Spring
2015
Bachelor of Social Work Program*
SWKK 314, Section110 Writing for Social Work Research
Semester:
Meeting Time/Place:
Instructor:
Spring 2015
Thursdays, 6:00PM-9:00PM, Warrior Hall, Room #--Tameca N. Harris-Jackson, PhD, MSW, LICSW
Virtual Office:
Phone & E-Mail:
Office Hours:
Skype: tameca.harris.jackson FaceTime: tharrisjackson@ct.tamus.edu
254-307-9289/tharrisjackson@tamuct.edu [Email is BEST contact method]
Mondays & Wednesdays 11am – 4pm
Meeting with your
Professor:
Arranging to meet with me is quite easy! We can meet via phone, Skype or
FaceTime. Here's what to do: 1) After Class: Generally, I will be available to
meet for 15 minutes after class in the social work suite. I will be logged on
and you can meet with me 1-on-1 to ask brief questions. An example of
how to use this time is if you need my help to clarify something we
reviewed in class or address a "parking lot" question. 2) If you have a more
in-depth question (for example, if you believe it would take more than 5
minutes for us to discuss), then you can make an appointment to meet
with me during office hours. We can meet via FaceTime or Skype or
arrange to speak over the phone. If you do not have FaceTime or Skype at
your home, do not worry, everything is available for use in the social work
suite and meetings are private (in my office). Please do use me as a
resource as you need throughout the semester. Appointments can be
made via the social work Administrative Assistant. Note that there will
also be open forums on Blackboard (subscribe) to ask questions as well.
*The TAMUCT Social Work Program is currently seeking accreditation with the Council on Social Work
Education (CSWE). For the current status and questions, please contact Tammy Molina-Moore, Interim
Program Director, at tmmoore@tamuct.edu.
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Accessing the Course:
As this is a Hybrid course, most portions of this course will be delivered via
Blackboard Online Learning. Please ensure that you are able to access and
utilize Blackboard during the first week of this class. It is also CRITICALLY
important that you connect your personal email account to your
University email, as communications will take place via Blackboard/your
University email ONLY. Information will NOT be sent directly to your
personal email address. For assistance with Blackboard, visit:
http://www.tamuct.edu/departments/online/blackboard.php
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enroll today at TAMUCT.org/UNILERT
Course Description
This writing intensive course builds on the conceptual knowledge of Research I. Students will apply knowledge
to facilitate their understanding and interpretation of research findings, the evaluation and analysis process,
and ethical issues in social science research. Topics include: evaluation of practice, critical evaluation of
published research, and completion of a research proposal.
Prerequisite: SWKK 312: Research I
Nature of Course
Research II: Writing for Social Work Research serves as a follow-up to Research I with a focus on professional
writing for social science research. Specifically, Research II is a writing intensive course that builds on the
conceptual knowledge of Research I by having students apply knowledge gained to facilitate their
understanding and interpretation of research findings. Focus in this course is on the evaluation of practice,
critical evaluation of published research, and completion of a professional research proposal.
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Teaching Method
The primary teaching approaches in this course will be lecture and active (applied) learning. Material in the
course will be presented through interactive class discussions on readings and discussions on assignments. To
enhance learning, students will also work collaboratively on varied assignments, and learning will be measured
through observation and assessment. As a hybrid course, students will also be expected to access information
and complete assignments through Blackboard.
About Hybrid Courses: In traditional courses, close to 100% of the time students spend learning is in the
classroom setting. In online courses, close to 100% of the learning is online, with minimal direct contact with
peers and the professor through live/active conversation. In a hybrid course, approximately 50% of your time
will be in the classroom setting or direct contact learning environment (such as in the community with your
peers), and the other 50% will be spent engaging and learning in an online format, such as completing
assignments and discussions via Blackboard. When in the classroom setting for this course, students will
experience seeing the professor via screen. Using Skype and Collaborate programs, the professor for this
course will meet with students in the classroom setting via live video for lectures and discussions. Students do
not need this software to see the professor during these times. All students will meet in the classroom
together and with the help of an assistant, the professor will be projected to the students in the classroom via
screen. This is very similar to the traditional classroom format with the only difference being the professor is
on the screen versus physically in the classroom. Conversations are real-time. Because technology is in use, at
times, there may be brief interruptions in the audio or visual feed. When this happens, the assistant in the
room will help to resolve the issue as quickly as possible to minimize disruptions in learning. This professor is
excited to bring you this method of learning as it affords our non-traditional students more flexibility in their
schedules while meeting the need for collegial contact and engagement. Further, exposure to the various
methods of technology in learning helps to equip our students with the skills necessary to position them for a
technologically driven future.
About Your Professor: I am always honored to teach students. I believe that learning is a lifelong process and the ability to be able to share my knowledge, skills, and expertise with
others along their learning journey is a tremendous honor. Having received bachelors,
masters, and doctoral degrees, I have *some* experience as a student. The awe-inspiring
learning experiences I have had taught me just as much as the more challenging ones.
Through it all, it has been my motivation and desire to learn that has helped me to succeed
and have dynamic experiences along the way. I am THRILLED I get to bring all of these experiences to you and
I am very dedicated to making it a rewarding and practical (applicable) learning experience for each student.
Because of this, my teaching style is student-centered. This means, the information provided during the
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course largely rests on where the students are and what the students need, including my awareness of policies
and social implications that could impact your skills as future professionals. In this regard, my teaching style is
quite dynamic, in the ever-changing sense. Based on what the students need, as well as what is happening in
the world around us, I can, and often will, change lessons to meet those specific needs. This does not mean,
however, that I come to class unprepared or that I am haphazard in teaching; on the contrary, as your
professor, you can expect that I will come to class prepared with information to support your learning. You can
expect that I will be organized in the dissemination of this information and that I will be open to hearing from
you about your needs as a learner. You can also expect that I will keep the class on track to help meet the
learning objectives for this course; in this regard, I may encourage students to use a “parking lot”, or a piece of
paper to “park” questions or statements that may not be directly related to the class, in order to ensure we
stay on task. You can also expect that I will do my best to create and foster a safe, equitable and supportive
learning environment. This means that I will enforce the policies outlined in this syllabus, as needed. Further,
as your professor, you can expect that I will be available to you. This means that I will be available during listed
office hours, via appointment, and will be willing to meet outside of those hours as needed, unless I am unable
to do so. Above all, you can expect that I will communicate. I will be certain to keep you updated of any
changes to the course schedule. I will also let you know, each class session, what the plans are for that class
and will communicate with you via Blackboard regarding any updates.
Outside of teaching, what else is there to know about me? Well, I am a dog lover. I have two “fur
babies” that I talk about often, Todos and DexterPumpkin (see photos). I also live on the east
coast. I was born and raised in Virginia, and moved to Maryland to attend college for my Masters
degree. I remained there for a long time until I moved to Texas (right in Killeen). After a brief
period in Texas, I returned to the east coast and now I am back in Maryland (just down the road
from Ft. Meade). When “skyping” into the class, I will generally be connecting to you from this
location. When not engaged in teaching or loving on my fur babies, I am scouting areas for the
latest vegan goodies! I became a vegetarian in 2002 and became a vegan (choosing to consume
no animal products) in 2003. It’s been a great experience! Other than this, someday I hope to
return to school to obtain a degree in theology and provide global outreach work related to HIV/AIDS and
other health disparities. I would like to use this knowledge to support my research interests in
religiosity/spirituality, mental health, and sexual behaviors in women, as I continue to engage in practice on
the macro level that supports micro and mezzo healing, health and well being.
Dexter
Pumpkin
(left)
Todos
(right)
Program Mission
The mission of the Texas A&M University-Central Texas (TAMUCT) Bachelor of Social Work Program is to
provide a high quality, rigorous and innovative learning experience that helps students develop the
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knowledge, professional behaviors, and values that are essential in a generalist social work practitioner. The
Program aims to achieve this by:
1.
2.
3.
4.
Responding to the needs of the local community, including the military and non-traditional students.
Providing a student-centered education that fosters personal and professional responsibility.
Providing compassionate mentorship that models the core values of the social work profession.
Fostering commitment to Service, Social Justice, Dignity and Worth of the Person, Importance of Human
Relationships, Integrity and Competence.
Program Framework
The Social Work Program curriculum is rooted in a framework established by the Council on Social Work
Education (CSWE). Specifically, the program endeavors to develop social workers who promote human and
community well-being by being able to demonstrate the following 10 core competencies upon graduation:
1. Identify as a professional social worker and conduct oneself accordingly (2.1.1a-f).
2. Apply social work ethical principles to guide professional practice (2.1.2a-d).
3. Apply critical thinking to inform and communicate professional judgments (2.1.3a-b).
4. Engage diversity and difference in practice (2.1.4a-d).
5. Advance human rights and social and economic justice (2.1.5a-c).
6. Engage in research-informed practice and practice-informed research (2.1.6a-b).
7. Apply knowledge of human behavior and the social environment (2.1.7a-b).
8. Engage in policy practice to advance social and economic well-being and to deliver effective social
work services (2.1.8a-b).
9. Respond to contexts that shape practice (2.1.9a-b).
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and
communities (2.1.10a-d).
Each core competency has specific, measurable practice behaviors that help students and their professors
determine if the competency has been achieved. There are 41 total practice behaviors. The complete list
of practice behaviors can be found at the end of this syllabus or by reviewing the student handbook.
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Course Objectives & Related CSWE Practice Behaviors
This course provides content that helps to prepare you, the generalist social work student, to engage in the
following CSWE competencies and related practice behaviors:









2.1.1c: Attend to professional roles and boundaries.
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication.
2.1.2b: Make ethical decisions by applying standards of the NASW Code of Ethics.
2.1.2d: Apply strategies of ethical reasoning to arrive at principled decisions.
2.1.3a: Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge, and practice wisdom
2.1.3b: Analyze models of assessment, prevention, intervention and evaluation
2.1.3c: Demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, and communities.
2.1.6a: Use practice experience to inform scientific inquiry.
2.1.6b: Use research evidence to inform practice.
The objectives for this course, that support the CSWE related practice behaviors, are:
1. Students will be able to explore self as a learner engaged in study that examines research that impacts
practice, practice that impacts research, and ability to utilize knowledge to grow as a budding
professional social worker.
2. Students will be able to demonstrate an understanding of research formulation skills pertinent to the
profession of social work.
3. Students will be able to demonstrate beginning competencies in evaluating research.
4. Students will be able to demonstrate an understanding of writing social work research findings to be
an effective consumer of, and contributor to, social work research.
5. Students will be able to demonstrate the ability to develop an ethically sound research proposal
appropriate for social science research.
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The following table shows the relationship between: A) the course objectives, B) the CSWE related practice
behaviors, and C) the assignments used to assess your ability to fulfill the objective related to the practice
behavior:
A. Objectives
B. CSWE Related
(By the completion of the course, it is Practice Behaviors
expected that you will be able to…)
(This is the practice
behavior that objective
supports)
211c
1. Explore self as a learner
216a
engaged in study that
216b
C. Course Assignments
(This is the assignment used to assess your
ability to fulfill the objective related to the
practice behavior)


Guided Journals
Course engagement
211d
213a


Course engagement
Poster Presentation
3. Demonstrate beginning
competencies in evaluating
research.
211d
212d

Annotated bibliography
4. Demonstrate an
understanding of writing
social work research findings
to be an effective consumer
of, and contributor to, social
work research.
211c
212b


Guided Journals
Research Proposal
5. Demonstrate the ability to
develop an ethically sound
research proposal
appropriate for social science
research.
211d
213a
213b
213c
216a
216b

Research proposal
examines research that
impacts practice, practice that
impacts research, and ability
to utilize knowledge to grow
as a budding professional
social worker.
2. Demonstrate an
understanding of research
formulation skills pertinent to
the profession of social work.
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COURSE REQUIREMENTS
REQUIRED & RECOMMENDED TEXTS:



