpose of this course is to introduce students to research methods with an emphasis on social work. Students will learn about basic quantitative and qualitative research methods and their application to social work practice. This course serves as the foundation for advanced social work research courses, including SWK 455: Research Practicum. II. PROGRAM LEARNING OUTCOMES 1. Identify as a professional social worker and conduct oneself accordingly. 2. Apply social work ethical principles to guide professional practice. 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice. 5. Advance human rights and social and economic justice. 6. Engage in research informed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 9. Respond to context that shape practice. 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. REQUIRED TEXTS: Rubin, A. & Babbie, E. (2011). Essential Research Methods for Social Work, (3 rd ed). Belmont, CA: Brooks/Cole. ISBN RECOMMENDED TEXTS: Revised 08/12

2 American Psychological Association. (2009). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. ISBN Galvan, J. L. (2009). Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences (4 th ed.). Glendale, CA: Pyrczak Publishing. ISBN III. CURRICULUM DESCRIPTION The BSW program at SFASU features a generalist perspective to social work practice, defined as follows: Generalist practice is a practice perspective that serves client systems utilizing an ecological systems approach focusing on persons, families, groups, organizations, and communities. It is not confined by a narrow cadre of theories; rather it is versatile enough to allow problems and situations, as well as strengths, capacities, and resources, to determine the practice approach. Generalist practice employs a problem solving framework and a broad knowledge, value, and skill base which demands ethical practice and on-going self-assessment. Briefly, generalist social work practice: IV. Is multi-level to include individuals, families, groups, organizations, and communities Is multi-theory, allowing for the free selection of theories as appropriate Utilizes a problem identification and solving focus that follows a problem-solving framework Utilizes multiple interventions at multiple levels, as appropriate Addresses the complexity of individual, family, group, organizational, and community system interactions Requires an integration of awareness, competence, and professional response to issues of values, ethics, diversity, culture, social justice, and populations-at-risk COURSE OBJECTIVES 1. Develop an understanding of social work research and its application to generalist practice settings, including practice with diverse and at-risk populations. (EPAS 2.1.4) 2. Develop research skills relevant to the generation of quantitative and qualitative data. (EPAS 2.1.6). 3. Develop research skills necessary for the monitoring and evaluation of generalist social work practice. (EPAS ). 4. Demonstrate a basic understanding of instrument development, testing, and implementation. (EPAS 2.1.6). 5. Describe and differentiate the basic social science research designs (both quantitative and qualitative). (EPAS 2.1.6). 6. Develop an understanding of sampling logic and the various sampling techniques. (EPAS 2.1.6). 7. Demonstrate an ability to identify the strengths and weaknesses of research reports and articles. (2.1.3) 2

3 IV. 8. Develop an understanding of ethical practices in social work research (2.1.2). INSTRUCTIONAL METHODS The primary instructional model for this course is collaborative learning. Specifically, the instructor will set course content, course objectives, and methods of classroom assessment. The course will incorporate the following instructional strategies: lecture, class discussion, online activities, assigned readings, and individual projects. Students are encouraged to actively participate in activities, ask questions, and contribute comments for discussion. Students are also encouraged to offer input regarding instructional strategies and assignments. Most importantly, students are expected to be active learners and to ask for clarification when they have questions. The goal of this approach is to develop a safe learning environment that addresses a variety of learning styles, promotes critical thinking, and fosters creativity. V. COMPUTER REQUIREMENTS (per SFASU Office of Instructional Technology) This course will utilize Desire to Learn (D2L) to support the delivery of course content (for help with D2L go to: The student will need basic skills regarding the use of a word processor and web browser. The student must have access to a computer that meets the minimum requirements outlined below. Computers are available to current students through a number of labs across campus (see or the instructor for details). HARDWARE: Operating System: Processor: Memory: Hard Drive Space: Modem: Printer: CD-ROM: Sound Card: Monitor: SOFTWARE: Internet Access: Browser: Client: Windows 2000/XP or a Macintosh with System 9.2 or higher 600 MHz or higher (1.0 GHz or higher recommended) 64 MB of RAM 100 MB free disk space (1 GB recommended) 56 kbps or higher speed (broadband/high-speed recommended) Optional Optional Optional 15 monitor (800x600 resolution; 1024x768 resolution recommended) Any Internet Service Provider (ISP) Internet Explorer 5.0, 5.5, or 6.0; Netscape Communicator 6.2.x, 7.0, or 7.1; America Online (AOL) versions 7.0 and 8.0* SFA Account, Web-based account with Hotmail or Yahoo! or other online mail service (a web-based service is recommended but not required) Streaming Audio & Video: RealPlayer G2, RealPlayer (latest version), or Apple Quick Time PDF Reader: Free Adobe Reader at PowerPoint Viewer For a free PowerPoint viewer go to Pop-up Blocker Please be aware that if you have an ad or pop-up blocker activate, it will hinder the use of the quiz/survey and chat tool. You must disable it during the time you are working in WebCT. Please note that each time you boot your computer you will have to disable the blocker program before working in WebCT with the tools mentioned above. OIT recommends that AOL users should use either Internet Explorer or Netscape browsers after gaining access through AOL. Do not use earlier versions of the AOL client with earlier versions of Internet Explorer, as you will have difficulty accessing many WebCT features. V. COURSE SCHEDULE 3

