THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL SCHOOL OF SOCIAL WORK COURSE NUMBER: SOWO 510 COURSE TITLE: Foundations for Evidence‐Based Practice Fall 2009 SEMESTER: DAY/TIME: Fridays 9:00 ‐ 11:50 am COURSE WEBSITE: https://sakaipilot.unc.edu/xsl‐portal Laurie Selz Campbell, MS INSTRUCTOR: (919) 843‐6394 lauriesc@unc.edu OFFICE HOURS: Friday 12:00 – 1:00 and by appointment, phone, or email. COURSE DESCRIPTION: Students will develop knowledge of evidence‐based practice, including skills needed to acquire and assess appropriate interventions for practice and basic skills required to evaluate their own social work practice. COURSE OBJECTIVES: Upon completion of this course, students will demonstrate: 1. Knowledge of evaluation models and methodologies available to implement evidence‐based social work practices; 2. Skill in accessing and assessing public databases and research literature as a foundation for evidence‐based practice; 3. Skill in applying the findings of social intervention research to social work practice and policy; 4. Skills to develop and implement intervention evaluations that promote evidence‐
based social work practice and policy, including skills related to qualitative and quantitative research, measurement, data analysis, and knowledge dissemination; 5. Ability to apply knowledge of social work ethics and values to the design of practice intervention evaluations; 6. Skill in designing social interventions that are sensitive to and address ethnic, economic, gender, racial, religious, sexual orientation, and other issues of difference, culture, and descent; and 7. Knowledge of the practical, political, and economic issues related to the evaluation of social interventions. REQUIRED TEXT: Grinnell, R., Gabor, P., & Unrau, Y. (2009). Program evaluation for social workers: Foundations of evidence‐based programs (5th ed.). New York: Oxford University Press. 1
TEACHING METHODS AND ACCOUNTABILITY: SOWO 510 is a hybrid class which includes a combination of in‐person class sessions and on‐line lessons. Students are expected to meet for class as the syllabus outlines as well as completing all online activities. POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM: I expect that we will all be invested in creating a learning environment of respect and engagement. During class, cell phones and other devices should be turned off or transferred to voice mail. In addition, I welcome the use of laptops in class for completing small group tasks. However, I ask that you use them only for relevant activities – not for checking email or surfing the Web. CLASS ASSIGNMENTS: Assignments for the class are summarized below: Quizzes & Lab: Details TBA Assignment 1: Intervention Review Worksheet For this assignment, you will select a social work intervention of interest to you, and will complete a detailed worksheet summarizing and critiquing the existing research evidence related to that intervention (a minimum of 4 studies). The intervention may be of a clinical nature (interventions with individuals, families, or groups), OR of a macro/community practice nature (advocacy, organizational issues, or community initiatives). Assignment 2: CITI Research with Human Subjects Training This training is available on UNC’s IRB (Institutional Review Board) website. It is the basic research ethics training that all researchers must complete. It is a great overview of historical and current standards for ethical research that involves human subjects. Assignment 3: Evaluation Proposal PowerPoint Presentation For this assignment, you will design an evaluation proposal specific to your field placement or work setting. The proposal will include a logic model, rationale and literature summary; you will discuss strategies for sampling, instrumentation, and data collection procedures; and you will provide a general plan for analyzing and presenting your data. Rather than writing this up as a paper, you will develop PowerPoint slides with supporting materials (research instruments, reference list). A detailed guide for the slides will be provided. SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE: Grades will be assigned based on the following components: Participation & Engagement 10 94 ‐ 100 Quizzes & Lab 20 80 ‐ 93 Intervention Review Worksheet 30 70 ‐ 79 Human Research Ethics Training 10 <70 Evaluation Proposal PowerPoint 30 Total Points 100 H P L F
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POLICY ON INCOMPLETES AND LATE ASSIGNMENTS: Assignments are due at the beginning of class on the day noted. You must notify me at least 3 days before a due date if you would like to be granted an extension. If this does not happen, you will lose 10% of the assignment’s points per day (including weekends, and including the date on which the assignment was due, if you submit it after the beginning of class). Incompletes may be granted if (a) there are extreme and unforeseeable circumstances that affect your ability to complete the semester’s work, and (b) you meet with me in advance to develop a plan and timeline for completing your work. POLICY ON ACADEMIC DISHONESTY: I assume that all students follow the UNC Honor Code. Please ensure that the statement “I have neither given nor received any unauthorized assistance in completing this assignment”, with your signature, is on all assignments. In keeping with the 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 for investigation and further action as required. Please refer to the APA Style Guide for information on attribution of quotes, plagiarism, and appropriate citation. ASSIGNMENT GUIDELINES: All written assignments must be typed and follow APA format for citations, quotes, and the like. Students should refer to the Publication manual of the American Psychological Association (5th Ed.). You can also find a self‐paced tutorial for APA style at http://www.lib.unc.edu/instruct/citations/apa/index.html POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: If you have a disability that affects your participation in the course and you wish to receive accommodations, you should contact the University’s Disabilities Services. They will then notify me of the documented disability, and we can meet to design the appropriate accommodations to support your learning