Creswell, J. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research, 5th ed., Creswell, J. – Required
American Psychological Association (2009). Publication manual of the American Psychological
Association (6th ed.). Washington D. C.: Author. – Recommended
Rubin, A., & Babbie, E. (2010). Essential research methods for social work. (3rd or 4th ed.)
Belmont, CA: Thomson/Brooks/Cole. – Recommended
FINAL GRADES*
Assignments are "weighted". This means that each assignment is given points and the points are
multiplied by a specific percentage (or weight) to determine your grade. Grades are determined by the
percentage point and can be found in you Blackboard grade book. The maximum percentage a student
can obtain is 100%. Students must obtain a grade of C (70%) or higher to pass this course. (*Note: This
instructor does not provide “make up” work.) Point and weight distinctions for assignments follows.
Total possible points
Percentage
Course Assignment
(Weight)
100
10%
Guided Journals
Annotated Bibliography
Draft Proposal Sections
(Lit, Method, & Discussion)
Research Proposal Part I: Lit Review
Research Proposal Part II: Method
Research Proposal Part III:
Discussion
Research Proposal Part IV: Full
Presentation
Course Engagement (Participation +
Attendance)
(4 journals @ 25 pts. each)
(2.5% each)
100
10%
75
5%
(3 @ 25 points each)
(1.67% each)
100
100
15%
15%
100
15%
100
100
17%
8%
225
5%
Totals
1,000
100%
Final Percentages* and Corresponding Grades are based on the following:
A = 90% to 100% B = 89% to 80% C = 79% to 70% D = 69% to 60% F = 59% or less
*Note: Final grade percentages are rounded to the next highest value (ex: 79.5% = 80).
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COURSE ASSIGNMENTS
The following activities will be completed during the semester.
1. Guided Journal Writing: The professor for this course believes in utilizing three learning domains affective, behavioral, and cognitive - to meet the educational needs of learners (Hegdepeth &
Helmich, 1996). In this regard, students will complete three (4) guided journal assignments that
target the cognitive, affective and behavioral domains of learning for the course.
Assignment Requirements: Students are to complete four guided journals over the course of the
semester on issues related to social science research (i.e. topic issue, ethics, quant methodology,
and qual methodology). Students will be provided with four documentaries/films to watch related
to one of these areas. After each documentary, students are to submit an APA-style formatted
paper that addresses the following questions:
a. What did I learn?
o What did I learn that I did not know before from the film
o What served to enhance my knowledge base from the film
b. How do I feel about what I learned?
o What feelings came up for me as I watch this film? Was it anger, resentment, joy,
inquisitiveness, etc.? (see feeling chart in syllabus to help articulate your expressions)
o Upon reflection, why do I believe I had these feelings while watching this film?
c. How can I apply what I have learned from this film?
o How can I apply what I have learned as I continue through this course?
o How can I apply what I have learned beyond this course?
An example format of the journal submissions can be found at the end of this syllabus. It is
expected that students submit the journals in the example format provided.
Guided journals are to be submitted through Blackboard's assignment tab by the due date. Guided
journals are to be no longer than three (3) pages in length (no minimum), double spaced, and
include a reference page of material cited (citations required). An APA style cover page must be
included with the student's name, the title of the film reviewed, and the name of the social work
program spelled out (see cover of syllabus). The running head should include an abbreviation of the
title. There should be no abstract or appendices included with the journal.
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Grading: General points will be obtained using the Guided Journal Entry Grading Rubric.
2. Annotated Bibliography: To aid students with reviewing articles for use with the research proposal,
an annotated bibliography will be required as a separate assignment for this course.
Annotated Bibliography Assignment Requirements: Students must submit an annotated
bibliography of three (3) scholarly articles anticipated for use to help develop the research
proposal. The annotated bibliography must include:
1) an APA-style reference for each article,
2) a paragraph describing the key content of the article (synopsis), and
3) a paragraph describing how the article will be helpful in developing the proposal.
Completed bibliographies must be typed with 12 point, Times New Roman font, 1-inch margins,
and double spaced (NO EXTRA SPACES BETWEEN PARAGRAPHS!!). A cover page must be submitted
that includes a running head with the title "Annotated Bibliography”. The cover page must include
the title, student's name, and university name. No direct quotations are allowed in the
bibliography. Only paraphrases are acceptable. The use of incorrect citations will result in a failing
grade for the assignment. The body of the assignment should be no longer than 5 pages in length.
One (1) point will be deducted for every page over the page limit. Articles used for the annotated
bibliography must be included with the submitted assignment (-5 points for each missing article).
Grading: Points will be obtained using the Annotated Bibliography Grading Rubric (up to 100
points). Samples and guides will be provided via Blackboard and discussed, as well as at the end of
this syllabus.
3. Research Proposal: Students are expected to complete a professional research proposal as a
process for evaluating the cognitive and behavioral components of learning. The research proposal
in its entirety is generally between 40-50 pages in length (50 pages max)– which, when complete,
includes the following:
 Cover page,
 Abstract
 Table of contents,
 List of appendices,
 Body of proposal,
 References, and
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 Appendix (or appendices)
Note: References must include a minimum of 15 professional references (total – entire paper) – 10 of which
must be peer-reviewed articles. The remainder may be online resources (except Wikipedia), books, etc.
When completed, the BODY of the proposal is max 27 pages. The additional pages include the
cover page, table of contents, abstract, references, and any appendices included. The research
proposal will be divided into the following FOUR parts to be submitted over the course of the
semester:
Part I: Literature Review: This portion of the research proposal introduces the audience to the
proposed topic and the reason for the study. In essence, this section serves to tell the reader why
you are proposing this study and why it is important that the study be done - what purpose will it
serve the field? Society? What gap in the knowledge and/or practice will this study serve to fill? To
answer these questions, the literature review should include a comprehensive and balanced review
of the available literature on the student’s research topic. It should begin with a description of the
prevalence of the problem and include literature that positively and negatively relates to the
student’s topic of research. It should also include a theory that is related to the student’s topic (for
example, attachment theory and child development theory relate to abused children or child abuse
research). The review should conclude with statement of purpose, research or guiding questions,
and hypothesis(es) or assumptions. The literature review should serve as the foundation to the
structure of the entire proposal.
Literature Review Assignment Requirements: The submitted Literature Review must incorporate all
components as outlined in the Literature Review grading Rubric that is attached to this syllabus.
Further detail will be provided and discussed during class. Samples and guides will be provided via
Blackboard and discussed.
Literature Review Submission Requirements: The completed literature review must be typed with
12-point, Times New Roman font, double-spaced and 1-inch margins. Citations should be used
appropriately. Excessive quotations may not be used in the literature review (no more than 2; 1
point deduction for every quote over 2). A completed reference list following APA 6th edition
guidelines must also be submitted with the completed Literature Review. An abstract and table of
contents must also be included along with an APA 6th edition cover page. The body of the Literature
Review should be no longer than 10 pages in length. One point will be deducted for every page
over the page limit.
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Grading: General points will be obtained using the Literature Review Grading Rubric.
Part II: Methods Section Review: Where the literature review serves to express to the audience
why you are proposing to conduct the planned research, the methods section serves to provide the
how. It is the frame to your proposal structure. In this regard, the method section should include a
description of the intended participants in the study, inclusion and exclusion criteria for the
participants, and the intended sampling method. It should include a description of any measures
that are going to be used with the participants and the established reliability and validity of these
measures. It should include the study design and the procedures for the study. While the method
section generally does not include a description of the present study and hypothesis, for the
purposes of this paper, this information should be restated at the beginning of the section. The
section should also include a budget that will provide an estimate of associated costs as well as a
time line of when you would anticipate completing any research issues. For example, if you are
using an established measure, you may have to purchase the measures from a company or request
permission to use them. Include if you intend to fund the project yourself or if you intend to seek
funding from somewhere, which then would affect the time line.
Methodology Assignment Requirements: The submitted Methods Section must incorporate all
components as outlined in the Methods Section grading Rubric that is attached to this syllabus.
Further detail will be provided in class. Samples and guides will be provided and discussed in class
and on Blackboard.
Methodology Submission Requirements: Completed Methods Section must be typed with 12 point,
Times New Roman font, 1-inch margins and double spaced. Citations should be used appropriately
and follow APA 6th edition guidelines. Excessive quotations may not be used (no more than 2; 1
point deduction for every citation over 2). A completed reference list following APA guidelines
must also be submitted with the Methods Section. An abstract and table of contents must be
included. An APA 6th edition cover page must be included. The Methods Section should be no
longer than 9 pages in length. One point will be deducted for every page above the limit.
Grading: General points will be obtained using the Methods Section Grading Rubric.
Part III: Discussion Section Review: The discussion section of the research proposal serves to
summarize for your audience what was done. It includes suggestions for future studies as well as
limitations of the proposed study. The discussion section puts the finishing touches to the proposal
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structure. Included in this section should be a restatement of some of the relevant literature on the
research topic to demonstrate again the need for the research. It should include any ethical issues
or implications of your research. It should include the strengths and limitations of your study. It
should include implications for social work practice, policy, research, and education that can be
anticipated as a result of your study’s completion. Also, while in reality the discussion section
generally does not explicitly state a description of the present study, for the purposes of this paper,
the student will restate this information in this section. This section should also be thoroughly
referenced according to APA 6th edition style.
Discussion Assignment Requirements: The submitted Discussion Section must incorporate all
components as outlined in the Discussion Section grading Rubric that is attached to this syllabus.
Further detail will be provided in class. Samples and guides will be provided and discussed in class
and on Blackboard.
Discussion Section Submission Requirements: Completed Discussion Section must be typed with 12
point, Times New Roman font, 1-inch margins and double-spaced. Citations should be used
appropriately and follow APA 6th edition guidelines. Excessive quotations may not be used (no
more than 1; 1 point deduction for every citation over 1). A completed reference list following
APA guidelines must also be submitted with the Methods Section. An abstract and table of
contents must be included. An APA 6th edition cover page must be included. The Discussion Section
should be no longer than 8 pages in length. One point will be deducted for every page above the
page limit.
Discussion Grading Requirements: The submitted discussion section must incorporate all
components as outlined in the Discussion Section grading Rubric that is attached to this syllabus.
Additional detail will be provided in class. Samples and guides will be provided and discussed in
class and on Blackboard.
Part IV: Full Research Proposal: Part four of the research proposal includes a revision to the
Literature Review, Methodology and Discussion sections. The purpose of this submission is to allow
students the opportunity to make corrections to the submitted components, fine tune writing
skills, and create a clean, revised copy of the proposal that can be used in writing sample requests
in future academic and professional pursuits.
Full Research Proposal Assignment Requirements: The following components should be submitted:
 Cover page
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