4 Week Course Overview/APA/D2L Why Study Research? How Social Workers Know Things The Scientific Method Other Ways of Knowing Recognizing Flaws in Unscientific Sources of Social Work Practice Knowledge Objectivity and Subjectivity in Scientific Inquiry Readings: Rubin & Babbie- Chapter1 Week Labor Day Week Evidence-Based Practice Critical Thinking in Evidence-Based Practice Evidence-Based Practice Implies Career-Long Learning Flexibility in Evidence-Based Practice Steps in the Evidence-Based Practice Process Distinguishing the Evidence-Based Practice Process from Evidence-Based Practices Problems in and Objections to Evidence-Based Practice Alleviating Feasibility Obstacles to Evidence-Based Practice Common Factors and the Dodo Bird Ethical Issues in Social Work Research Ethical Guidelines in Social Work Research Weighing Benefits and Costs Three Ethical Controversies Institutional Review Boards Bias and Insensitivity Regarding Gender and Culture Politics and Values Readings: Rubin & Babbie- Chapters 2 & 16; Gambrill Week Quantitative, Qualitative, and Mixed Methods of Inquiry A Comparison of Quantitative and Qualitative Methods of Inquiry Mixed Methods Phases in the Research Process in Quantitative, Qualitative, and Mixed Methods Studies Conceptualization in Quantitative and Qualitative Inquiry Conceptualization in Quantitative Inquiry Conceptualization in Qualitative Inquiry Readings: Rubin & Babbie- Chapters 3 & 6 4

5 Week Week Week Week Exam 1 Culturally Competent Research Recruiting and Retaining the Participation of Minority and Oppressed Populations in Research Studies Culturally Competent Problem Formulation Culturally Competent Data Analysis and Reporting Acculturation Culturally Competent Measurement Readings: Rubin & Babbie- Chapter 17 Assignment A Due Factors Influencing the Research Process Research Purposes in Qualitative and Quantitative Studies The Time Dimension The Influence of Paradigms The Influence of Theories Social Work Practice Models The Influence of Ethical Considerations The Influence of Multicultural Factors The Influence of Organizational and Political Concerns Reviewing Literature and Developing Research Questions Literature Reviews Attributes of Good Research Questions Readings: Rubin & Babbie- Chapters 4 & 5 ; Galvan Measurement in Quantitative and Qualitative Inquiry Sources of Measurement Error Reliability Validity Relationship between Reliability and Validity Reliability and Validity in Qualitative Research Quantitative and Qualitative Measurement Instruments Generic Guidelines for Asking Questions Critically Appraising Quantitative Instruments Critically Appraising Qualitative Measures Qualitative Interviewing A Comparison of Quantitative and Qualitative Approaches to Asking People Questions Readings: Rubin & Babbie- Chapters 7 & 8 Exam 2 Surveys Mail Surveys Online Surveys Interview Surveys Telephone Surveys Comparison of the Different Survey Methods Strengths and Weaknesses of Survey Research Combining Survey Research Methods and Qualitative Research Methods 5

