Indiana University-Purdue University
School of Education
Education G590: Research in Counseling & Guidance
Fall 2010
Instructor:
Office:
Phone:
E-mail:
Fax:
James A. Cates, Ph.D., ABPP
Off-campus (2200 Lake Ave., Suite 260, Ft. Wayne)
493-3980 / 800-483-4364 (toll-free nationwide)
jcates5391@gmail.com (note: use this, not campus e-mail address)
424-3530
Office Hours: by appointment
Class Schedule & Location: Thursdays 4:30-7:15 p.m. Dolnick Center, Rm 185
“The ability to reduce everything to simple fundamental laws does not imply the ability to start
from those laws and reconstruct the universe.”
--- Philip W. Anderson
Course Description:
This course is designed to introduce counselors to the basic principles of research design. The course
provides a broad overview of different methodologies suitable for investigating educational and
counseling research questions. Emphasis is placed on helping students to understand, critique, and apply
research literature in their fields, as well as on developing strategies for program evaluation applicable to
their own professional work.
Overview:
Teaching strategies employed in this course will include lecture, small group discussion, and
collaborative learning exercises. Students will complete individual and group assignments, develop a
research design, and present that design to the class.
Required Texts:
1) Creswell, J. W. (2008). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research (3rd ed.). Upper Saddle
River, NJ: Pearson.
2) Patten, M. L. (2009). Understanding Research Methods (7th ed.). Glendale, CA: Pyrczak.
Additional Readings:
Will be assigned across the course of the semester.
Course Objectives:

Students will demonstrate an understanding of research and program evaluation methodologies,
primarily quantitative but also qualitative, relevant to MFT, mental health, and school counseling
services. [AAMFT 6.1.2 Conceptual]
RESARCH METHODS G590 SYLLABUS, PAGE 2

Students will demonstrate an understanding of the legal, ethical, contextual, and multicultural
issues involved in the conduct of counseling research and program evaluation. [AAMFT 6.1.3
Conceptual]

Students will demonstrate the ability to critique professional research and assess the quality of
research studies and program evaluation in the literature. [AAMFT 6.3.3 Executive]

Students will demonstrate an understanding of the process of collection, analysis, and utilization
of data in decision-making in their own work.
[DPS: SC 1.8]
Course Assignments:
“Results! Why, man, I have gotten a lot of results. I know several thousand things that won’t work.”
--- Thomas Edison

Research Design: Students will be assigned to small groups working together across semester to
develop a research design based on a data set provided by the instructor. The design will include
all aspects included in actual research. Specific instructions are included in Appendix A. (150
points).

NIH Web-Based Training Course: The National Institutes of Health (NIH) Office of
Extramural Research offers a web-based training course titled “Protecting Human Participants.”
The course requires approximately three hours and includes a certificate upon completion.
Students will be expected to complete this course. Specific instructions are included in Appendix
B. (20 points).

Research Presentation: Each student group will give a 15-20 minute professional powerpoint
presentation of their research design to the class, and be allowed an additional 5 minutes to
answer questions from the class. See the presentation rubric included in Appendix A for specific
expectations. (65 pts).