Full table of contents and list of appendices
Full abstract
Revised Literature review
Revised Methodology
Revised Discussion
Full reference list (minimum of 15 with at least 10 scholarly)
Complete appendices
The research proposal in its entirety is to be no longer than 50 pages in length. The BODY of the
proposal is to be no longer than 27 pages in length. Further detail will be provided in class. Samples
and guides will be provided and discussed in class and on Blackboard.
Full Research Proposal Grading Requirements: The submitted Full Proposal must incorporate all
components as outlined in the Full Proposal grading Rubric that is attached to this syllabus.
Additional detail will be provided in class.
4. Presentation: The proposal presentation serves to assess the cognitive and behavioral component
of learning for this course. Students are expected to develop a poster presentation and give a
professional presentation of their work (guidelines to be provided). The presentation should
highlight some of the existing research, why the student’s research is needed, the research study
design, ethical issues, and the implications for social work.
Grading: Students will be graded according to the information included in the Proposal
Presentation Grading Rubric. More detail to be provided in class and on Blackboard.
5. Course Engagement: To experience the full measure of learning, the professor believes students
must be actively engaged in the course. This translates as a degree of attendance and participation.
Further, through attendance and participation, the professor is able to assess student's progression
toward readiness in the profession through observation of collegial behavior, thoughtfulness of
responses, etc. As a result, students are expected to attend class, participate in class discussions,
and complete course engagement related activities.
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Literature indicates that students, in general, learn most effectively from their peers (Hegdepeth &
Helmich, 1996). Statistics also indicate that the average adult attention span is only about 5-8
seconds (have I lost you yet?) (Fisher, 2013, July 10)! In this regard, I recognize the importance of
variety to fully engage you in the learning process. Hence, some class sessions will be arranged to
support the seminar format using small group processing for learning. Specifically, content will be
delivered to in two ways: 1) students will obtain content through the assigned readings for the
week as well as PowerPoints, handouts, and instructor videos that will be posted in Blackboard; 2)
students will meet with the instructor in small groups called “Seminar Sessions” via Skype. During
these Seminar Sessions we will process what was learned, together. This small group format allows
more individualized attention while still being able to capitalize on learning from your peers.
Students are expected to come prepared (i.e. have completed readings of assigned material) and
with questions that will support the learning. This will NOT be a time for the instructor to “reteach”
information. As an advanced level course, it is the expectation of the instructor that the students
have engaged in reading of course material to adequately prepare for each session. In this regard,
the sessions will allow time for the instructor to answer questions about readings, provide clarity of
information, and to engage with the group regarding learning and progress. CE points are given
during these sessions based on attendance, preparedness, and participation.
Class meetings that happen via Collaborate/Skype sessions will take place at an average of once
per week. On other days, there may be online assignments, readings, meetings, etc., that will take
place. For each CE-designated class session/activity, students can receive points.
Each CE-designated session or assignment counted toward course engagement (10 total for this
course) can yield up to 22.5 points. Class sessions may include in-class meeting dates and on-line
meeting dates where assignments are provided. Concept assessments, spring break, guided journal
dates, and other non-designated course engagement dates are excluded from the course
engagement totals.
Unexcused absences, tardiness, or early departure from class without prior discussion and approval
by the instructor will result in zero (0) points for course engagement days. Failure to complete or
turn in a course engagement assignment will result in zero points for the assignment. If you are
unable to avoid missing a class, you must notify the professor via email before the class period to
explain the absence. It is up to the discretion of the professor if the absence will be excused (i.e.,
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will not count against your attendance grade). Note that online assignments for course
engagement grades CANNOT be made up.
Important Note: No absences will be considered excused during the semester. The rationale for
this policy is that, as a seminar-format class (meeting an average of once per week for 3 hours)
attendance and participation are critical elements to the full breadth and depth of learning in the
course. Further, instructor experience in teaching this course has demonstrated that routine
meetings with the professor are very important for student success; therefore, students are
expected to be present in class during the days we meet and to richly engage in class (i.e. be
prepared with readings and assignments, participate in in-class discussions, actively listening to
discussions and lectures taking place in class, etc.). The instructor assumes that attendance will
yield positive and active engagement as outlined above. Failure to attend or to actively engage in
positive ways as outlined above, and in accordance with the class policies included in this syllabus,
will yield a zero (0) for course engagement. Hence, it is important to be aware that unexcused
absences and failure to adhere to class policies while in class can and will impact this portion of
your grade.
Again, as a reminder, at times an assignment will serve as your course engagement grade (for
example, a Blackboard assignment). Failure to complete and submit these assignments in
accordance with the instructions provided can and will result in a deduction of course engagement
points for that day’s assignment, up to and including receiving a zero for the assignment/day.
Please note: If your schedule is such that you find it consistently difficult to arrive to class on time,
remain for the full class, or arrive to class at all, it is advised that you find a course that would best
meet your scheduling needs.
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Additional & Important Note on Writing Assignments
All written assignments are expected to be the original work of the student. While paraphrasing and some
direct quotations are permitted, it is expected this will be done within the context of your own analysis and
synthesis of the information read. Paraphrasing is a skill of reading information and, using your own thoughts,
summarizing the information in a way that supports the topic discussed. While the paraphrase involves your
own thoughts, it originates from a source and that source is cited. Quoting is a matter of taking words,
verbatim, from another source and restating them without, or with minimal, manipulation. Quotations are
placed in quotation marks (“ ”) or placed in a block format within the text. Quoting does not involve analysis
and synthesizing and, therefore, does not require critical thinking except when used appropriately to support
(not substitute) an idea. Because of this, students are discouraged from using significant quotations as this
limits your learning experience. Students found to excessively quote will be penalized. Students using words as
their own without appropriately citing will be penalized – including failing the assignment and up to failing the
course. Students found to have plagiarized (using words as your own without giving proper credit, whether
paraphrasing or directly quoting) will also be referred to Student Affairs. Therefore, it is VERY important that
students take academic integrity in writing very seriously. If you are in doubt, it is always best to cite your
source and/or speak with your professor for more guidance. The Writing Center, Library, and Purdue OWL are
also resources that can help you. A copy of this statement is located at the end of this syllabus. You are
required to acknowledge receipt and understanding regarding the policy for academic integrity in this
course by emailing and submitting the acknowledgement statement no later than the second (2nd) class.
Failure to do so will result in consultation with the professor, program faculty and/or Student Affairs and
could limit your successful continuation in this course.
CLASS POLICIES
The following policies apply to all students enrolled in this course:
1. Students are not permitted to enter class more than ten (10) minutes late. Exceptions will be made
with prior discussion and approval by the professor only.
2. Once class has begun, students are expected to remain for the duration of the class. It is expected that
all students will take care of personal affairs (i.e., get beverages, take care of phone calls, meeting with
students and other professors, use the restroom, etc.) before class begins. Students who have a
medical/physical condition for which they need to request an exception to this policy are advised to
speak with the Disability Services Coordinator and/or discuss this with the professor to see if an
exception can be granted. Students leaving the class outside of these parameters should not attempt
to re-enter the class and will receive a 0 for class participation and/or attendance that day. Please
note: During the summer when classes are 2 hours and 30 minutes in length, the instructor will have a
minimal 10 minute break built into each scheduled learning period to support student needs.
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3. Students are expected to display professional decorum at all times. This includes, but is not limited to,
respecting classmates and the instructor. In this regard, it is expected that students will not speak
to/hold conversations with/pass notes to other students, use cell phones, or engage in other types of
unprofessional behaviors once class has begun. Talking during lecture, out of turn, or while other
students are talking is disruptive to the learning environment, disrespectful to peers, and
unprofessional in demeanor. Students are strongly encouraged to engage in discussion in a respectful
and appropriate manner; hence, it is expected that students apply classroom etiquette and raise a
hand if there is something to share or to answer a question. It is also expected that students will
display patience in raising a hand and recognize that the professor will eventually call on the student
and/or may attempt to vary responses from peers and not call on the student in an effort to do so.
Shouting out answers, making loud noises, and/or waving a hand vigorously to capture attention is
unprofessional and inappropriate behavior. Consistent display of such behavior will result in
consultation by the professor and can potentially impact the attendance/participation grade. Students
are encouraged to use a "parking lot" to for questions that may be better to address after class with the
professor.
Please be aware that we will also be corresponding quite frequently via the internet. One such way we
will do this as a class is via Edmodo. It is important that you display professional decorum in the
Internet universe at all times as well. If you would like more information about appropriate netiquette,
please review this website: http://www.albion.com/netiquette/corerules.html
Please note: This professor will NOT assign seats to students. If behavior accelerates to such a need, a
meeting will be requested with the student, the instructor and potentially the department to address
appropriateness to be able to continue with the course. If it is determined that the behavior
significantly impacts/impairs learning for other students, the student may be asked to leave the class
permanently, resulting in an F for the course.
4. To support the academic learning environment, students are asked to refrain from sharing personal
information in class that will not support/add significantly to the class discussion. Sharing of personal
stories and/or issues that are not related to the topic can distract class learning and limit knowledge
sharing by the professor and other students. In this regard, please note that the professor reserves the
right to redirect/limit such conversations in class unless students are expressly asked to share such
information by the instructor.
5. NO TECHNOLOGY IS PERMITTED DURING IN CLASS EXAMS, QUIZZES, OR OTHER TYPES OF
ASSIGNMENTS AS DEFINED BY THE PROFESSOR, UNLESS GIVEN SPECIFIC PERMISSION BY THE
PROFESSOR. During such assignments, students may be asked to turn in cell phones to the professor,
place bags beneath desk or to the side of class, or other request to minimize use of such technology.
Students discovered to be using cell phones, ipads, e-readers, recording devices, etc. during
assignments without expressed, written approval by the professor to do so will receive a zero (0) for
the assignment and referred to Student Affairs for academic integrity concerns. Students warned
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against doing so once and found to do so again in this or any subsequent course will receive an F for the
course in which the behavior was identified and referred to Student Affairs.
6. Students are NOT permitted to work collaboratively (together) on any assignment unless given
EXPRESSED permission by the instructor to do so. This includes homework, take home quizzes, papers,
etc. Failure to adhere to this policy can result in a zero (0) on the assignment and referral to Student
Affairs for academic integrity concerns.
7. All assignments must be turned in (submitted) by the due date and time indicated. Late work will not
be accepted or graded unless this has been discussed with and approved by the professor BEFORE the
due date (not the due time) of the assignment. Being absent from class on a day when an assignment is
due does NOT grant a student an extension to the due date; as a demonstration of professional
practice, the student must still arrange to get that assignment turned in to the professor before class
starts. Allowing students to turn in assignments late for a grade is not fair to other students who get
their work done on time, disrupts the grading process for the professors, and sends a message that
such behavior is professionally “okay,” which it is not. This, as well as all other policies, will be held to
strict code, and failure to adhere to this policy will result in a zero (0) for the assignment. This is
inclusive of all assignments.