6 Use of Surveys in Needs Assessment Readings: Rubin & Babbie- Chapters 9 Week Sampling: Quantitative and Qualitative Approaches Quantitative Sampling Methods Probability Sampling Types of Probability Sampling Designs Nonprobability Sampling in Quantitative and Qualitative Research Additional Qualitative Sampling Methods Readings: Rubin & Babbie- Chapter 10 Week Experiments and Quasi-Experiments Criteria for Inferring Causality Internal Validity Preexperimental Designs Experimental Designs Quasi-Experimental Designs Additional Threats to the Validity of Experimental and Quasi-Experimental Findings External Validity Cross-Sectional Studies Case-Control Design Readings: Rubin & Babbie- Chapter 11 Week Week Assignment B Due Single-Case Evaluation Designs Single-Case Designs in Social Work Measurement Issues Data Gathering Alternative Single-Case Designs Data Analysis The Role of Qualitative Research Methods in Single-Case Evaluation Readings: Rubin & Babbie- Chapter 12 Exam 3 Program Evaluation Purposes of Program Evaluation Historical Overview The Politics of Program Evaluation Practical Pitfalls in Carrying out Experiments and Quasi-Experiments in Social Work Agencies Planning an Evaluation and Fostering Its Utilization Types of Program Evaluation Combining Quantitative and Qualitative Methods in Program Evaluation Readings: Rubin & Babbie- Chapter 13 Week Additional Methods in Qualitative Inquiry Phenomenology 6

7 Ethnography Case Studies Life History Feminist Methods Focus Groups Participatory Action Research Grounded Theory Special Considerations in Qualitative Observation Comparing the Strengths and Weaknesses of Qualitative and Quantitative Research Standards for Evaluating Qualitative Studies Readings: Rubin & Babbie- Chapter 14 & 15 Week Week Quantitative Data Analysis Coding Descriptive Univariate Analysis Relationships among Variables Inferential Analysis Readings: Rubin & Babbie- Chapter 18; Rubin (2000) Qualitative Data Analysis Coding Discovering Patterns Computer Programs for Qualitative Data Readings: Rubin & Babbie- Chapter 19; Rubin (2000) Course Summary and Evaluations Review for Final Exam Week Final Exam VI. COURSE REQUIREMENTS A. Class Attendance and Participation: In order for the class to discuss the readings, it is essential for students to read assigned material before coming to class, to attend class regularly, and to participate in class discussion. Furthermore, they are expected to arrive on time and stay for the duration of the class. Absences and/or a persistent pattern of lateness will affect a student s grade. Finally, students are responsible for all material covered in class and assigned in the syllabus, whether or not they have attended class. Cell Phones/Pagers/Electronic Devices: Such devices are disruptive to the classroom environment and students are expected to refrain from using them during class. All such devices are to be placed on silent mode or turned off during class. Repeated interruptions may result in a deduction of points from the final average. B. Readings: The course outline provides a list of required readings for each week (students will receive a detailed schedule the first full week of class that will outline the readings to be covered each class). Since lectures and class discussions are designed to answer questions about the 7