Final: The final will consist of an actual research article submitted for blind review to a
professional journal. Students will be given an opportunity to review the submission and then
asked to write a critique of the research design and method employed. Expectations for the
critique are included in Appendix C. (65 points).
Evaluation & Grading:
Students will be evaluated on the requirements listed above and assigned points earned. Assigned points
and the associated grading scale are as follows:
Research Design
NIH Web-Based Course
Research Design Presentation
Final
150
20
65
65
99-100%
94-98
90-93
87-89
83-86
-
A+
A
AB+
B
RESARCH METHODS G590 SYLLABUS, PAGE 3
_____________________________________
TOTAL
300 pts.
80-82
77-79
73-76
70-72
67-69
63-66
60-62
-
BC+
C
CD+
D
D-
“I have yet to see any problem, however complicated, which, when you looked at it the right
way, did not become still more complicated.”
--- Paul Alderson
Course Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during the course.
Class Date
Topic / Special Topic
Reading/Assignment
Aug 26
Introduction to Research Methods
(Around the World of Research)
Creswell, Ch. 1 & 2
Sept 2
The Role of Hypotheses and Theories
(I Want To Look at “x,” But Why?)
Old Order Amish: Guest Presentation
by Amzie Lehman
Creswell, Ch.3 & 5
Patten, Part A
Sept 9
Generating a Plausible Design: Part I
(What Are My Options?)
Broad Cultural Issues in Research Design
Creswell, Ch. 4
Patten, Part B
Sept 16
Generating a Plausible Design: Part II
(Too Many Options: How Do I Choose?)
Ethical Issues in Research Design: Participants
Creswell, Ch. 11
Patten, Part C & E
Sept 23
Data Collection
(From Lab Rats to Online Surveys)
Ethical Issues in Research Design: The Study
Creswell, Ch. 6
Patten, Part D
Sept 30
Data Analysis
(Choosing the Right Statistic for You)
The Role of Grants in Research
Creswell, Ch. 7
Patten, Part F
Oct 7
Data Results and Findings
(Eureka! We’ve Found Nothing!)
Defining Studies in Social Research: I
Creswell, Ch. 10
Patten, Part I
Oct 14
CLASS TIME TO BE USED FOR NIH TRAINING COURSE
(No formal meeting; students work independently)
RESARCH METHODS G590 SYLLABUS, PAGE 4
Oct 21
An Overview of Common Designs and Statistics
(Not the “Nuts and Bolts,” Just How
They’re Used)
Chi Square and t-tests for the Team Research Designs
Creswell, Ch. 12 & 13
NIH Web-Based Training Course Certificate Due
Oct 28
CLASS TIME TO BE USED FOR TEAM MEETINGS
(No formal meeting; students work independently)
Nov 4
Critical Analysis of Research
(Looks Like a Duck Walks Like a Duck,
Quacks Like a Duck…Don’t Be Fooled!)
Defining Studies in Social Research: II
Reading to be assigned
Nov 11
Outcome Research
(Evidence-Based Practice is Here to Stay)
Applying Research in the Work Setting
Reading to be assigned
Nov 18
The Extremes: Single-Subject Designs and
Meta-Analysis
(Skinner et al. Would Be Proud – Maybe)
“Teaming” To Do Your Own Research
Patten, Part G
Nov 25
THANKSGIVING BREAK
Dec 2
Qualitative Research
(Never Try This Without an Adult Present.
Never)
Class Choice for Topic
Dec 9
Student Presentations
Creswell, Ch. 14 & 15
Patten, Part H
Tuesday, Dec. 14, 5:45-7:45, Final
Note: I am a clinical psychologist in private practice; however I have also benefitted from the opportunity
to do field research in my practice. Although I can speak to other disciplines and other types of research,
my experience will lead me back to the familiar; my own work. In an effort to balance this bias and make
sure that I address educational interests as well, I have chosen an educational text, and the data base you
will be using for your research design was developed in cooperation with a public school system. I will
also attempt to give you a broad-based understanding of the research you may read and need in your
professions.
RESARCH METHODS G590 SYLLABUS, PAGE 5
Appendix A
Research Design Guidelines
1. Early in the semester students will be assigned to teams that will create a research design. Each
team will in turn decide how to assign responsibilities for specific aspects of the process to team
members (e.g., literature review, data analysis, etc.)
2. All students will have access to the same data set provided by the instructor. The data is a survey
of attitudes and opinions about alcohol and drug use among 1029 junior high school students,
approximately equally divided between Old Order Amish and non-Amish students. A
rudimentary knowledge of SPSS or a similar data analysis program will be necessary for each
team; the SPSS tutorial available through the Computer Labs at IPFW will be sufficient for the
minimal data analyses you will be required to perform. Teams may wish to designate one member
to handle this, which is acceptable provided all team members understand the analysis.
3. Teams will be asked to pick one or two variable from the data set to analyze. Because the team is
using a preexisting data set, read the survey and anticipate the range of information available
before generating a research hypothesis.
4. As part of the discussion of cultural awareness and research, I will give the class an opportunity
to better understand the background of the Old Order Amish settlement from which the data set
was derived. (Note: if you are only familiar with the Amish near Fort Wayne, you are not familiar
with the Amish participating in this survey.)
5. You have two free class periods. In exchange, I will plan to meet with each team twice during the
semester to discuss progress and assist with any difficulties. Teams are also free to contact me at
any time with questions or concerns.
6. It is entirely possible that a team member may drop the course or fail to pull his/her weight during
the course of the assignment. Just like a real research team! The team will be responsible for