Additional Notes about Turning In Your Assignments Electronically
It is the sole responsibility of the student to ensure assignments are submitted on or before the
due date and time.
Assignments must be submitted through the Blackboard assignments tab unless otherwise
indicated.
Assignments NOT submitted through Blackboard assignments (not Blackboard “messages” or
email) are subject to a 5 point deduction from the assignment score or may not be accepted for
grading, which will result in a grade of zero(0). Either option is up to the discretion of the
instructor.
Students are advised NOT to wait until minutes before the assignment due date and time to
submit, but to allow yourself at least an hour of time before the assignment is due to submit.
For questions about assignments not received by the instructor, it is the responsibility of the
student to follow up by emailing the instructor directly at tharrisjackson@tamuct.edu and to
demonstrate timely submission of the assignment.
Emailing the instructor to ask if your assignment has been received is NOT “proof” for turning in
an assignment on time.
Logging on to submit your assignment before the due date and time, but not submitting it
before it is due, is not considered timely submission.
It is to be understood that the University provides a professional department to assist with
Blackboard technical issues, including assignment submission. They should be contacted
directly at 254-519-5466, its@tamuct.edu, helpdesk@tamu.edu, https://hdc.tamu.edu (live
chat). You may also visit http://www.tamuct.edu/departments/online/blackboard.php
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8. Students should be prepared to submit electronic copies of any paper for class at the discretion of the
instructor.
9. All papers submitted for grading MUST adhere to APA 6th edition standards unless otherwise stated by
the professor. This means that all papers must, minimally, be: 1) typed, 2) double spaced, 3) use Times
New Roman font, 4) use 12 point font, 5) include an APA style cover page, and 6) include in-text
citations AND a reference page for ANY SOURCED INFORMATION (this includes information learned in
current or previous classes, read online, learned during a personal communication, reviewed over
email, read in a text-book, etc.). Further, all typed papers submitted in class MUST be stapled or
clipped together (if too large for staple). It is not acceptable, nor professional, to hand in a paper that is
not professionally bound (in academia, professionally bound means stapled or securely clipped
together). Unless instructed to do so, submitting papers in folders, binders, etc. are not required and
should be limited in use.
10. TAMUCT expects all students to maintain high standards of personal and scholarly conduct and avoid
any form of academic dishonesty. Academic dishonesty includes, but is not limited to, plagiarism
(intentional or unintentional), copying another person's work, turning in someone else's work as your
own, turning in previous work you submitted for a new class, downloading material from the internet
and inserting it into a paper as if it was your own work, taking ideas from classes or readings and
putting them in a paper without citations/references, cheating on an examination or other academic
work, collusion, and the abuse of resource materials. Any idea, even paraphrased ideas, used or
borrowed must be given credit by showing the source with an appropriate citation and reference. Any
student who violates class and/or university policies regarding Academic Honesty will be sanctioned
according to the University and program guidelines. More information on university policies can be
found at www.ct.tamus.edu/studentconduct. A copy of the University’s policy is also located at the end
of this syllabus.
11. Additional & Important Note on Writing Assignments: All written assignments are expected to be the
original work of the student. While paraphrasing and some direct quotations are permitted, it is
expected this will be done within the context of your own analysis and synthesis of the information
read. Paraphrasing is a skill of reading information and, using your own thoughts, summarizing the
information in a way that supports the topic discussed. While the paraphrase involves your own
thoughts, it originates from a source and that source is cited. Quoting is a matter of taking words,
verbatim, from another source and restating them without, or with minimal, manipulation. Quotations
are placed in quotation marks (“ ”) or placed in a block format within the text. Quoting does not
involve analysis and synthesizing and, therefore, does not require critical thinking except when used
appropriately to support (not substitute) an idea. Because of this, students are discouraged from using
significant quotations as this limits your learning experience. Students found to excessively quote will
be penalized. Students using words as their own without appropriately citing will be penalized –
including failing the assignment and up to failing the course. Students found to have plagiarized (using
words as your own without giving proper credit, whether paraphrasing or directly quoting) will also be
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referred to the Student Affairs. Therefore, it is VERY important that students take academic integrity in
writing very seriously. If you are in doubt, it is always best to cite your source and/or speak with your
professor for more guidance. The Writing Center, Library, and Owl Purdue are also resources that can
help you. A copy of this statement, along with the assignment submission policy statement, is located
at the end of this syllabus. You are required to acknowledge receipt and understanding regarding the
policy for academic integrity and assignment submission in this course by emailing your
acknowledgement of the statement to the professor no later than the second (2 nd) class. Failure to do
so will result in consultation with the professor, program faculty and/or Student Affairs and could
limit your successful continuation in this course.
12. Class discussions, oral presentations, and written materials must adhere to professional standards of
expression and conform to the style described by the American Psychological Association (APA, 2009).
This includes avoidance of the use of language that degrades women, people of color, gays, lesbians,
bisexuals, transgendered, and other diverse and at-risk populations. All students are expected to
display the utmost respect for all people, regardless of differences.
Final Note Regarding Class Policies
The aforementioned policies are designed to create and foster a positive and rewarding learning
environment for all students. Failure to adhere to the aforementioned class policies, as well as
university policies, demonstrates a potential inability to conduct oneself professionally in the field of
study. These policies are applicable throughout the program and, as such, students who consistently fail
to comply with these policies will be considered inappropriate candidates for field placement and/or the
degree of Bachelor of Social Work at TAMUCT, as their behavior is considered inappropriate for a social
work practitioner.
An assessment of student behavior as it relates to class policies, and overall decorum required
throughout the TAMUCT social work program and the University, is provided via the “Rubric for
Assessing Professional Behaviors” (attached to this syllabus). Any student in this course found to
perform below the standard requirements will be provided with a rubric outlining areas for concern.
Failure to obtain scores of 3 or 4 in any of the 15 professional behavior areas listed in the rubric will
limit a student’s ability to be assigned a field placement and/or can result in removal from a field
placement. These behaviors, which align with the National Association of Social Workers (NASW's) core
values and ethics, TAMUCT's Code of Conduct, and the Social Work Program class policies, are
considered the expected professional behaviors of social work interns and future generalist social
workers and, therefore, are held to the strictest code.
VIII.
University Policies
If you discover that you need to drop this class, you must go to the Records Office and ask for the
necessary paperwork. Professors cannot drop students; this is always the responsibility of the
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student. The records office will give a deadline for which the form must be completed, returned,
and signed. Once you return the signed form to the records office and wait 24 hours, you must go
into Duck Trax and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP
with the records office immediately. You are to attend class until the procedure is complete to
avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will
receive an F in the course.
1.
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in
personal and scholarly conduct. Any deviation from this expectation may result in a minimum of a
failing grade for the assignment and potentially a failing grade for the course. All academic
dishonesty concerns will be reported to the university's Office of Student Conduct. Academic
dishonesty includes, but is not limited to, cheating on an examination or other academic work,
plagiarism and improper citation of sources, using another student's work, collusion, and the abuse
of resource materials. When in doubt on collaboration, citation, or any issue, please contact me
before taking a course of action. More information can be found at
http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
2.
Disability Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing
documentation to the Disability Support Coordinator. Students are encouraged to seek information
about accommodations to help assure success in their courses. Please call (254) 501-5831 or visit
Founder's Hall 114, Suite 114. Additional information can be found at
http://www.tamuct.edu/departments/disabilitysupport/index.php
3.
Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and work in an
information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques.
Help may include, yet is not limited to: exploration of information resources such as library
collections and services, identification of subject databases and scholarly journals, and execution of
effective search strategies. Library Resources are outlined and accessed at.
http://www.tamuct.edu/library
4.
Tutoring Services
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include
Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the Tutoring
Center in Warrior Hall, Room 111. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring
Support" for tutor schedules and contact info. If you have questions, need to schedule a tutoring
session, or if you're interested in becoming a tutor, contact Academic Support Programs at 254501-5830 or by emailing tutoring@ct.tamus.edu.
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Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring and
writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry,
Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard
account and click "Online Tutoring."
5.
Textbook Purchasing
A student of this institution is not under any obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer,
including an online retailer.
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COURSE SCHEDULE*
Note: For every class, visit Blackboard to obtain additional readings and handouts
Date/Week Activity
Week 1
1/22
(CE)
Week 2
1/29
Introduction to Writing for Social Work Research [IN CLASS]
 Introductions
 Syllabus & Course Dynamics Review
 Review of Hybrid Course Dynamics/Seminar Sessions
 Introduction to the Issue (semester topic)
 Presentation of Quant & Qual Studies
 Establishing Your Topic: How to use the topic development
worksheet
Developing Your Topic
 Exploring the semester research topic (Human Sexuality)

(CE)
Week 3
2/5
(CE)
Edmodo posting: Post your planned topic in Edmodo.
Include: 1) your topic (what you plan to research), 2)
proposed type of study (quant, qual, or mix), and 3)
rationale for both (i.e. Why did you choose the specific
topic? Why have you chosen the specific type of study?).
Include citation(s) from Creswell reading that includes page
number of source information. 4) Conclude the post with
what you hope to get out of researching the topic (i.e.
what knowledge to you hope to gain about the topic /”take
away” by the end of the course). The posting should be no
longer than 6 sentences in length. Points = 1/2% CE points
for the week. Points are given based on how well the image
and statement reflects the topic and demonstrate critical
thinking, therefore, students can receive points from a
range of zero (not posted) to the max CE points.
*Remember your netiquette!
Reviewing the literature
Readings/Assignments
Reading: Syllabus
Reading: Creswell Chapter 1
Assignment: Join Edmodo.com.
Go to https://edmo.do/j/exby9b
and enter code up9wwz.
Reading: Creswell, Chapter 2
Assignment: Email confirmation of
Signed Integrity Statement to
Blackboard email (messages) due
January 29th by 11:59pm (1/2% CE
points)
Assignment: Review video via
Films on Demand (University
Library Database): Sex, A Horizon
Guide (51 minutes)
Assignment: Journal #1 due
Monday, January 26th by 11:59pm.
Assignment: Edmodo positing of
topic due Tuesday, January 27th by
11:59 pm.

Conducting an annotated bibliography
Reading: Creswell, Chapter 2
(review)

Requirements of the literature review
Reading: Creswell, Chapter 3

Developing an outline

Meetings: Seminar Sessions (CE)
How to engage in critical thinking and articulate ideas
accordingly

The importance of APA, support, editing and a plan
T. Harris-Jackson, PhD, MSW * TAMUCT Social Work Program*Writing in Social Work Research
Assignment: Annotated
bibliography due Friday, February
6th by 11:59.
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Week 4
2/12
Reviewing the literature

Formatting the introduction & purpose

Establishing your roadmap: questions, predictions, &
assumptions

Establishing your theory
(CE)

Reading: Creswell, Chapter 4
Meetings: Seminar Sessions (1/2
CE)
Assignment: Draft Literature
Review due Friday, February 13h by
Edmodo posting: Post first paragraphs of draft introduction 11:59pm.
to Edmodo.
Assignment: Edmodo posting of
paragraph Saturday, February 21st
by 12 noon. (1/2 CE)
Week 5
2/19
Reviewing the literature
 Balance in the literature
Reading: Review syllabus and all
resources to ensure directions for
assignment are followed. Review
policy on submission and late
assignments.
Week 6
Write it!
Meetings: Seminar Sessions (CE)
2/26

Literature Review Due
(CE)
Week 7
3/5
(CE)
Preparing for the methodology

Requirements for the methodology

Review of research ethics.

Edmodo posting: Post your thoughts, feelings and
reactions regarding the film, Acres of skin. Then, respond
to at least one other student. Original posts should be no
longer than 6 sentences in length. Replies can be any
length. Points are given based on how well the student
expounds upon their perspective, uniquely, thereby
providing adequate and appropriate breadth and depth of
response (i.e. Wow, that was great! Would not be an
acceptable response). Points are also given based on how
well the statements reflect the topic and demonstrate
critical thinking, therefore, students can receive points
from a range of zero (not posted) to the max CE points.
*Remember your netiquette!
T. Harris-Jackson, PhD, MSW * TAMUCT Social Work Program*Writing in Social Work Research
Assignment: Literature Review due
Saturday, February 21st by 11:59.
Assignment: Review video via
Films on Demand (University
Library Database): Acres of Skin:
Medical Abuse Behind Bars (43
minutes)
Assignment: : Journal #2 due
Friday, March 6th by 11:59pm 0
Include in your journal how what
you viewed relates to what you
have learned regarding research
ethics.
Assignment: Edmodo posting
reaction to film due Saturday,
March 7th by 12 noon. (CE)
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Week 8
Developing the methodology
3/12
(CE)

Developing your Informed consent

Cultural considerations

Identifying your sample

Recruiting versus sampling

Sampling techniques

Edmodo posting: Post paragraph on sampling from draft
methodology to Edmodo.
3/19
SPRING BREAK
 Rest up!
Week 9
Data Collection and Quantitative Research Designs
3/26
(CE)

Using surveys

Common quantitative designs

Errors in quantitative designs (internal and external validity)
Reading: Creswell, Chapter 5
Reading: Creswell, Chapter 7
Meetings: Seminar Sessions (1/2
CE)
Assignment: Draft Methodology/
Informed Consent due Friday,
March 12th by 11:59pm
Assignment: Edmodo posting of
paragraph Saturday, March 13th by
12 noon. (1/2 CE)
Reading: Creswell, Chapters 10-12
Meetings: Seminar Sessions (CE)
Assignment: Review video
Blackboard: The Way of All Flesh
Assignment: Journal #3 due
Thursday, March 26th by 11:59pm.
Week 10
4/2
Data Collection and Qualitative Research Designs

Common qualitative designs

Issues in qualitative designs
Creswell, Chapters 13-16
Assignment: : Review video via
Films on Demand (University
Library Database): The Kendal
Project: A Spiritual Revolution
Assignment: Journal #4 due
Sunday, April 5th by 11:59pm.
Week 11
4/9
Write it!