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Lesson & Date COURSE OUTLINE AND ASSIGNMENTS – FINAL VERSION PART I: USING THE EXISTING EVIDENCE BASE IN PRACTICE Objectives & Readings Due Aug 28 Intro to Course Objectives:  Introduce hybrid course & review syllabus  Discuss student needs & preferences Sept 4 Critical Thinking about Research for EBP Face­to­Face Meeting Objectives:  Articulate how questionable or harmful practices take hold  Begin to identify common errors in logic when interpreting research  Explain the importance of an evidence‐based approach to practice Readings & Online Materials: 1. Gambrill, E. (1999). Evidence‐based practice: An alternative to authority‐based practice. Families in Society, 80 (4) 341‐350 2. Gibbs, L., & Gambrill, E. (2002). Evidence‐based practice: Counterarguments to objections. Research on Social Work Practice, 12 (3), 452‐476 Sept 11 Locating & Evaluating the Quality of Research Evidence Face­to­Face Meeting Objectives:  Describe the “ hierarchy” of research evidence  Identify key questions when evaluating the quality of evidence  Use electronic resources for finding research evidence Readings & Other Materials: 1. Text: Chapter 16 ‐ Becoming a Culturally-Appropriate Evaluator 2. Review Sakai Lesson 1 Learning Object 3. Review Sakai Lesson 2 Learning Object – EXCEPT ethics PART 2: EVALUATING YOUR SOCIAL WORK PRACTICE Lesson & Date Objectives & Readings Due Sept 18 Research Ethics Complete Online Objectives:  Describe ethical issues in research with human participants Readings & Online Materials: 1. Review Sakai Lesson 2 Learning Object ‐‐ Ethics materials 2. Ethics Training: http://research.unc.edu/ohre/educ.php Sept 25 Overview of Evaluation Design Face­to­Face Meeting Objectives:  Identify the key steps in evaluation design Readings & Online Materials: 1. Text: Ch 4 (sections on planning evals & asking eval questions) Ch 15 ‐ Managing Politics, Ethics & Standards 2. Review Sakai Lesson 7 Learning Object – Overview of Evaluation Design Human Research Ethics Training Certificate 4
Lesson & Date Objectives & Readings Due Oct 2 Logic Models in Evaluation Research Face­to­Face Meeting Objectives:  Articulate rationale for using a logic model in the evaluation process  Construct a basic logic model Readings & Online Materials: 1. Text: Appendix A & Chapter 4 (selections on concept maps) 2. Review Sakai Lesson 6 Learning Object – Logic Models 3. Skim W.K. Kellogg Foundation’s Logic Model Development Guide (2004) http://www.wkkf.org/pubs/tools/evaluation/pub3669.pdf Oct 9 Needs Assessments & Process Evaluations Face­to­Face Meeting Objectives:  Articulate rationale for & components of needs assessments  Design a basic needs assessment  Articulate rationale for & components of process evaluations  Design a basic process evaluation Readings & Online Materials: 1. Text: Ch 5 – Needs Assessments Ch 6 – Process Evaluation Ch 8– Efficiency Evaluation (skim) 2. Review Sakai Lesson 3 Learning Object – Needs Assessments 3. Review Sakai Lesson 4 Learning Object – Process Evaluations Oct 16 Outcome or Impact Evaluations Complete Online Objectives:  Articulate rationale for & components of outcome evaluations  Design a basic outcome/impact evaluation Readings & Online Materials: 1. Text: Ch 7 – Outcome Evaluations Ch 3 (section on program objectives) 2. Review Sakai Lesson 5 Learning Object – Outcome Evaluations Intervention Review Worksheet due by 5:00 pm via email Oct 23 No Class – Happy Fall Break!!! Oct 30 Measurement & Survey Construction Face­to­Face Meeting Objectives:  Describe basic principles of measurement  Develop or select appropriate data collection instruments Readings & Online Materials: 1. Text: Ch 9 – Measuring Objectives Ch 10 – Collecting Data 2. Review Sakai Lesson 8 Learning Object – Measurement Quiz 1 Nov 6 Quantitative Data Analysis Face­to­Face Meeting Objectives:  Define what is meant by statistical significance  Describe strategies for organizing & summarizing data Readings & Online Materials: 1. Text: Ch 11 ‐ Developing a Data Information System Ch 12 ‐ Using Graphics to Report Evaluation Data 2. Review Sakai site Lesson 9 Learning Object – Quantitative Data Analysis 5
Lesson & Date Objectives & Readings Due Nov 13 Qualitative Data Collection Complete Online Objectives:  Understand the importance of qualitative data in the evaluation process  Describe basic strategies of qualitative data collection, including interviews, focus groups, & participant observation  Describe ways in which qualitative & quantitative strategies can be combined in mixed method evaluations Readings & Online Materials: 1. Review Sakai site Lesson 11 Learning Object ‐ Qualitative Data Collection 2. Smokowski, P., Reynolds, A.J., & Bezruczko, N. (1999). Resilience & protective factors in adolescence: An autobiographical perspective from disadvantaged youth, Journal of School Psychology, 37, 425‐
448. 3. National Science Foundation. (1997). Overview of qualitative methods & analytic techniques. User‐Friendly Handbook for Mixed Method Evaluations, Chapter 3. Retrieved February 27, 2009 from, http://www.nsf.gov/pubs/1997/nsf97153/chap_3.htm Nov 20 Qualitative Data Analysis Face­to­Face Meeting Objectives:  Describe ways in which qualitative data are typically summarized, analyzed, & presented  Design & implement a simple coding scheme for qualitative data Readings & Online Materials: 1. Text: Chapter 13 ‐ Chapter 13: Analyzing Qualitative Data 2. Review Sakai site Lesson 12 Learning Object 3. National Science Foundation (1997). Analyzing qualitative data. User friendly handbook for mixed‐methods evaluations. Chapter 4. Retrieved February 27, 2009 from http://www.nsf.gov/pubs/1997/nsf97153/chap_4.htm Microsoft Excel Exercise due by 5:00 pm via email Nov 27 Happy Thanksgiving! Dec 4 Using Evaluation Data for Program Improvement & Course Wrap‐up Face­to­Face Meeting Objectives:  Discuss ways in which evaluation can be sustained within agencies  Conduct poster presentations  Course wrap‐up & evaluation Proposal PowerPoint Presentation
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