UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
FALL, 2013
Course:
SOWO 913: Advanced Research Methods in Social Intervention / Dissertation Seminar
Day, Time:
Tuesdays, 2:00 – 4:50 p.m.
Professor:
Sheryl Zimmerman, PhD, Kenan Distinguished Professor and Associate Dean
Schools of Social Work and Public Health
Room 324L, School of Social Work (325 Pittsboro Street)
Phone: 919-962-6417 E-mail: Sheryl_Zimmerman@unc.edu (preferred)
Office Hours: Tuesdays, 1:00 – 2:00 and other times, by appointment
Location:
Room 226 Tate·Turner·Kuralt Building
COURSE DESCRIPTION. Students build advanced competence in research design, data collection, and data analysis
and statistics by analyzing exemplary social work research and presenting independent learning projects within
specialized areas of study.
Expanded Course Description. Students develop a draft dissertation proposal and prepare material for their
comprehensive examination, completing independent learning projects that build substantive, theoretical, and
methodological knowledge appropriate for their specialized areas of study.
COURSE OBJECTIVES. Upon completion of this course, students will be able to:
1. Describe the stages of social research with particular emphasis on formulation of the research problem and an
advanced research design.
2. Describe critically the major conceptual frameworks, substantive theories, and research designs that inform their
specialized area of study.
3. Describe issues in study populations, sampling strategies and generalizability of findings in research in their
specialized area of study.
4. Identify ethical issues and dilemmas that pertain to conducting and reporting scholarly research in their specialized
area of study, including human subject considerations.
Some of the activities by which students will meet these objectives include:
•
Learn the requirements for preparing for the comprehensive examination, dissertation proposal, and dissertation.
•
Identify areas of scholarly pursuit not yet accomplished through previous coursework (e.g., methodological
skills) and next steps to accomplish academic goals (e.g., skill building; networking; book vs. manuscript-style
dissertation).
•
Critically review pivotal scholarly works, current intervention research, and related material in a specialized area
of study and synthesize this material in writing and verbally; this material will form the basis of the
comprehensive examination and dissertation proposal.
•
Receive feedback on written materials and presentation style from classmates, the professor, and discussants.
•
Meet with dissertation chair or doctoral advisor on a regular basis to review material related to the
comprehensive examination and dissertation proposal.
•
Develop strategies for forming and working with a dissertation committee.
•
Develop an activity schedule, including a timeline, for preparing for the comprehensive examination and
dissertation proposal hearing.
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PREREQUISITES
SOWO 900
SOWO 910
SOWO 911
SOWO 914
SOWO 940
Conceptualizing Social Problems to Inform Interventions
Research Methods in Social Intervention
Introduction to Social Statistics and Data Analysis, or equivalent
Measurement in Social Intervention Research
Development of Social Intervention Models
TEACHING METHODS AND ASSIGNMENTS. This course is a seminar that has been designed to maximize
progress on the tasks at hand – preparation for the comprehensive examination and the dissertation proposal. It promotes
scholarly mastery related to the student’s chosen area of social intervention research through focused reading and writing.
It also promotes mastery of skills related to writing and making oral presentations.
The course has been outlined into seven topical areas. Six of the topics map to the competencies required for the
comprehensive examination, and one focuses on the dissertation proposal. On the weekly outline (page 5 of syllabus),
they are identified by number:
1.
2.
3.
4.
5.
6.
Problem statement in terms of pressing need
Problem statement in terms of related theories
Problem statement in terms of conceptual model
Problem statement in terms of research designs and methods that have addressed it
Problem statement in terms of interventions, other research, and related evidence
Problem statement in terms of promising research questions, interventions, and related design
(i.e., aims and methods of dissertation -- dissertation proposal)
7. Problem statement in terms of implementation challenges that complicate uptake
In most cases, two or more weeks are devoted to each of the topical areas, and the student is to confer with the
dissertation chair / doctoral advisor while working on each topic.
The first week/topic focuses on the identification and review of five key articles relevant to the topic, from which
the student will develop bullet points and a brief powerpoint presentation (no more than six slides) for class
discussion. The bullet points are for the student’s own use (i.e., not handed into the instructor) and the
powerpoint presentation is to be printed as a handout for distribution during class. WEEKS 2, 4, 6, 8, 9, 13
Consultations are to be arranged with the dissertation chair / doctoral advisor after these sessions.