8 material and expand upon the basic concepts, students are expected to complete the assigned readings prior to class. Furthermore, students are expected to come to class prepared to discuss the information, as evidenced by active participation in class discussion. For example, students should present well formulated questions and comments that demonstrate prior preparation. Quizzes: The quizzes given over the semester will test for general comprehension of the course material (most likely assigned readings and/or previous lecture topics). The quizzes will be unannounced and may occur at anytime during the class period. Missing a quiz due to an unexcused absence will result in a grade of 0 on that quiz. Make-up quizzes will be given for an excused absence as defined by the SFASU General Bulletin (available online at and will be scheduled by the instructor. C. In-class Activities: There will be a total of 10 in-class activities over the course of the semester. Each activity will be worth 5 points, which will be based on your preparedness and participation. D. Exams: Four major application exams will be given during the semester. All material provided on the topics, including all assigned readings, discussions, lectures, discussion questions/response, and guest presentations are subject to examination. The exams will consist of matching, true/false, multiple choice, short answer, and essay questions. The student is expected to take all exams at the scheduled time. Permission to miss any exam will be based on the policy for excused absences as stated in the SFASU General Bulletin (available online at Missing an exam without either prior permission or an excused absence will result in a grade of "0" on that exam. The instructor will schedule make-up exams. E. Assignments: The student is responsible for completing assignments in accordance with the specific guidelines identified in the assignment description (in the syllabus). Assignments A & B are to be typewritten (by typewriter or word processor) in 12 pt. font with double spacing and standard margins. All assignments are to be in APA format per the Publication Manual of the American Psychological Association (5 th ed.). Failure to meet these guidelines will result in loss of points. See the descriptions of Assignments A & B for guidelines. Students are expected to turn in assignments at the scheduled time. Permission to turn in any assignment late will be based on the policy for excused absences as stated in the SFASU General Bulletin (available online at Turning in an assignment late without an excused absence will result in 10% of the total points being deducted from the total points earned for each day the assignment is late, with 10% deducted immediately following the class period during which the assignment is due. GRADING: GRADING SCALE: Quizzes = 30 A In-Class Activities = 50 B Exams = 400 C Assignment A = 100 D Assignment B = 100 F Total = 680 8

9 Academic Integrity (SFASU Policy A-9.1) Academic Integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by University policy on penalties for cheating and plagiarism. Faculty are responsible for providing information about academic integrity and education for maintaining academic honesty during their regular coursework. Course syllabi provide information about penalties and the appeal process. (SFASU Policy A-9.1) Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one s own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one s paper without giving the author due credit. (SFASU Policy A-9.1) Plagiarism: Courtesy and honesty require that any ideas or material borrowed from another must be fully acknowledged. Offering the work of another as one s own is plagiarism. The subject matter of the ideas thus taken from another may range from a few sentences or paragraphs to entire articles copied from books, periodicals, or the writing of other students. The offering of materials assembled or collected by others in the form of projects or collections without acknowledgments is also considered plagiarism. Any student who fails to give credit for ideas or materials taken from another is guilty of plagiarism. SFASU Student Handbook A faculty member who has evidence and/or suspects that academic dishonesty has occurred shall gather all pertinent information, approach the student or students involved, and initiate the following procedure. (SFASU Policy A-9.1) The faculty member shall review all evidence of cheating or plagiarism and discuss it directly with the student(s) involved. After hearing the student(s) explanation or defense, the faculty member will determine whether or not academic dishonesty has occurred and will decide what penalty will be imposed. The faculty member will consult with his/her chair and dean in making these decisions. Penalties may include reprimand or no credit for the assignment or exam, or re-submission of the paper, or make-up exam, or failure of the course. (SFASU Policy A-9.1) After a determination of dishonesty, the faculty member shall notify the Office of the Dean of the student s major by submitting a Report of Academic Dishonesty form, along with supporting documentation as noted on the form. This report shall be made part of the student s record and shall remain on file with the Dean s office for at least four years. The Dean shall refer second or subsequent offenses to the University Committee on Academic Integrity established under this policy. The faculty member shall also inform the student of the appeals process available to all SFA students (Policy A-2). (SFASU Policy A-9.1) SFASU Policy A-9.1 is available at academic_integrity.html 9

10 Honesty and representing one s knowledge and abilities appropriately are important ethical principles of the social work profession. All violations of the Academic Integrity Policy will be addressed in accordance with SFASU Policy A-9.1. All incidents will result in a grade of 0. Given the limited number of graded assignments in this course, a 0 could have serious consequences for the student s academic standing. Acceptable Student Behavior Classroom behavior should not interfere with the instructor s ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed VIII. STUDENTS WITH SPECIAL LEARNING NEEDS AND DISABILITIES The SFASU Disability Services Office is committed to providing equal opportunities in higher education to academically qualified students with disabilities who demonstrate a reasonable expectation of college success. Disabled students attending this university will be integrated as completely as possible into the University community. The University shares responsibility with the student for modifying campus facilities and programs to meet individual need. Students with disabilities at Stephen F. Austin State University can have access to tools and resources that will assist them. For more information about access to tools and resources, students may direct questions to: Disability Services, Stephen F. Austin State University, P.O. Box 6130, Nacogdoches, Texas , (936) or (936) (TDD), or index.htm. The office is located in Room 325, Human Services Building. 10

