1 Section 11A - Course Syllabus Sample Template Part I – Course Outline School/Department Name: School of Psychology and Counseling Program: Graduate Division Course Number and Title: Research Design and Evaluation CCP518 Required for all CP Students; Recommended for new students first semester Instructor: Richard E. Turner, Ph.D. Course Dates: The course meets on five Sundays: 2/2; 2/9; 2/16; 2/23; 3/2 Attendance at all 5 sessions is required not only for licensing but also for passing the course. Course Time: 9:00 AM to 4:30 PM Course Catalog Description: This course provides students with a foundation in research and evaluation methodologies and strategies, program evaluation and needs assessment. Students will gain an understanding of different types of research and research design, procedures for data collection and analysis, analysis of both hard and soft data, and ethical and legal considerations associated with research. Students will leave the course prepared to conduct and be discriminating consumers of research. Note: CCP 518 will also now cover the research, writing, presentation skills and competencies required for an effective Exit Portfolio. Course Outline Purpose: There is more than one way to learn about human behavior. This course on Research Design and Evaluation introduces students to thinking about and conducting research for mental health professionals. It takes students through the basic steps of a research project, from start to finish. This course has been developed to help students get the most from their studies. It focuses on formulating research questions, designing research activity, data gathering and analysis, and conducting ethical research. The CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 2 goals are to teach students to develop the critical-thinking skills necessary for understanding and designing research, and to dispel preconceived fears and aversions towards research the students may be bringing with them. Course Content and Design: Students will achieve these outcomes through lecture, class discussions, exercises, group assignments and case studies. Course Requirements: Attendance— School of Psychology and Counseling-Attendance Policy for Three-credit courses — for all three-credit courses, students may not miss more than four contact hours per course. The missed hours of classroom time have to be made up. If a student misses more, and has a doctor’s letter, the student has to attend those missed hours in-seat in another section of the class, even if it is in the following semester. The student will receive an “Incomplete” until those hours are completed. Assignments: There is a wide variety of assignments, some of which are text dependent—therefore the text is required. Please see Section II for details on assignments and classes. Required Readings: Research Methods (7th Edition; 5th and 6th editions are also acceptable) by Donald H. McBurney and Theresa L. White Hardcover: 464 pages Publisher: Wadsworth Publishing; 7 edition (June 23, 2006) Language: English ISBN-10: 0495092088 ISBN-13: 978-0495092087 CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 3 PS: In APA format: McBurney, D.H. and White, T.L. (2006). Research methods. (7th ed.). Wadsworth Publishers. I found older inexpensive editions at: http://www.alibris.com/search/books/qwork/5704445/used/Research%20Methods Book Description Research Methodology is not an inherently interesting topic to everyone. This book counteracts the natural tendency to shy away from research with an understandable, palatable, useful, interesting, and above all, readable attempt to explain research methods. Knowing proper research methodology comes from an understanding of basic statistical principles, research design, measurement, descriptive studies, and scientific writing. This book addresses each subject section by section to enhance conceptual learning rather than regurgitation of calculations. This book is suitable for anyone who needs to learn proper research methodology in psychology, social work, teaching, or public relations. Outcomes of the Course: Upon completion of this course, students: Will be able to understand, evaluate and analyze the research methods, designs and data of various types of research Will feel comfortable in applying research tools in the designing and conducting of a research project Should have an understanding and appreciation for the ethics associated with institutional research Licensure Standards Assessed: This course is required for the licensing tracks. Knowledge Outcomes: Upon completion of this course, students: Will have a basic understanding of the major concepts and tools of behavioral and social science research CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 4 