Methodology due
(CE)
Reading: Review syllabus and all
resources to ensure directions for
assignment are followed. Review
policy on submission and late
assignments.
Meetings: Seminar Sessions (CE)
Assignment: Methodology due
Friday, April 10th by 11:59pm
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Week 12
4/16
(CE)
Discussion and Evaluation

Describing and evaluating anticipated findings

Presenting findings

Edmodo posting: Post one paragraph on Implications for
Research from draft methodology to Edmodo.
Reading: Creswell, Chapter 9
Meetings: Seminar Sessions (1/2
CE)
Assignment: Draft Discussion
Section due Friday, April 17th by
11:59pm
Assignment: Edmodo posting of
paragraph Saturday, April 17th by
12 noon. (1/2 CE)
Week 13
4/23
Week 14
4/30
Week 15
5/7
Week 16
Write it!

Discussion Section Due
Write it!

Develop final paper
Write it!

Assignment: Discussion Section
due Sunday, April 26th by 11:59pm
Reading: Review syllabus and all
resources to ensure directions for
assignment are followed. Review
policy on submission and late
assignments.
Assignment: Full paper due Friday,
May 8th by 11:59pm
Full paper due
Presentations
5/14
*Note: This professor reserves the right to amend this syllabus at any time.
T. Harris-Jackson, PhD, MSW * TAMUCT Social Work Program*Writing in Social Work Research
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X. Bibliography and Additional Resources:
The following readings can be used by students to provide further information on the topics covered by the course:
Bloomguist, M. L. (2006). Skills Training for Children with Behavior Problems: A Parent and Practitioner Guidebook,
Revised edition. New York: Guilford Press.
Boyd-Franklin, N. (2003). Black Families in Therapy: Understanding the African American Experience, 2nd Edition. New
York: Guilford Press
Brems, C. (2001). Basic Skills in Psychotherapy and Counseling. Belmont, CA: Brooks/Cole.
Gil, Eliana (1991). The Healing Power of Play: Working with Abused Children. New York: Guilford Press.
Kazdin, A. and Weisz, J. (2003). Evidence-Based Psychotherapies for Children and Adolescents. New York: Guilford
McWhirter, J. Jeffries, et.al. (2004). At-Risk Youth: A Comprehensive Response for Counselors, Teachers, Psychologists,
and Human Service Professionals. Belmont CA: Brooks/Cole.
Nathan, P. and Gorman, J. (2002). A Guide to Treatments that Work, 2nd edition. New York: Oxford University Press.
Skinner, B.F. (1974). About Behaviorism. New York: Vintage Books.
Stout, C. E. and Hayes, R.A. (2005). The Evidence-Based Practice: Methods, Models, and Tools for Mental Health
Professionals. Hoboken: John Wiley and Sons
Thompson, C. et.al. (2004). Counseling Children, 6th edition. Belmont CA: Brooks/Cole.
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Writing in Social Work Research Guided Journal Guidelines & Grading Rubric
Assignment Purpose: Explore self as a learner engaged in study that examines research that impacts practice,
practice that impacts research, and ability to utilize knowledge to grow as a budding professional social worker
(Learning Objective #1).
Professional Competencies Assessed:
2.1.1c: Attend to professional roles and boundaries
2.1.6a: Use practice experience to inform scientific inquiry
2.1.6b: Use research evidence to inform practice
Directions: Students are to complete four guided journals over the course of the semester on issues related
to social science research (i.e. topic issue, ethics, quant methodology, and qual methodology). Students will be
provided with four documentaries/films to watch related to one of these areas. After each documentary,
students are to submit an APA-style formatted paper that addresses the following questions, minimally:
a. What did I learn?
o What did I learn that I did not know before from the film?
o What served to enhance my knowledge base from the film?
b. How do I feel about what I learned?
o What feelings came up for me as I watched this film? Was it anger, resentment, joy,
inquisitiveness, etc.? (see feeling chart in syllabus to help articulate your expressions)
o Upon reflection, why do I believe I had these feelings while watching this film?
c. How can I apply what I have learned from this film?
o How can I apply what I have learned as I continue through this course?
o How can I apply what I have learned beyond this course?
Guided journals are to be submitted through Blackboard's assignment tab by the due date (journals
submitted outside of the assignment tab, without the expressed permission of the instructor, are
subject to up to 5-points deducted from the overall grade for the assignment). Guided journals are
to be no longer than two (2) pages in length not including cover page and references (no
minimum), double spaced, and include a reference page of material cited (citations required). An
APA style cover page must be included with the student's name, the title of the film reviewed, and
the name of the social work program spelled out. The running head should include an abbreviation
of the title. There should be no abstract or appendices included with the journal. The journal
should follow the format provided in this syllabus. An example of how to format the body of the
document is provided for you:
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THE WAY OF ALL FLESH
2
The Way of All Flesh: Guided Journal Assignment
This begins a summary paragraph of the journal assignment. This will be brief; no more than 3-5
sentences that provides an overview of what the professor can expect to read.
Guided Journal Reflections
What I Learned
This section encompasses a review of what you learned (i.e., your “take away”) from the film. It should
include answers to the two sub-bullets listed in section a. Your references would likely go in this section due to
referencing what you learned from the film.
How I Felt
This section encompasses a discussion about your feelings that includes answers to the two sub
questions listed in section b. Feeling words are to be used to move you from cognition to feeling, where
learning becomes more satiated. See the list of feeling words included with this syllabus to help you.
Applying the Knowledge
In this final section, discuss how you will apply what you have learned from this film by answering the
two sub questions listed in section c.
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Films:
Sex: A Horizon Guide (The Issue)
Acres of Skin: Medical Abuse Behind Bars (Ethics)
The Way of All Flesh (Quantitative Methodology & Ethics)
The Kendal Project: A Spiritual Revolution (Qualitative Methodology)
Grading:
For this assignment, you will be graded on content, grammar and structure. Journals are worth
up to 25 points each. Papers not submitted on-time receive automatic zero
Content
Guided Journal General Grading Rubric
Below Standard
Standard
1-6
7-8
Student has marginally or Most to all items covered
poorly covered topic
as required and expected
and/or demonstrated
in content. There may be
minimal reflection of the moderate expansion in
topic/material. Significant context that is relevant to
content requirements
the content.
may be missing from the
assignment.
Grammar
1-3
Poor spelling, grammar,
and organization with 5
or more spelling,
organization and/or
grammatical errors.
Structure
1
Missing 2 or more
structural requirements
4-5
Very good to average
spelling, grammar, and
organization with no
more than 3-4 spelling,
organization and/or
grammatical errors.
2
Almost all structural
requirements are met
(missing 1); excessive
pages deducted one
point per page.
T. Harris-Jackson, PhD, MSW * TAMUCT Social Work Program*Writing in Social Work Research
Above Standard
9-11
All items covered
completely in content,
student has expanded
beyond what is expected
in a manner that is
relevant and meaningful
to the topic and student
demonstrates insight to
self as a learner in the
process.
6
Perfect or close to perfect
spelling, grammar, and
organization (APA in-text)
with no to minimal (0-2)
errors.
3
Paper has: 1)
appropriately formatted
cover page, 2) reference
page, 3) has appropriate
margins, spacing & font
(1 pt deducted per pg
over)
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Sample List of Feelings Words
Retrieved from: http://kk107.k12.sd.us/new_page_2.htm
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Writing in Social Work Research Annotated Bibliography Guidelines & Grading Rubric
Assignment Purpose: Demonstrate beginning competencies in evaluating research. (Learning Objective #3).
Professional Competencies Assessed:
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication
2.1.2b: Make ethical decisions by applying standards of the NASW Code of Ethics
Directions: Students must submit an annotated bibliography of three (3) scholarly articles anticipated for use
to help develop the research proposal. The annotated bibliography must include:
1) an APA-style reference for each article,
2) a paragraph describing the key content of the article (synopsis), and
3) a paragraph describing how the article will be helpful in developing the proposal.
Completed bibliographies must be typed with 12 point, Times New Roman font, 1-inch margins, and double
spaced (NO EXTRA SPACES BETWEEN PARAGRAPHS!!). A cover page must be submitted that includes a
running head with the title "Annotated Bibliography”. The cover page must include the title, student's name,
and university name. No direct quotations are allowed in the bibliography. Only paraphrases are acceptable.
The use of incorrect citations will result in a failing grade for the assignment. The body of the assignment
should be no longer than 5 pages in length. One (1) point will be deducted for every page over the page limit.
A copy of the articles used should be submitted with the assignment. 5 points deducted for each missing
article.
Grading: Points will be obtained using the Annotated Bibliography Grading Rubric (up to 100 points). Samples
and guides will be provided via Blackboard and discussed, as well as at the end of this syllabus.
A condensed example is below:
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Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Henry Holt and Company.
In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain
whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as
a waitress, a maid in a cleaning service, and a Wal-Mart sales employee, the author summarizes and
reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.
***You would include a final paragraph on how you will use this in your writing here***
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Annotated Bibliography Grading Rubric
Student Name: _____________________________________________
Total Bibliography ____________/75 points
_____________% 100
Content:
Date: _____________
Total Writing ____________/25 points
Grade: _____________
Content of annotated bibliography includes:
 an APA-style reference for each article,
 a paragraph describing the key content of the article (synopsis), and
 a paragraph describing how the article will be helpful in developing the
proposal.
 a copy of each article used
(Guidelines obtained from: University of North Carolina Chapel Hill:
http://writingcenter.unc.edu/handouts/annotated-bibliographies/)
Point Definition:
50-40 points - All items covered completely in content and student has
expanded beyond what is expected in a manner that is relevant and meaningful to the
topic. 39-30points - All items are covered as required and expected with moderate
expansion in context that is relevant to the content. 29-20 points-All items are covered
as required and expected. 19-15 points- Student has minimally covered topic and/or
demonstrated minimal understanding of the topic/material/instructions. 14 points and
below – Student demonstrates poor comprehension/awareness of information as
evidenced by minimal or no reference to information. 0 point - Student does not submit
/does not submit by due date.
Grammar & Spelling: Writing is free of spelling and grammatical errors. It is to be evident that the writer has
used words appropriately (they’re, their, and there) and has used grammar and spell
check. Writing must also be well organized with transitional sentences, clear flow of
ideas, and appropriate use of APA 6th edition. Writing should be clearly understandable
the first time reading. See Writing Intensive Rubric for guidelines on writing
requirements.
Point Definition:
40-35 points – Perfect spelling and grammar with no to minimal (0-4) errors. 34-29
points - Very good to average spelling and grammar (5-8 spelling and/or grammatical
errors). 28-19 points - Average spelling and grammatical errors (9-12 spelling and/or
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grammatical errors). 18 points and below - Below average spelling and grammar (12 +
spelling and/or grammatical errors). 0 - Student does not submit /does not submit by
due date.
Structure:
The bibliography has the following components:
1. 1" margins
2. Times New Roman font
3. Double spacing (WITH NO EXTRA SPACES!!!)
4. APA style cover page with title, student's name, and University Name
5. APA style header with "Annotated Bibliography" as the title and the student's
last name.
6. NO direct quotations (paraphrasing acceptable).
7. 5 pages or less in length (1 point deduction for over/under)
8. Copies of articles included (-5 points for each missing article)
Note: The use of incorrect quotations will result in a failing grade for the assignment.
Point Definition:
10 points – Perfect submission. No structural errors. 15 points - 1 errors in structure
requirements. 10 points - 2 errors in structure requirements. 5 points - 3+ errors in
structure requirements. 0- Student does not submit journal entry/does not submit by
due date.
Point Totals
Content Points (0-50):
Spelling & Grammar Points (0-40):
Structure Points (0-10):
Total:
________
________
________
________
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Social Work Research Methods Research Proposal and Presentation Guidelines & Grading
Rubric
Assignment Purpose: To assess student's ability to apply knowledge of research concepts, ethics and effective
writing skills through the development of a research proposal and presentation (Learning Objectives #1, #2, &
#4).
Professional Competencies Assessed:
2.1.1c: Attend to professional roles and boundaries
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication
2.1.2b: Make ethical decisions by applying standards of the NASW Code of Ethics
2.1.2d: Apply strategies of ethical reasoning to arrive at principled decisions
2.1.3b: Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations and communities
2.1.6a: Use practice experience to inform scientific inquiry
2.1.6b: Use research evidence to inform practice
Directions:
Using guidance provided throughout the course, students are to develop a professional research
proposal. The proposal will be submitted in four parts over the course of the semester. The four
parts include:




Literature review
Methodology
Discussion
Full Proposal
Students should follow the guidance provided in class, through Blackboard, the syllabus, and
rubrics to correctly complete each section of the proposal.
Following completion of the proposal, students will complete a presentation of their research.
Guidance will be provided in class.
Grading:
See rubrics that follow.
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Literature Review Section Grading Rubric
Student Name: _____________________________________________
Total ____________/100 points
% ________________
Date: _____________
Grade: _____________
Introductory Section = 30 points
The introductory section includes the presentation of the problem and prevalence, the plan of study,
and the researcher positionality.
Presentation of the problem and prevalence__________/15 points
The section includes:
a. The opening uses a “narrative hook” or “boom statement” that serves to draw the reader in and
definitively presents the topic.
b. The opening statement follows with a discussion regarding why the area of study is a problem and why
there should be concern or interest about the research topic
c. The section also includes a discussion regarding the occurrence of the issue in society, the frequency
with which the issue occurs, and the populations that the problem most often affects.
Plan of Study __________/10 points
The section includes:
a. The type of study planned to use (i.e. quant, qual, mixed)
b. An explanation with citations (rationale) that justifies the decision about conducting the
proposed type of study,
c. Any appropriate/needed definitions of terms
Researcher Positionality __________/5 points [Title]
a. Include your personal connection to the research topic (e.g., why are you interested in this
topic? What connection does this research topic have to you?)
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Literature Review Section = 25 points
The literature review section includes supporting and opposing literature. Together, the information
should be written in such a way that it demonstrates the strengths and gaps in the available literature
and support why you need to do the study as well as why you need to do it the way you are proposing.
Supporting Literature ________________/15 points
This section includes literature that supports the student’s hypothesis/assumption. This section should:
a. Include a thorough and comprehensive discussion of peer-reviewed literature (at least 5 peer
reviewed sources incorporated in review with at least 2 thoroughly discussed with regard to
purpose of study, methodology and sampling, and how study specifically correlates with your
hypothesis/assumptions).
b. Be well-organized
c. Discuss methodological shortcomings of the results of the two articles (think of what you know
“should” be in place for a solid study), and
d. NOT be a summary of articles, but be a presentation of the key literature related to the topic
that demonstrates critical thinking/analysis of the topic.
Opposing Literature ______________/10 points (Literature Review section)
This section must incorporate literature that contradicts the student’s hypothesis/assumption. It
should:
a. Include a thorough and comprehensive discussion of the peer-reviewed literature (at least 3
peer reviewed sources incorporated in review with at least 1 thoroughly discussed with regard
to purpose of study, methodology and sampling, and how study specifically correlates with your
hypothesis/assumptions),
b. Be well-organized,
c. Discuss methodological shortcomings of results, and
d. NOT be a summary of articles, but be a presentation of the key literature related to the topic
that demonstrates critical thinking/analysis of the topic.
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Theoretical Underpinning Section = 7 points
This section must incorporate literature that is related to the theory behind the hypothesis or
assumption. It should:
Theoretical Underpinning _________________/7 points
a. Address at least one, but no more than two, relevant theories that validates or is related to the
research,
b. Be well-organized, and
c. Flow with the literature review in order to discuss why theory is needed as a part of research.
Concluding Section = 8 points
Presentation of the questions and hypothesis/assumption__________/8 points
This section should include
a. A well-stated guiding qualitative question or quantitative research question
b. A well-stated quantitative hypothesis or qualitative assumption
Format, Spelling and Grammar = 30 points
Format ____________/5 points
The paper meets the format requirements including cover page, abstract, table of contents (and list of
appendices if applicable), max 10 page paper (body) plus, reference page, and appendices (if
applicable). No more than 2 direct quotes presented. 1 point deduct for every page over the max
(body) and 1 point deducted for every quote over the max.
Spelling, Organization, & APA/Grammar____________/25 points
Spelling & Grammar: The writing is to be free of spelling errors. It is to be evident that the writer has
used words appropriately (they’re, their, and there) and has used spell check. It is to be evident that
the writer has used grammar check, has not made typical grammatical errors, such as ending sentences
with prepositions, mixing subject and object agreement, mixing noun and verb agreement, and
allowed modifiers to go without specifiers. Further, because this writing is technical (unless it is a
journal), there can be no contractions used (e.g., don’t, isn’t). Also, it is to be evident that the writer
used appropriate punctuation throughout the paper (e.g., commas, periods, semicolons, etc.).
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APA & Organization: The writing is to be well-organized. The topic of each paragraph and the overall
paper should be clear. There should be transitional sentences that link one paragraph to the next, with
one main idea per paragraph. Ideas should clearly flow. Sentences should be an appropriate length –
neither very short and choppy, nor very long and convoluted. There should be appropriate headings
when the topic is changing to the next area of focus and references and citations should follow APA 6 th
edition format. It should also be evident that the writer has formatted the paper with appropriate
spacing between lines and sentences and spacing between paragraphs.
Total __________/100 points
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Methods Section Grading Rubric
Student Name: _____________________________________________
Total ____________/100 points
% ________________
Date: _____________
Grade: _____________
Introduction and Research Design = 15 points
Introduction __________/5points (Introductory & Research Design sections)
Includes an introduction and description of the present study. The section must include:
a. The definition of the type of study (for example: qualitative, quantitative, or mixed),
b. An summative explanation with citations (rationale) that justifies the decision about conducting
the proposed type of study,
c. A well-stated qualitative and/or quantitative research question
d. A well-stated assumption and/or hypothesis
Research Design __________/10 points
Includes a more detailed description of the type of study, the paradigm, and an introduction to the
study design. The section must include:
a. Discussion of type of study used with demonstration of how it clearly aligns with the planned
course of action (methodology). Rationale (citations) included.
b. Discussion of type of paradigm used with demonstration of how it clearly aligns with the study
type and planned course of action. Rationale (citations) included.
c. An introduction to the proposed study designed with demonstration of how it clearly aligns
with the purpose/goal of the study. Rationale (citations) included.
Procedures Section = 60 points
Participants & Sampling __________/10 points
The participants section must include:
a. A description of the number of anticipated participants in the study and solid/clear rationale for
the number used,
b. Inclusion and exclusion criteria for participation in the study with rationale
c. The type of sampling method must be clearly defined and supported (rationale)
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Variables/Concepts & Measures ____________/15 points
This section must include:
a. A clear discussion of the variables and/or concepts used within the study with appropriate
definitions where needed
b. A description of all of the measures being used in the study and rationale for use
c. A brief description of the measure, including the types of questions asked, the population upon
which the measure was normed, and the measure’s reliability and validity statistics,
d. If developing an interview, questionnaire, or survey instrument, students should cite literature
that led to the development of the questions included in the interview or questionnaire and
then include a copy of it in an appendix that is referenced within the text
Procedures ___________/25 points
The procedures section should include a detailed description of the procedures of the study. It should
include:
a. Recruitment and sampling techniques,
b. Procedures for obtaining consent/assent while explaining the study,
c. Any testing/interviewing procedures,
d. Ethical issues such as opportunities for debriefing, compensation for participants, protection for
participants, and how the researcher plans to handle disclosures of abuse, suicidal ideation,
and/or homicidal ideation (if relevant),
e. An example Informed Consent should be referenced in text with a full copy in appendix,
f. A description of how the researcher would handle any psychologically harmful information or
the need for the participant to obtain help,
g. Rationale for ALL decisions made, and
h. Information on how the researcher plans to store and protect data collected
i. Information on how the researcher plans to analyze the data
Budget ___________/5 points
The budget section should:
a. Describe the anticipated budget for the study by identifying anticipated expenses and the
amount of each expense,
b. Be based in reality and include realistic information like testing, travel, printing, data analysis,
research assistant, etc. expenses, and
c. Have a realistic way to meet these expenses.
Time Line ____________/5 points
The time line section should:
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a. Describe the anticipated length of time to complete the study beginning with the literature
review and Institutional Review Board approval through the data collection and final write-up
of results.
Format, Spelling and Grammar = 25
Format ____________/5 points
The paper meets the format requirements including cover page, abstract, table of contents, list of
appendices, 8-9 page paper, reference page, and appendices.
Spelling, Organization, & APA/Grammar____________/20 points
Spelling & Grammar: The writing is to be free of spelling errors. It is to be evident that the writer has
used words appropriately (they’re, their, and there) and has used spell check. It is to be evident that
the writer has used grammar check, has not made typical grammatical errors, such as ending sentences
with prepositions, mixing subject and object agreement, mixing noun and verb agreement, and
allowed modifiers to go without specifiers. Further, because this writing is technical (unless it is a
journal), there can be no contractions used (e.g., don’t, isn’t). Also, it is to be evident that the writer
used appropriate punctuation throughout the paper (e.g., commas, periods, semicolons, etc.).
APA & Organization: The writing is to be well-organized. The topic of each paragraph and the overall
paper should be clear. There should be transitional sentences that link one paragraph to the next, with
one main idea per paragraph. Ideas should clearly flow. Sentences should be an appropriate length –
neither very short and choppy, nor very long and convoluted. There should be appropriate headings
when the topic is changing to the next area of focus and references and citations should follow APA 6 th
edition format. It should also be evident that the writer has formatted the paper with appropriate
spacing between lines and sentences and spacing between paragraphs.
Total _________________/100 points
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Discussion Section Grading Rubric
Student Name: _____________________________________________
Total ____________/100 points
% ________________
Date: _____________
Grade: _____________
Introduction __________/5 points
Includes an introduction and description of the present study. The section must include:
a. The definition of the type of study (for example: qualitative or quantitative, descriptive,
exploratory, explanatory, or predictive),
b. An summative explanation with citations (rationale) that justifies the decision about conducting
the proposed type of study,
c. A well-stated qualitative research question or quantitative hypothesis that is being researched
in the paper
Ethics _______________/15 points
This section must include a discussion of the ethical protections that the study includes. Students
must:
a. Demonstrate knowledge and importance of ethical considerations
b. Demonstrate they have paid attention to cultural issues
c. Include two ethical considerations for research
d. Include two ethical considerations for social work
Strengths _____________/10 points
The strengths section must include a discussion of the study’s strengths. It must include:
a. A discussion of the strengths as they relate to the study’s internal and external validities,
b. A discussion of the study’s strengths related to what can be learned from the study, its research
design, and any innovations the study possesses,
c. Be outlined in a format that shows at least three (3) strengths and rationale for those strengths
have been addressed
Limitations _______________/10 points
The limitations section must include a discussion of the study’s limitations. It must include:
a. At least three limitations of the study and rationale for those limitations
b. At least three recommendations for ways the study could be approved upon,
c. Include in limitations a discussion of the limitations as they relate to the study’s internal and
external validities
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Implications for Practice ______________/10 points