The second week/topic is used to refine the topic and develop narrative text (three or more pages), with citations,
prepared according to the style guidelines in the most recent edition of the Publication Manual of the American
Psychological Association. This text is to represent the student’s best work. It will be reviewed by the instructor
and a student peer, and must be provided to them via e-mail no later than midnight of the Sunday before class so
that it can be returned during class on Tuesday. The student is also to refine the powerpoint presentation as
indicated and provide a handout for distribution and discussion during class. WEEKS 3, 5, 7, 11, 14
Faculty discussants will visit during select weeks to provide additional feedback during student presentations.
Given the highly interactive nature of this course, students are expected to attend all class sessions.
GRADING SYSTEM AND POLICY ON INCOMPLETES AND LATE ASSIGNMENTS. The design of this course
makes distinguishing entirely satisfactory performance (P) from clear excellence performance (H) difficult. If a student
is striving to achieve a grade of H, he/she should meet with the instructor to discuss what it will entail to do so.
Otherwise, students who complete the work successfully will receive a P. Late assignments will be accepted and/or
incomplete grades assigned only in special situations with prior approval.
POLICY ON ACADEMIC DISHONESTY. Refer to the APA Style Guide for information on the attribution of quotes.
Written assignments should contain a signed pledge stating “I have not given nor received unauthorized aid in the
preparation of this work.” In accordance with the UNC Honor Code, if reason exists to believe that academic dishonesty
has occurred, a referral will be made to the Office of the Student Attorney General.
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POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES. Students with disabilities that affect
their participation and who wish to have special accommodations should contact the University’s Disabilities Services
and provide documentation of their disability. Disabilities Services will notify the instructor that the student has a
documented disability and may require accommodations. Students should discuss the specific accommodations they
require directly with the instructor.
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM. Electronic devices may be used, but
the use of these devices for non-class related activities is prohibited. Students are not to use their computers or other
electronic devices to check e-mail or Facebook, or for any other non-course related reason, while class is in session.
ASSIGNED READING (available on Sakai)
Barsky, A.E. (2010). The virtuous social worker. Journal of Social Work Value and Ethics 7(1)
Furman, R. (2007). Practical Tips for Publishing Scholarly Articles: Writing and Publishing in the Helping Professions.
New York: Lyceum.
Gillespie, D.F. (1994). Ethical Issues in Research. In R.L. Edwards & J.G. Hopps (eds.) Encyclopedia of Social Work
19th Edition, Volume 1 (pages 884-893). Silver Spring, Maryland: National Association of Social Workers, Inc.
Glasgow, R.E., Vinson, C., Chambers, D., Khoury, M.J., Kaplan, R.M., & Hunter, C. (2012). National Institutes of
Health approaches to dissemination and implementation science: current and future directions. American Journal of
Public Health 102(7), 1274-1281.
Helfrich, C.D., Weiner, B.J., McKinney, M.M., Minasian, L. (2007). Determinants of implementation effectiveness:
adapting a framework for complex innovations. Medical Care Research and Review 64(3), 279-303.
Miller, A.B. (2009). Finish your dissertation once and for all!: How to overcome psychological barriers, get results, and
move on with your life. Washington, DC: American Psychological Association.
Proctor, E.K., Powell, B.J., Baumann, A., Hamilton, A.M., & Santens, R.L. (2012). Writing implementation research
grant proposals: ten key ingredients. Implementation Science, 7, 96. doi:10.1186/1748-5908-7-96
School of Social Work, University of North Carolina, Doctoral Manual, Comprehensive Examination.
School of Social Work, University of North Carolina at Chapel Hill, Doctoral Manual, Doctoral Dissertation.
Thebane, L., Thomas, T., Ye, C., & Paul, J. (2009). Posing the research question: not so simple. Canadian Journal of
Anesthesia 56, 71-79.
Weiner, B.J. (2009). A theory of organizational readiness for change. Implementation Science, 4, 67. doi:
10.1186/1748-5908-4-67.
ADDITIONAL READING
American Psychological Association (2009). Publication Manual of the American Psychological Association (6th Ed.).
Washington, DC: Author.
Belcher, W.L. (2009). Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success. Thousand
Oaks, CA: Sage.