Skill Outcomes: Upon completion of this course, students: Will be able to understand, evaluate and analyze the research methods, designs and data of the research articles; Will be able to apply the research tools in designing and conducting a research project. Attitudinal Outcomes (if appropriate): Upon completion of this course, students will have an understanding and appreciation for the ethics associated with institutional research Grading Policy: Grades and Grading Policy See full policy at https://mycc.cambridgecollege.edu/ics/Resources CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 5 Grading Criteria and Standards: Task: In Class Number On Campus class discussions Learning Log-4 class entries 5 4 Portfolio (Cheese book Binder): all handouts; all assignments; Typed L Log; Grades.xls; POME.ppt; POME Presentation—your part Task: Field work 1 Discussion questions Text Case Study with answers –write up Research Reviews CompuLit Check List: Screen shots or hard copy of: My CC Portal; Gmail; Google Doc; Google IM; eBrary Review; POME.ppt; Grades.xls; In Class & Field work assignments are required. Elective assignments (this means you can choose any 40 points out of the 120 listed here). Gmail IM Conference Text Based Quizzes online Ebrary Text Report Research Definitions—Vocab. Your Grade Calculator .XLS Pre Test Scores Post Test Scores Class Experiment Write Up You must choose 40 points of these elective assignments. 1 Numbe r 3 4 2 1 Numbe r 2 5 1 20 1 1 1 2 Pages Points Each 6 5 Total 30 20 20 Page s .5 2 Page s .25 5 Points Each 10 5 10 10 Total 30 20 20 10 TOTAL 160 Points Each 5 10 Total 1 5 5 10 You need: 10 50 10 20 10 5 5 10 40 Note: “Points each” is an average score based on past student performance. Your score may be more or less points based on the depth, detail and quality of the work submitted. The Assignments and activities are subject to change given class size and experience. Academic Integrity: The College believes that each person can learn, notwithstanding one’s age, life history, current circumstances, or past academic experience. Cambridge College is a learning community in which learners experience educational practices that honor and empower them. The College works with students to build the education needed for academic and career success through programs which develop and enhance skills, competencies, attitudes, values and habits of the mind. As students are expected to meet high academic standards throughout their education, they engage experiences of genuine learning that make new learning possible. CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 6 Violations of Academic Integrity PLAGIARISM Plagiarism is the use of another’s work, thoughts, or language without giving credit. Cambridge College students are expected to submit original work in courses and will not summarize, copy, or use the work of another person or source without proper acknowledgement. Plagiarism is dishonest and a serious academic offense. CHEATING Cheating appears in multiple forms such as: 1. Unauthorized use of notes, texts, or other aids during an exam or in completing course assignments. 2. Copying the work of another student. 3. Submitting the same assignment for more than one course, subject to faculty discretion. 4. Sharing student work with a group when such sharing has not been authorized by the professor. Any breach of academic integrity is grounds for a grade of F/No Credit in academic courses and/or dismissal. See full policy at https://mycc.cambridgecollege.edu/ICS/Resources Students with Disabilities: Disability Support Cambridge College is committed to providing equal access to all educational opportunities to students with physical, psychological, or learning disabilities. It is important to provide documentation of your disability as soon as possible as many of the services provided are outside of the College and must be arranged far in advance. Please contact the Office of Academic and Disability Support Services to arrange for an intake meeting and to discuss your needs. The Office can be contacted at disabilitysupport@cambridgecollege.edu or by phone at 617-873-0191. Disability Declaration and Documentation — Students with disabilities at Cambridge College are encouraged to contact the Office of Disability Support (ODS) to request appropriate services but are not required to disclose any disability. All students seeking accommodations under the Americans with Disabilities Act must self-identify with ODS and provide appropriate information. Students must disclose disability directly to ODS in order to receive status as a student with a disability. Disclosure to faculty, admissions counselors, or other staff members is not considered official disclosure. Initial self-disclosure