The implications for practice section must include a discussion of the study’s implications for practice.
Since the study was not actually conducted, students are to anticipate findings and provide anticipated
implications for practice if their hypothesis or research question is answered as they anticipated. They
are to provide:
a. Implications for micro, mezzo, and macro practice (one each).
Implications for Policy ________________/10 points
The implications for policy section must include a discussion of how the anticipated findings of the
research could affect current policies. It must also include:
a. A discussion on the existence of lack of existence of any policy related to your study and,
b. Recommendations for modifications of current policies or the development of new policies in
the area being researched
Implications for Research __________________/10 points
The implications for research section must include a discussion of how the anticipated research
findings will affect future research. It must include:
a. At least one way your study could help enhance or impact future research and,
b. Areas future researchers should focus on when conducting similar studies.
Format ____________/5 points
The paper meets the format requirements including cover page, abstract, table of contents, list of
appendices (if applicable), 5-8 page paper, reference page, and appendices (if applicable).
Spelling, Organization, & APA/Grammar____________/25 points
Spelling & Grammar: The writing is to be free of spelling errors. It is to be evident that the writer has
used words appropriately (they’re, their, and there) and has used spell check. It is to be evident that
the writer has used grammar check, has not made typical grammatical errors, such as ending sentences
with prepositions, mixing subject and object agreement, mixing noun and verb agreement, and
allowed modifiers to go without specifiers. Further, because this writing is technical (unless it is a
journal), there can be no contractions used (e.g., don’t, isn’t). Also, it is to be evident that the writer
used appropriate punctuation throughout the paper (e.g., commas, periods, semicolons, etc.).
T. Harris-Jackson, PhD, MSW * TAMUCT Social Work Program*Writing in Social Work Research
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APA & Organization: The writing is to be well-organized. The topic of each paragraph and the overall
paper should be clear. There should be transitional sentences that link one paragraph to the next, with
one main idea per paragraph. Ideas should clearly flow. Sentences should be an appropriate length –
neither very short and choppy, nor very long and convoluted. There should be appropriate headings
when the topic is changing to the next area of focus and references and citations should follow APA 6 th
edition format. It should also be evident that the writer has formatted the paper with appropriate
spacing between lines and sentences and spacing between paragraphs.
Total ________________/100 points
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Full Research Proposal Grading Rubric /Writing Intensive Grading Rubric
Student Name: _____________________________________________
Date: _____________
Total ____________/100 points
% ________________
Grade: _____________
Spelling Score (0-25): _________
Organization Score (0-25): ________
Grammar Score (0-25): _________
Content Score (0-25): ________
Total Score: ________
Spelling: The writing is to be free of spelling errors. It is to be evident that the writer has used words
appropriately (they’re, their, and there) and has used spell check.
Spelling scores: 25 – exceptional spelling – (0-1 errors); 20 – very good spelling (2-4 spelling errors); 15 –
average spelling (5-7 spelling errors); 10 – below average spelling (8 -10 spelling errors); 5 or less – poor
spelling (11+ spelling errors); 0 – did not turn in assignment/did not submit on time.
Organization: The writing is to be well-organized. The topic of each paragraph and the overall paper should be
clear. There should be transitional sentences that link one paragraph to the next, with one main idea per
paragraph. Ideas should clearly flow. Sentences should be an appropriate length – neither very short and
choppy, nor very long and convoluted. There should be appropriate headings when the topic is changing to
the next area of focus and references and citations should follow APA 6th edition format. It should also be
evident that the writer has formatted the paper with appropriate spacing between lines and sentences and
spacing between paragraphs.
APA & Organization Scores: 25 – Very well organized (no errors or very minimal errors in organization, APA
6th edition format, references or citations, and flows extremely well); 20 – well organized (flows well but
either sentences have some difficulty being understood or there is some difficulty with transitions between
paragraphs and sentence structure and format. Minor errors with APA); 15 – organized OK (difficulty with
transitioning between paragraphs, some difficulty with sentence length and spacing. Some problem areas with
APA use); 10 – not well organized (great difficulty with transitioning between paragraphs, difficulty with
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sentence length and spacing. Numerous problem areas with APA format); 5 or less – poor organization (great
difficulty with transitioning between paragraphs, great difficulty with sentence length and spacing. Poor
sentence spacing, paragraph spacing and headings significantly compromise the overall structure and
readability of the paper .There are also missing or confusing headings and very poor or lack of appropriate
APA format); 0 – did not turn in assignment/did not submit on time.
Grammar & Punctuation: The writing is to be free of grammatical errors. It is to be evident that the writer has
used grammar check, has not made typical grammatical errors, such as ending sentences with prepositions,
mixing subject and object agreement, mixing noun and verb agreement, and allowed modifiers to go without
specifiers. Further, because this writing is technical (unless it is a journal), there can be no contractions used
(e.g., don’t, isn’t). Also, it is to be evident that the writer used appropriate punctuation throughout the paper
(e.g., commas, periods, semicolons, etc.).
Grammar & Punctuation Scores: 25 – exceptional grammar and punctuation (0-5 errors); 20 – very good
grammar and punctuation (6-9 grammatical errors); 15 – average grammar and punctuation (10-15
grammatical errors); 10 – below average grammar and punctuation (16-20 grammatical errors); 5 or less poor grammar and punctuation (21+ grammatical errors); 0 - did not turn in assignment/did not submit on
time.
Content & Structure: The writing is to have coherent content that addresses the points that are required in the
assignment. It is to be understandable to the reader and to have adequate breadth to make its point. It
consequently cannot be too long or too short, while appropriately adhering to any specified page requirement
(papers will be deducted -1 point in final assignment grade for every page over/under specified requirement).
The paper meets all structural requirements outlined.
Content Scores: 25 – perfect content (very clearly understandable the first time read, concise, covers all
required points); 20 – good content (clearly understandable, covers nearly all required content, may be a bit
too wordy or a bit too terse at times); 15 – average content (mostly understandable after first reading, missing
some content, may be too wordy or too terse); 10 – below average content (difficulty with understandability –
required more than 1 reading, missing required content, very wordy or too short); 5 or less – poor content
(very difficult to understand – required more than 2 readings, missing a lot of required content, very wordy or
too short); 0-did not turn in assignment/did not submit on time.
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SOCIAL WORK RESEARCH PRESENTATION GRADING RUBRIC
Student Name: __________________________________ Date: ____________ Score: ___________/100
Category
Organization
pts______/15
Background
pts______/10
Methods
pts______/15
Conclusions
pts______/15
Poster
Presentation
pts______/15
Poster Style
pts______/15
The below information needs to be
included to receive all points in the
category. Missing or incomplete
portions may result in fractional or zero
points.
Logical flow to poster:
Title
Introduction
Proposed Methods
Ethical Considerations and Implications
Expected Conclusions
Acknowledgements
References
1. Review of important literature
3. Rationale
4. Central question that will be
examined
5. Can answer questions
1. Briefly explain the techniques used or
will be used
2. Briefly explain protocols/procedures
that will be used
(Only enough info needs to be shown as
to allow readers to follow)
1. Future directions or predictions for
future outcomes
Critiques and suggestions to direct student improvement.
1. Graphs/Tables/pictures clearly
explained and presented
2. Graphs have appropriate labels/titles
3. Figures have descriptive captions,
tables have descriptive labels
Comments:
Comments:
Comments:
Comments:
Comments:
1. Spelling/grammar
2. Appropriate labeling
3. Appropriate amount and size of text
on poster
4. Contrast and color/size of poster
5. Professional appearance of poster
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Presentation
Style & Timing
pts______/15
1. Eye contact while presenting
2. Refrain from reading poster directly
3. Professional attire
4. Within timeframe
5. Can answer questions
Comments:
Points: Fractional points may be given in any category. The maximum number of points is 100.
Total Points Given_________________/100
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Council on Social Work Education (CSWE) 10 Core Competencies and 41 Practice Behaviors
Identify as a professional social worker and conduct oneself accordingly.
a. Advocate for client access to the services of social work;
b. Practice personal reflection and self-correction to assure continual professional development;
c. Attend to professional roles and boundaries;
d. Demonstrate professional demeanor in behavior, appearance, and communication;
e. Engage in career-long learning; and
f. Use supervision and consultation.
2. Apply social work ethical principles to guide professional practice.
a. Recognize and manage personal values in ways that allow professional values to guide practice;
b. Make ethical decisions by applying standards of the NASW Code of Ethics;
c. Tolerate ambiguity in resolving ethical conflicts; and
d. Apply strategies of ethical reasoning to arrive at principled decisions.
3. Apply critical thinking to inform and communicate professional judgments.
a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom;
b. Analyze models of assessment, prevention, intervention, and evaluation; and
c. Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations, and communities.
4. Engage diversity and difference in practice:
a. Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or
create privilege and power;
b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with
diverse groups;
c. Recognize and communicate their understanding of the importance of difference in shaping life
experiences; and
d. View themselves as learners and engage those with whom they work as informants.
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5. Advance human rights and social and economic justice:
a. Understand the forms and mechanisms of oppression and discrimination;
b. Advocate for human rights and social and economic justice; and
c. Engage in practices that advance social and economic justice.
6. Engage in research-informed practice and practice-informed research:
a. Use practice experience to inform scientific inquiry; and
b. Use research evidence to inform practice.
7. Apply knowledge of Human Behavior in the Social Environment:
a. Utilize conceptual frameworks to guide processes of assessment, intervention, and evaluation; and
b. Critique and apply knowledge to understand person and environment.
8. Engage in policy practice to advance social and economic well-being and to deliver
work services:
a. Analyze, formulate, and advocate for policies that advance social well-being; and
b. Collaborate with colleagues and clients for effective policy action.
effective social
9. Respond to contexts that shape practice:
a. Continuously discover, appraise, and attend to changing populations, locales, scientific and
technological developments, and emerging societal trends to provide relevant services; and
b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social services.
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities:
(a): Engagement behaviors:
a. Substantively and effectively prepare for action with individuals, families, groups, organizations, and
communities;
b. Use empathy and other skills; and
c. Develop a mutually agreed upon focus of work and desired outcomes.
(b): Assessment behaviors:
a. Collect, organize, and interpret client data;
b. Assess client strengths and limitations;
c. Develop mutually agreed upon intervention goals and objectives; and
d. Select appropriate intervention strategies.
(c): Intervention Behaviors:
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a.
b.
c.
d.
e.
Initiate actions to achieve organizational goals;
Implement prevention interventions that enhance clients' capacities;
Help clients resolve problems;
Negotiate, mediate, and advocate for clients; and
Facilitate transitions and endings.
(d): Evaluation:
a. Social workers critically analyze, monitor, and evaluate interventions.
Tarleton State University Social Work Program
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Bachelor of Social Work Program
Rubric for Assessing Professional Behaviors (RAPB)
Students must demonstrate the ability to maintain scores of 3 or 4 in each of the following 15 professional
behavior areas listed below to be considered for a field placement, as these are the expected professional
behaviors of social work interns and professional social workers.
Professional Behaviors
1. Attendance: Attends
classes and related
meetings
2. Punctuality: Is punctual
and present
3. Initiation of
Communication: Initiates
communication with the
professor/supervisor
1
Unacceptable
2
Needs
Improvement
Student has missed
a significant (more
than 6) number of
classes and/or a
sufficient number
of meetings to
impair
performance.
Student has been