Bem, D.J. (2003). Writing the empirical journal article. In Darley, J. M., Zanna, M. P., & Roediger III, H. L. (Eds.) The
Complete Academic: A Practical Guide for the Beginning Social Scientist, 2nd Edition. Washington, DC: American
Psychological Association.
Berkely Parents Network. Writing a Dissertation with a Baby. UCB parents Advice about Parenting, Families and the
Community. University of California, Berkeley. (http://parents.berkeley.edu/advice/allkinds/thesis.html).
Bowen, N. (2003). How to write a research article for the Journal of Genetic Counseling. Journal of Genetic Counseling,
12(1), 5-21.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
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Coley, S.M. & Scheinberg, C.A. (2008). Proposal writing: Effective Grantsmanship. Thousand Oaks, California: Sage
Publications, Inc.
Glatthorn, A.A. & Joyner, R.L. (2005). Writing the Winning Thesis or Dissertation, A Step-By-Step Guide. Thousand
Oaks, CA: Corwin Press.
Hart, C. (2002). Doing a Literature Review: Releasing the Social Science Research Imagination. Thousand Oaks,
California: Sage Publications, Inc.
Heppner, P.P., & Heppner, M.J. (2004). Writing and Publishing Your Thesis, Dissertation,& Research: A Guide for
Students in the Helping Professions. Belmont, California: Brooks/Cole-Thompson Learning.
Hyland, K. (2004). Graduates' gratitude: the generic structure of dissertation acknowledgements. English for Specific
Purposes, 23(3), 303-324.
Kahn, J. H. (2005). Institutional research productivity, use of theory-driven research, and statistical application in
counseling psychology: Examining the research base. Counseling Psychologist, 33(3), 340-348.
Kellogg Foundation (2004). Logic Model Development Guide.
http://ww2.wkkf.org/default.aspx?tabid=101&CID=281&CatID=281&ItemID=2813669&NID=20&LanguageID=0
Krysic, J. (Ed) (2010). Special issue on social work research ethics, Journal of Social Work Values and Ethics, 7 (1),
http://www.socialworker.com/jswve/content/view/140/70/.
Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2000). Proposals that work: A guide for planning dissertations and
grant proposals (4th ed.). Thousand Oaks, CA: Sage Publications. (www.sagepub.com)
McLeod, B. D., & Weisz, J. R. (2004). Using dissertations to examine potential bias in child and adolescent clinical
trials. Journal of Consulting and Clinical Psychology, 72(2), 235-251.
Mauch, J.E., & Park, N. (2003). Guide to the Successful Thesis and Dissertation: A Handbook for Students and Faculty.
New York, New York: Marcel Dekker, Inc.
Orthner, D.K. & Bowen, G.L. (2004). Strengthening practice through results management. In A.R. Roberts & K.
Corcoral (Eds.) Handbook of Practice-Focused Research and Evaluation. New York: Oxford University Press.
Pan, M. Ling (2007). Preparing Literature Reviews, 3rd Edition. Glendale, CA: Pyrczak.
Penner, L. A., Dovidio, J. F., Piliavin, J. A., & Schroeder, D. A. (2005). Prosocial behavior: Multilevel perspectives.
Annual Review of Psychology, 56, 365-392.
Roberts, C.M. (2010). The Dissertation Journey: A Practical and Comprehensive Guide to Planning, Writing and
Defending Your Dissertation. Thousand Oaks, CA: Corwin Press.
Rubin, R. & Babbie, E.R. (2010). Essential Research Methods for Social Work. Belmont, CA: Brooks-Cole.
Rudestam, K.E., & Newton, R.R. (2nd ed.). (2001). Surviving Your Dissertation: A Comprehensive Guide to Content and
Process. Thousand Oaks, California: Sage Publications, Inc.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-Experimental Designs for Generalized
Causal Inference. Boston, Houghton Mifflin Co.
University of North Carolina at Chapel Hill Office of Human Research Ethics (2005). Researchers Guide to the IRB
Process and Human Subjects Research. (http://ohre.unc.edu/researchers_manual_hsr.pdf).