may be initiated through phone, email, or in person, but receipt of accommodations will require an in-person meeting unless the student takes classes at one of the College’s regional centers or unless an in-person meeting is impossible for another legitimate reason. In cases where an in-person meeting is not possible, only phone conversations will be acceptable. Appropriate documentation — ODS asks students who request disability accommodations to describe their disability, their past use of accommodations, and the disability’s likely impact on their educational experiences. Documentation provides a valuable tool for helping Cambridge College understand how courses, systems, and facilities may present barriers, and for planning CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 7 strategies, including reasonable accommodations, that provide access. ODS uses external documentation to augment conversations with students and to support requests for accommodations. Types of documentation supportive of requests include medical records, psychoeducational testing, school records, and letters or affidavits from mental health professionals. If students do not have copies of this type of information, they are welcome to meet with ODS to discuss other ways to demonstrate a connection between the condition and academic barriers anticipated or currently being faced. See Disability Declaration and Documentation Policy for Students at https://mycc.cambridgecollege.edu/ics/resources. Confidentiality — The Office of Disability Support Services (ODS) is committed to ensuring that all information and communication pertaining to a student’s disability is maintained as confidential as required or permitted by law. See Policy on Confidentiality of Disability Documentation and Status at https://mycc.cambridgecollege.edu/ics/ resources. Accommodations — Students with appropriately documented disabilities may be eligible for accommodations in accordance with the Americans with Disabilities Act. Under this law, students are eligible for accommodations which are deemed reasonable by the College. At the initial intake meeting, appropriate accommodations will be discussed. Students must meet with or contact the coordinator of academic and disability support services every term to set up letters sent to faculty. Accommodations do not automatically transfer from term to term and may be course specific. It is the responsibility of the student to initiate the accommodation process from term to term. All students are expected to fulfill essential course requirements in order to receive a passing grade, with or without reasonable accommodations. Accommodations cannot be granted retroactively. For more information, please visit http://www.cambridgecollege.edu/students/disabilities.cfm. Disability grievances — See Disability Grievance Policy and Procedure at https://mycc.cambridgecollege.edu/ics/resources. Online Library Services: What are the Cambridge College library resources? Cambridge College Online Library (CCOL) All registered students, current faculty and staff can use the Cambridge College Online Library, a full-featured online library. It is easily accessed from any internet-enabled computer through the Cambridge College MyCC portal. Information and instructional handouts are available at http://www.cambridgecollege.edu/library. Cambridge College Online Library services include: Ask a Librarian provides 24/7 live reference librarian service for individual research assistance using online chat. Databases provide hundreds of thousands of full-text scholarly articles and documents appropriate for academic research in the fields of education, CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 8 counseling, psychology, management, health, and other academic areas. Our collection includes EBSCOhost Academic Search Premier, Omnifile Full Text Select, PsycArticles, PsycInfo, Education Research Complete, MEDLINE with Full-text, EBSCOHost Business Source Premier and much more. Citation only results link conveniently to the WorldCat database for location of local libraries which have print versions. Cambridge College is not responsible for the content of these sites or of any sites to which they may link. Ebrary Electronic Books collection provides more than 80,000 recent, academic full-text books in all subject areas. To see our complete current holdings, go to http://www.cambridgecollege.edu/library/instructions.cfm and click “All About Cambridge College Library Services and Resources.” Research by Subject Area Help links tell what is in Cambridge College Online Library and elsewhere online for each program of study at Cambridge College. See http://www.cambridgecollege.edu/library/ ccol_research.cfm. Writing and Reading Help, Research