significantly late to
class/meetings or
left early from
class/meetings 3 or
more times in a
semester.
Student has missed
several (4-5)
classes and/or a
moderate number
meetings such that
it impacts
performance.
Student rarely
contacts the
instructor/supervisor to inform of
tardiness/absence,
and/or student
provides no reason
for
tardiness/absence.
Student has
occasionally (no
more than 2 times)
been late to
class/meetings or
left early from
class/meetings in a
semester.
Student may
contact the
professor/supervisor to inform of
tardiness/absence,
but generally does
so after the
occurrence.
3
Acceptable
4
Outstanding
Student attends almost
all classes (missing no
more than 3) and/or
attends almost all
meetings such that
absence does not
impact/impair
performance.
Student is on time to
class/meetings and
stays until the end
except in truly rare or
unusual circumstances
that are considered
excusable by the
professor.
Student almost always
contacts the
professor/supervisor
prior to the occurrence
to inform of
tardiness/absence. In
rare instances when this
is not done prior, the
student contacts the
professor/supervisor
immediately after.
Student attends
all classes and/or
meetings.
T. Harris-Jackson, PhD, MSW, LICSW * TAMU-CT Social Work Program*Methods of SWK Research
Student is always
on time and stays
until the end of
class/meetings.
Student always
contacts the
professor/supervisor prior to the
beginning of class
to inform of
anticipated
tardiness/absence
except in an
emergency, and
then contacts the
professor
immediately
thereafter.
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1
Unacceptable
2
Needs
Improvement
4. Respect: Demonstrates
respect and support in
relationships
Student is
frequently
disrespectful to and
non-supportive of
classmates, staff,
faculty, and/or
community
members.
5. Self-Awareness:
Demonstrates selfawareness
Student rarely
shows selfawareness about
the impact of
verbal and nonverbal
communications.
6. Diversity Awareness:
Demonstrates awareness
and responsiveness to
diversity
Student’s
classroom or other
student related
interactions rarely
reflect respect for
and appreciation of
diverse opinions,
experiences,
and/or people.
7. Collegiality:
Demonstrates collegiality
and collaborative
interactions
Student rarely
demonstrates
collaborative skills
in work with
others, and/or
student has poor
relationships with
classmates or
others involved in
student learning.
Professional Behaviors
3
Acceptable
4
Outstanding
Student is
occasionally
disrespectful to
and nonsupportive of
classmates, staff,
faculty, and/or
community
members.
Student
occasionally shows
self-awareness
about the impact
of verbal and nonverbal
communications.
Student is rarely
disrespectful to
classmates, staff, and/or
faculty. Student almost
always demonstrates
support in these
relationships/interactions.
Student
occasionally
reflects respect for
and appreciation of
diverse opinions,
experiences,
and/or people in
the classroom or
during other
student related
interactions.
Student is
occasionally
reluctant to
collaborate with
others and/or
struggles with
maintaining
positive
relationships.
Student’s classroom or
other student related
interactions almost
always reflect respect
for and appreciation of
diverse opinions,
experiences, and/or
people.
Student is never
disrespectful to
classmates, staff,
and/or faculty.
Student always
demonstrates
support in these
relationships/interactions.
Student always
maintains a high
level of selfawareness about
the impact of
verbal and nonverbal
communications.
Student’s
classroom or
other student
related
interactions
always reflect
respect for and
appreciation of
diverse opinions,
experiences,
and/or people.
Student always
works
collaboratively
with all team
members, and/or
student always
engages positively
with others.
Student almost always
maintains a high level of
self-awareness about
the impact of verbal and
non-verbal
communications.
Student almost always
works collaboratively
with team members,
and/or student almost
always engages
positively with others.
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1
Unacceptable
2
Needs
Improvement
8. Course Engagement:
Demonstrates appropriate
engagement in class
activities/discussions
Student rarely
engages in class
activities/discussions and does not
make an effort to
do so following
feedback. Or
student frequently
monopolizes the
learning space,
limiting others'
engagement
and/or inhibiting
the learning
environment.
9. Written Expression:
Strives for a high level of
written expression
Student's writing
shows significant
impairment in
content, grammar,
spelling, structure,
and/or flow.
Writing grades
are/would be a D
or F.
10. Initiative & Reliability:
Demonstrates initiative,
reliability and
dependability
Student rarely
takes initiative to
plan work and
complete it in a
timely manner,
and/or student
rarely gets
assignments done
and submitted on
time.
Professional Behaviors
3
Acceptable
4
Outstanding
Student
occasionally
engages in class
activities/discussions and makes
some effort to do
so following
feedback. Or
student
occasionally
monopolizes the
learning space,
limiting others'
engagement
and/or inhibiting
the learning
environment.
Student's writing
shows moderate
impairment in
content, grammar,
spelling, structure,
and/or flow.
Writing grades
are/would be a low
C.
Student almost always
engages in class
activities/discussions
and rarely monopolizes
the learning space in a
way that it limits others'
engagement and/or the
learning environment.
Student always
engages in class
activities/discussions and never
monopolizes the
learning space in a
way that it limits
others'
engagement
and/or the
learning
environment.
Student's writing
demonstrates good
content, grammar,
spelling, structure,
and/or flow. Writing
grades are/would be a
high C.
Student only
occasionally takes
initiative to plan
work and complete
it in a timely
manner, resulting
in coming to class
minimally prepared
and occasionally
missing assignment
due dates.
Student almost always
takes initiative to plan
work and complete it in
a timely manner, and/or
work is almost always
submitted on time.
Student's writing
demonstrates
very good to
excellent content,
grammar,
spelling,
structure, and/or
flow. Writing
grades are/would
be a B or A.
Student always
takes initiative to
plan and
complete work in
a timely manner,
and/or work is
always submitted
on time.
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Professional Behaviors
11. Responsiveness to
Feedback: Demonstrates
evidence of motivation to
improve oneself.
12. Compliance with
Professional
Requirements:
Demonstrates compliance
with the professional
conduct policy in the BSW
Program, Texas A&M
University-Central Texas
Code of Conduct, Field
Education Manual, and, as
applicable, Field Agency
Policies
13. Compliance with the
NASW Code of Ethics:
Demonstrates compliance
with the Code of Ethics in
its entirety
14. Quality and Quantity
of Work: Strives for high
quality work that meets
assignment guidelines.
1
Unacceptable
2
Needs
Improvement
3
Acceptable
4
Outstanding
Student has not
demonstrated
receptiveness to
suggestions and
feedback from
others and,
therefore, makes
no effort to adjust
performance
accordingly.
Student
demonstrates
significant
problems in
complying with
Program
requirements,
University
requirements,
and/or the Field
manual.
Student is usually
receptive to
suggestions and
feedback but does
not adjust
performance
accordingly.
Student is almost always
receptive to suggestions
or feedback and adjusts
performance
accordingly.
Student is always
receptive to
suggestions or
feedback from
others and adjusts
performance
accordingly.
Student
occasionally
demonstrates noncompliance with
the Program
requirements,
University
requirements,
and/or the Field
manual.
Student almost always
demonstrates
compliance with the
Program requirements,
University
requirements, and/or
the Field manual.
Student always
demonstrates
compliance with
the Program
requirements,
University
requirements,
and/or the Field
manual.
Student is
consistently noncompliant with one
or more
components of the
Code of Ethics.
Student submits
assignments that
frequently lack
neatness, accuracy,
organization, and
thoroughness,
and/or the work
submitted is
incomplete.
Student is only
moderately
compliant with
components of the
Code of Ethics.
Student is almost always
compliant with the Code
of Ethics.
Student submits
assignments that
occasionally lack
neatness, accuracy,
organization, and
thoroughness,
and/or the work
submitted is
somewhat
incomplete.
Student rarely submits
assignments that lack
neatness, accuracy,
organization, and
thoroughness. The work
submitted is generally
complete.
Student
consistently
demonstrates
compliance with
the Code of
Ethics.
Student always
submits
assignments that
are neat,
accurate,
organized, and
thorough. The
work submitted is
always complete.
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1
Unacceptable
2
Needs
Improvement
Student’s
professional attire
and presentation is
consistently
inappropriate for
professional and
classroom settings.
Student's
professional attire
and presentation is
frequently
inappropriate for
professional and
classroom settings.
Professional Behaviors
15. Professional
Appearance: Displays
professional appearance
that does not interfere
with professional
relationships/responsibilities.
3
Acceptable
Student's appearance is
routinely appropriate
for classroom and
professional settings.
4
Outstanding
Student's
appearance is
consistently
appropriate for
classroom and
professional
settings.
(Adapted from the University of Vermont Department of Social Work, created 6/17/10)
Comments (regarding ratings):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Professor’s signature: ____________________________________ Date: __________________
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TAMUCT Bachelor of Social Work Program
ACKNOWLEDGEMENT AND AGREEMENT FOR ACADEMIC INTEGRITY & ASSIGNMENT SUBMISSION IN
Research II
All written assignments are expected to be the original work of the student. While paraphrasing and some
direct quotations are permitted, it is expected this will be done within the context of your own analysis and
synthesis of the information read. Paraphrasing is a skill of reading information and, using your own thoughts,
summarizing the information in a way that supports the topic discussed. While the paraphrase involves your
own thoughts, it originates from a source and that source is cited. Quoting is a matter of taking words,
verbatim, from another source and restating them without, or with minimal, manipulation. Quotations are
placed in quotation marks (“”) or placed in a block format within the text. Quoting does not involve analysis
and synthesizing and, therefore, does not require critical thinking except when used appropriately to support
(not substitute) an idea. Because of this, students are discouraged from using significant quotations as this
limits your learning experience. Students found to excessively quote will be penalized. Students using words as
their own without appropriately citing will be penalized – including failing the assigned project and up to
failing the course. Students found to have plagiarized (using words as your own without giving proper credit,
whether paraphrasing or directly quoting) will also be referred to the Student Affairs. Therefore, it is VERY
important that students take academic integrity in writing very seriously. If you are in doubt, it is always best
to cite your source and/or speak with your professor for more guidance. The Writing Center and Purdue OWL
are also resources that can help you.
With regard to submitting assignments online, all assignments must be turned in (received by the instructor)
by the due date and time indicated to receive credit. Late work will not be accepted or graded unless this has
been discussed with and approved by the professor BEFORE the due date (not the due time) of the
assignment. Allowing students to turn in assignments late for a grade is not fair to other students who get
their work done on time, disrupts the grading process for the professor, and sends a message that such
behavior is professionally “okay,” which it is not. This, as well as all other policies related to assignment
submission outlined in this syllabus will be held to strict code, and failure to adhere to this policy will result in a
zero (0) for the assignment. This is inclusive of all assignments.
You are being asked to acknowledge receipt and understanding regarding the policy for academic integrity and
assignment submission in this course by emailing your acknowledgement statement (in the grey box below) no
later than the 2nd week of class. Failure to do so will result in consultation with the professor and could inhibit
your successful continuation in this course.
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If you agree with the above, acknowledge so by copying and pasting the following statement in an email, via
Blackboard messages, to your instructor no later than the 2nd week of class and including your name at the
end of the email. If you do not agree or have concerns, email your instructor directly to request a meeting.
I acknowledge that I have received and agree with the Academic Integrity and Assignment Submission policy
for this course. I willingly agree to abide by ALL academic integrity and assignment submission parameters for
this course as outlined in this syllabus (including ALL university policies). I understand that should I have issues
submitting an assignment via Blackboard that I can contact TAMUCT’s IT Department directly at 254-519-5466,
its@tamuct.edu, helpdesk@tamu.edu, and https://hdc.tamu.edu (live chat). I also understand that I should
give myself at least an hour of time before the due time and date to submit my assignments. I understand that
it is my responsibility to demonstrate that the assignment was successfully submitted and that the University’s
IT department is available to provide me with the assistance needed. I also acknowledge that I can utilize
and/or contact the APA manual, Tutoring Services, Purdue OWL, Tutor.com, and my professor for writing
assistance and with questions about academic integrity. I further understand that failure to adhere to
integrity and professionalism in writing and assignment submission can result in academic penalties including
and leading up to failure of the course and/or referral to Student Affairs.
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