HPER 3200 Research and Evaluation
Spring 2009
3 Credits
2-3:15 Tuesdays, Thursdays
SpHC 212
Instructor: Dr. Julie Athman Ernst
Office: 126 SpHC
Office Hours: 1-2 pm M, W, Th, F (or by appt.)
Phone: 726-6761
Email: jernst@d.umn.edu
Class Email: hper3200-1-s2009@d.umn.edu
Course Web URL: www.d.umn.edu/~jernst (course website under construction; I will
notify you when access to the site is available and needed)
Course Description:
This course provides an introduction to the research process and methods most commonly
used by those in education/human services professions, with an emphasis on the basics of
methodological reasoning. The course aims to develop in students the attitudes and skills
necessary for reading and understanding research, as well as for becoming critical
consumers of research. Thus, the focus is not on developing skills necessary to conduct
research, but instead on encouraging students (future educators) to use relevant
educational/social science research (including evaluation research) to guide their
educational practice.
Course Objectives:
Upon completion of this course, students will be able to:
1. Explain the value of research to their chosen profession, as well as the value of
scholarly information as a source of guidance for their educational practice.
2. Describe the steps involved in the research process.
3. Describe methods commonly used in educational/social science research.
4. Locate scholarly articles relevant to a particular topic or issue in their field.
5. Apply research ethics to decisions involved in conducting research
6. Explain the contribution of evaluation research and program evaluation to
educational practice.
7. Critically analyze scholarly articles relevant to their chosen profession.
8. Identify current research issues and trends in their chosen profession.
Course Expectations:
1. Attendance is required for this course. Three or more absences will result in a
reduction of one full grade to your final grade. An exception will be made for
professional-related absences (attendance at a conference, job interview, etc.),
university-related activities (athletics, music/theater performances, etc.) and for
prolonged illnesses for which there is doctor/hospital documentation. It is the
student’s responsibility to check in with a classmate for notes, handouts,
assignments that were missed during an absence.
2. Be prepared for class. Have your readings and assignments completed before you
come to class. Bring your syllabus to each class.
3. Actively participate in class. By actively participating, you will get the most out of
this course and help others learn from your experiences. Lack of preparation for
1
class (lack of reading) and lack of participation results in lack of participation
points.
4. Respect the formal learning environment. This includes arriving and leaving on
time, making sure cell phones are off, and being open to the opinions and ideas of
others. This also includes professional presentation of assignments and abiding by
the University’s academic integrity and student conduct policies: Academic
dishonesty is regarded as a serious offense; this course will adhere to UMD’s
Student Academic Integrity Policy (www.d.umn.edu/assl/conduct/integrity).
Students are expected to follow the University’s Student Conduct Code
(www.d.umn.edu/assl/conduct/code). Disruptive behavior (including
inappropriate use of technology in the classroom) that substantially or repeatedly
interrupts either my ability to teach or student learning is prohibited.
5. Ask for assistance. We each have different learning needs and preferences; if
something is unclear or if you need alternative opportunities to learn the course
topics, please ask! Note it is University policy to provide, on a flexible and
individualized basis, reasonable accommodations to students with disabilities that
may affect their ability to participate in course activities or to meet course
requirements. Students with disabilities are encouraged to contact Disability
Resources to discuss their individual needs for accommodations.
Required Textbook:
Educational Research: Fundamentals for the Consumer, 5th Edition (2008), by James
McMillan, Pearson Publishing
Course Schedule: *note: schedule may be adapted according to how the course
progresses and needs of the class
Date
Topic
Assignment Due
Tu
Course Introduction
1/20
(Intros, Icebreaker, Syllabus,
Preconceptions about research and
evaluation)
Th
1/22
Tu
1/27
Th
1/29
Tu
2/3
Th
2/5
Tu
2/10
Baby DVDs and Mickey Mouse Science
Value of Research;
Sources of Knowledge;
Scientific Inquiry;
Assignment 1Given
Out-of Class-Assignment (class not
meeting)
Value of Research;
How Research is Used in Practice
(Sharing of Assignment 1)
Types of Research
Anatomy of a Research Article;
The Research Process
Assigned readings (handed out in class
prior); In-class reading
Read Ch. 1 (through page 10)
Assignment 1 (Interview) due
Assigned readings (handed out in class
prior)
Ch. 1 (p. 10-17)
Ch. 1, p. 18-29
Bring in one research article (hard copy)
from a scholarly journal, ideally relevant
to your field/profession
2
Th
2/12
Tu
2/17
Th
2/19
Tu
2/17
Th
2/19
Tu
2/24
Th
2/26
Tu
3/3
Th
3/5
Tu
3/10
Th
3/12
Tu
3/23
Th
3/26
Tu
3/31
Th
4/2
Tu
4/7
Th
4/9
Tu
4/14
Th
4/16
Tu
4/21
Th
4/23
Research Ethics
p. 16-18 (Section on research ethics)
Research Problems and Hypotheses and
Variables;
Assignment 2 given
Out of Class assignment (class not
meeting)
Research Problems, Hypotheses, and
Variables;
Discussion of Assignment 2
Quiz One
Ch. 2
Sources of Information;
Locating and Reviewing Related
Literature
Locating Electronic Scholarly Sources
(Meet in Library, Room 116)
Assignment 3 given
Out of Class Assignment (class not
meeting)
Participants and Sampling
Foundations of Educational
Measurement;
Validity and Reliability
Quiz Two
Assignment 2 Due
Assignment 3 due
Ch. 5
Ch. 6
Spring Break
Types of Educational Measures;
Ch. 7, p. 160-166
Locating Measures;
Tests
Questionnaires;
Ch. 7, p. 166-176
Assignment 4 given
Questionnaires
Assignment 4 due
Observations
Ch. 7, p. 172-176
Interviews/Focus Groups
Ch. 7, p. 176-178
Quiz 3
Nonexperimental Quantitative Designs
Ch. 8
Experimental Quantitative Designs
Ch. 9
Qualitative Research Designs
Ch. 10
Discussions and Conclusions
Ch. 13
3
Tu
4/28
Th
4/30
Tu
5/5
Th
5/7
Finals
Putting it all together: Critically
analyzing research articles
Assignment 5 given
Putting it all together: Critically
analyzing research articles
Using research to inform practice;
Current research issues and trends
Final assignment given
Using research to inform practice;
Current research issues and trends
Final Exam/Final Assignment due
(details given in class)
Ch. 14
Assignment 5 due
Evaluation
*Details will be provided in class for each assignment separately!
*LATE assignments (turned in after the due date) will lose one-half of the possible points.
*3 or more absences results in a full grade reduction of final grade
Participation
Assignments
Final Assignment
Quizzes
10 points (10 = consistently prepared for and participated in; 7
usually prepared/participated; 5 sometimes
prepared/participated; 1 rarely prepared/participated)
10 points each (50 points total)
25 points
10 points each (30 points)
*Extra credit: attend a research presentation on campus (someone presenting his or her
original research work); bring flyer (or some other evidence, such as a signature by the
presenter or moderator) to class and share a brief summary with the class of the research
presentation you attended. (5 points; due by May 7th, should you choose to do this)
Grades:
Grades will be posted on eGradebook. Final
grades will be awarded as follows:
A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D+ 67-69%
D 60-66
4
5