Skills Help, and EFL Help provide additional resources starting at http://www.cambridgecollege.edu/library/index.cfm. Technical Support is available. ================================================== Faculty Contact Information: Instructor: Richard E. Turner, PhD Email: richard.turner@go.cambridgecollege.edu Office: Cambridge College-Springfield Regional Center Office Phone: 800-829-4723, ext. 6618 (FREE) or 413-747-0204 E-mail Note-Please use only the email address above to avoid delays in response. Office Hours: By appointment only. CLASSROOM COURTESY: In order to maintain an effective learning environment and show respect to your colleagues, please restrict your use of classroom interruptions to those that are absolutely necessary. The use of electronic devices (cell phones, pagers, laptops, etc.) unrelated to the learning experience is discouraged. Side conversations or other distracting activities should be avoided. If you have any special requirements or critical needs in the learning environment that we should know about, please inform your instructor ========================================================================= ===== Resources: http://quizlet.com/2257117/research-methods-ap-psychology-flash-cards/ E-Book: Research Methods E-Book http://books.google.com/books?id=AUDoylSe_EC&lpg=PP1&pg=PA5#v=onepage&q&f=false Wadsworth’s Free Online Methods Workshops: CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 9 www.thomsonedu.com/psychology/workshops -quizzes and workshops http://highered.mcgrawhill.com/sites/0072494468/student_view0/chapter8/multiple_choice_quiz_ii.html APA Information: http://blog.apastyle.org/apastyle/2012/03/citing-an-edition-of-a-bookin-apa-style.html Example: So where does the edition information go? Here’s an example: Smith, P. (2012). Cut to the chase: Online video editing and the Wadsworth constant (3rd ed.). Washington, DC: E & K Publishing. Recommended Reading: American Psychological Association (2010). Publication manual of the American psychological association (6th Ed.) Washington DC: APA. Creswell, J.W (2009). Research Design: Qualitative, quantitative and mixed methods approaches (3rd ed.). London: Sage Publishing. Issac, S.I. and Michael, S (1990). Handbook in research and evaluation (2nd ed.). San Diego: EdITS. Sommer, R. and Sommer, B. (2002). Behavioral research: Tools and Techniques. (5th ed.). NY: Oxford University Press. Section 11B - Course Syllabus CCP 518 Part II – Class Agenda CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. 10 CLASS AGENDA CCP 518 Research Design and Evaluation—Classes; Chapters and Topics. Spring 2014 Class Number & Date 1. Feb. 2 Chapter & Topic Key Words Activity Handouts Case 1. Psychology & Science Pre Test; Pre Test; Syllabus; Case: Mike p.26. 1. 2. Research Questions (RQs) Empirical; science; discoverability; law; theory; Ha; Ho; A>B; paradigm; URL; Proposal; RQs The Exit Portfolio 2. Feb. 9 3. Ethics APA; IRB; CITI; p. 35-evaluate research; evidence. tutorial My CC OL libe; Ex 2.4 APA references exercise: formatting, How To 2. 4. Writing in Psychology Argument; thesis; clarity; brevity; bias; Primary and secondary sources (evidence and hearsay). APA Checklist. 3. Feb. 16 5. Variables 3. 6. Graphs 4. Feb. 23 7. Validity 4. 8. Control Variables: Independent; dependent; confounding; reliability; validity; test/re-test. Figure; table; graph; Freq. dist.; normal curve; scattergram; outliers (Gladwell); Stem & Leaf display; Histogram. Threats to Validity: maturation; experimental effect; Good Subject Tendency. Control; X group; control group; random assignment; nuisance value; replication. P 71, Case in Point: IRB Review (groups as IRB boards-fill out form). Ex 3.1 Plagiarism tute; p. 82 Parts of a paper; p. 106, APA Check list. Tommac Algebra case Create a Chart (file) in Excel. Ex. 6.1 p. 166. CBT Algebra class case: confounding variables. Stem and Leaf display p. 173 Review in light of CBT case; ex. 7.5. CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. Dear Abby Case. [p. 207] A vs. B Survey. Mini case: SRC downtown survey and random assignment. 11 Class Number & Date Chapter & Topic Key Words: Activity 5. March 2 9. Qualitative Research p. 232 do smoking survey 1st then see text. 5. 10. Surveys Examples of Qualitative Research: Observation; correlational; survey; physical trace; participant observer; recording methods; content analysis (NVivo); protocol; pilot study. Survey Types: Open and closed; mutually exclusive; exhaustive; sample of convenience; VAS (p.241); Likert (p. 242); F2F; response rates; Post Test (B4 break) CCP 518 Research Design and Evaluation Course Syllabus Richard E. Turner, Ph.D. Handouts Case “Dewey Defeats Truman” Empty Nest Case (p. 237). Interview Video? Presentations? EOT Evaluation