11 STEPHEN F. AUSTIN STATE UNIVERSITY SCHOOL OF SOCIAL WORK BSW PROGRAM SWK Social Work Research Fall 2012 Kim Rich-Rice, Ph.D., LMSW SWK 115 (936) Assignment A Annotated Bibliography Each student is expected to identify a current social issue or problem relevant to generalist social work practice. The topic must be approved by the instructor prior to beginning the assignment. Each student will then develop a comprehensive annotated bibliography on the chosen topic. The following aspects of the social issue are to be addressed: 1. Problem Definition/Description and Etiology (cause) of the Problem 2. Description of the Population Experiencing the Problem (Characteristics, Issues, Strengths, and Weaknesses) 3. Competing Points of View Regarding the Problem 4. Implications for the Delivery of Generalist Social Work Practice Interventions. The annotated bibliography should contain at least 10 References, including: 1. At least one article from a professional peer reviewed journal that informs the problem definition/description and etiology (cause) 2. At least one article from a professional peer reviewed journal that informs the description of the population 3. At least one article from a professional peer reviewed journal that informs the description of the competing points of view 4. At least two articles from a professional peer reviewed journal that informs the implications for generalist social work practice. The professional peer reviewed journals should either be from social work or closely related disciplines. The remainder of the resources can be drawn from professional peer reviewed journals, books, and reliable Internet sources. Each entry is to be in APA format and followed by one to two paragraphs that briefly describe the source s contents and importance to the chosen topic. Students will submit assignments in the Drop Box folder in Desire 2 Learn no later than 6:45pm on the due date for the assignment. The assignment will be considered late until it has been submitted to the Drop Box in D2L. See the D2L website: for student tutorials on using D2L. This assignment is due:

12 SWK Social Work Research Fall 2012 STEPHEN F. AUSTIN STATE UNIVERSITY SCHOOL OF SOCIAL WORK BSW PROGRAM Kim Rich-Rice, Ph.D., LMSW SWK 115 (936) Assignment B Critique of Empirical Social Work Literature Each student is expected to identify 5 empirical articles that examine social work interventions to address the social issue/problem identified in Assignment A (you may use articles identified in the annotated bibliography). The articles must be from a professional peer reviewed journal (social work or closely related discipline). Two of the articles must be quantitative and two of the articles must be qualitative. The 5 th article can be either qualitative or quantitative. Once the articles are identified, the student is expected to critically critique the following aspects of the article: 1. Thoroughness of Literature Review 2. Problem Formulation 3. Conceptualization and Operationalization 4. Measurement 5. Instrumentation 6. Sampling 7. Design 8. Data Analysis/Results 9. Implications of the Results 10. Discuss the Article s Relevance/Applicability to Generalist Social Work Practice. Each entry is to be in APA format and followed by paragraphs that address the above content. Students will submit assignments in the Drop Box folder in Desire 2 Learn no later than 6:45pm on the due date for the assignment. The assignment will be considered late until it has been submitted to the Drop Box in D2L. See the D2L website: for student tutorials on using D2L. This assignment is due:

13 SELECTED BIBLIOGRAPHY SWK 485 Gambrill, E. (1999). Evidence-based practice: An alternative to authority-based practice. Families in Society: The Journal of Contemporary Human Services, 80(4), National Association of Social Workers. (1996). Code of ethics of the National Association of Social Workers. Washington, DC: NASW Press. Available online at: Rubin, A. (2000). Standards for rigor in qualitative inquiry. Research on Social Work Practice, 10 (2), Springer, D. W., Abell, N., & Hudson, W. W. (2002). Creating and validating rapid assessment instruments for practice and research: Part 1. Research on Social Work Practice, 12(3),

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