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Date
Week 1: Aug 20
Week 2: Aug 27
Week 3: Sept 3
Week 4: Sept 10
Week 5: Sept 17
Week 6: Sept 24
Week 7: Oct 1
Week 8: Oct 8
Week 9: Oct 15
Week 10: Oct 22
No class
Week 11: Oct 29
Week 12: Nov 5
Week 13: Nov 12
Week 14: Nov 19
Week 15: Nov 26
Week 16: Dec 3
Topic
Course orientation (e.g., substantive area of focus, free-writing exercise, overview
of comprehensive exam, course outline, setting meetings with chair, seminar
format); review Doctoral Manual, Comprehensive Exam
1. Problem statement in terms of: Pressing need (draft) (e.g., incidence,
prevalence, outcomes, risk and modifiable factors) based on five key articles
1. Problem statement in terms of: Pressing need (revised)
2. Problem statement in terms of: Related theories (draft) based on five key
articles
2. Problem statement in terms of: Related theories (revised)
(Dr. Gary Bowen, discussant)
3. Problem statement in terms of: Conceptual model (draft) based on five key
articles
3. Problem statement in terms of: Conceptual model (revised)
(Dr. Mark Fraser, discussant)
4. Problem statement in terms of: Research designs and methods that have
addressed it (draft), based on five key articles
5. Problem statement in terms of: Interventions, other research, and related
evidence (draft), based on five key articles
6. Problem statement in terms of: Promising research questions, interventions,
and related design (i.e., aims and methods of dissertation -- dissertation
proposal); also consider related ethical concerns (draft)
(Dr. Kim Strom-Gottfried, discussant)
6. Problem statement in terms of: Promising research questions, interventions,
and related design; Review Doctoral Manual, Dissertation Proposal
6. Academic writing in the context of promising research questions, intervention,
and related design (Diane Wyant, presenter)
6. Academic writing in the context of promising research questions, intervention,
and related design (Diane Wyant, discussant)
7. Problem statement in terms of: Implementation challenges that complicate
uptake (draft) based on five key articles
7. Problem statement in terms of: Implementation challenges that complicate
uptake (revised) (Dr. Bryan Weiner, discussant)
8. Next steps: Passing your comprehensive examination, finishing your
dissertation, selecting a journal, writing empirical research reports; review
UNC Graduate School Thesis and Dissertation Guide
(http://gradschool.unc.edu/etdguide/pdf/etdguide.pdf
The Writing Center, Dissertations
http://writingcenter.unc.edu/handouts/dissertations/
UNC Graduate School Ethics Requirements
(http://gradschool.unc.edu/ethics.html)
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Reading Due
Furman
Topic specific
Topic specific
Topic specific
Topic specific
Assignment Due
Bulleted text and presentation
After class: review with chair
Narrative text (due to instructor and
reader 9/1) and presentation
Bulleted text and presentation
After class: review with chair
Narrative text (due to instructor and
reader 9/15) and presentation
Bulleted text and presentation
After class: review with chair
Narrative text (due to instructor and
reader 9/29) and presentation
Bulleted text and presentation
After class: review with chair
Barsky
Gillespie
Proctor
Thabane
Sample
proposals
Bulleted text and presentation
Glasgow
Helfrich
Weiner
Topic specific
Bulleted text and presentation
After class: review with chair
Miller
Work on dissertation proposal
Review with chair
Narrative text (due to instructor,
reader, and Diane Wyant, 10/27)
Revise sections 1-5
Narrative text (due to instructor and
reader 11/17) and presentation
Compilation of revised sections 1- 5 and
7 (pressing need through interventions,
other research, related evidence, and
implementation challenges,
approximately 20 pages) and revised
Dissertation Proposal (up to 20 pages)
- - submit to chair at end of semester - -
ADDENDUM:
Reader
Pressing
Need
Related
Theories
Conceptual
Model
Dissertation
Proposal
Implementation
Challenges
Katie Cotter (klcotter@live.unc.edu)
(Week 3)
Kevin
(Week 5)
Will
(Week 7)
Carey
(Week 11)
Tonya
(Week 14)
Vivien
Will Hall (wjhall@email.unc.edu)
Katie
Kevin
Tonya
Vivien
Carey
Vivien Li (wenli@live.unc.edu)
Carey
Katie
Kevin
Will
Tonya
Carey Robertson (crobert8@live.unc.edu)
Tonya
Vivien
Katie
Kevin
Will
Tonya Vandeinse (tbv@live.unc.edu)
Vivien
Carey
Will
Katie
Kevin
Kevin White (kwhite1@live.unc.edu)
Will
Tonya
Vivien
Carey
Katie
Student
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