determining how to adjust to the difficulty posed by a team member or members in this type of
situation. Obviously, you are welcome to speak with me about this type of concern as well.
7. I am more interested in the process of developing a research design than the outcome. Thus, it is
more important to see a critical analysis and understanding of the successes and pitfalls in the
research design and efforts than a presentation that “wows” because of its seamless outcome.
After all, this is only a semester and your first effort together!
8. Team members will be asked to anonymously evaluate each other to assist me in assigning points
at the end of the semester. I will use a short rating scale to assess perceived support of each team
member in the effort.
9. An explication of a research design should include the following and will be graded accordingly:
a) Research Question (Hypothesis): What does the team want to know? Why is this important to
know? (Limited here by preexisting survey questions.) (10 pts.)
b) How did the team choose this research design? (10 pts.)
c) Literature Review: What have others said about this? Particularly when searching for
RESARCH METHODS G590 SYLLABUS, PAGE 6
d)
e)
f)
g)
h)
i)
j)
k)
information about the Amish, there may be limited sources. The team may need to
extrapolate or generalize. Provide at least 10 references for the literature review. Sources
should primarily be original articles from refereed journals; no more than two book chapters.
Use APA 6th Edition Style. (20 pts.)
Method: The data is collected, but if it had not been, how would the team have collected it?
What method(s) would the team have wanted to use to obtain information? What difficulties
would have been experienced? How would these have been handled? (10 pts.)
How would the rights of participants and ethical responsibilities of the researchers been
handled? (10 pts.)
What impact would cultural issues have had in data collection? If not addressed in d), how
would these have been handled? (5 pts.)
Results: This is the section in which the team analyzes the data using either Chi Square or ttests, discussed in class. The team will also need to summarize frequency counts on the data
(discussed in class, but SPSS explains this as well). (10 pts.)
What was the team’s rationale for using the statistic chosen? (10 pts.)
Discussion: Talk about the findings. What was learned? Was the initial hypothesis supported?
What questions did the research generate? (20 pts.)
What sources would the team pursue for a grant to further this research? (5 pts.)
How does the research apply in a clinical setting? In a school setting? (10 pts.)
Attendance at team meetings (15 pts.)
Full involvement in teamwork (15 pts.)
Total Possible Points:
150
The information above should be written into a minimum 10-page, double-spaced 12-point font paper and
submitted for the team. It should also be prepared for a powerpoint presentation to the class by the team.
The presentation should be 15-20” with 5” for discussion. (65 pts.)
Although the presentation is brief, it also defines an important moment. The finest research in the world is
useless if presented poorly; in an empirical world flooded with information, scientists, investigators, and
scientist-practitioners will not patiently wade through the garbage to find the gems. Accordingly, please
note the Counselor Education Presentation Rubric in Appendix D, created by the School of Education. It
includes an excellent set of points for good engagement with an audience.
Appendix B
NIH Web-Based Training Course
The NIH Web-Based Training Course “Protecting Human Research Participants” is frequently required
by Institutional Review Boards (committees formed at colleges and universities that oversee research) as
a certification for researchers. It assures a basic understanding of rights and ethical issues for human
participants. It consists of seven modules; each module is followed by a quiz comprised of multiple
choice items that must be passed to receive a Certificate of Completion. You must register for the course
online, and it requires approximately three hours to complete. Registration and completion are free of
charge.
RESARCH METHODS G590 SYLLABUS, PAGE 7
You may repeat the quizzes at the end of the modules multiple times without penalty until you pass. You
will need to print a copy of your Certificate of Completion and provide it to me as proof that you have
completed the course. I also strongly recommend that you keep your log-in address, password, and a hard
copy of the Certificate of Completion yourself; if you have an opportunity to do research in the next few
years, this may be useful to you.
The address is: http://phrp.nihtraining.com (20 pts.)
Appendix C
Final Review Guidelines
“In science, the credit goes to the man who convinces the world, not to the man to whom the
idea first occurs.”
--- Sir Francis Darwin, son of Charles Darwin
(You will be able to have a copy of these guidelines with you while you write)
You are asked to review an article provided to you. The article is an actual submission to a peer-reviewed
journal. You are the “reviewer.” I understand that you have only two hours to read the article and
respond. NOTE: You are not responsible for understanding or reviewing the statistical analyses used in
the article. You are responsible for understanding and reviewing the research design and methodology,
and responding with as much detail as possible in the time allotted. I would suggest taking no more than
one hour to review the article, and the remaining hour to write; however, you are the best judge of your
own time management.
1. Does the reviewer understand and comment on the relevant hypotheses in the paper?
2. Does the reviewer comment adequately on the literature review strengths and weaknesses?
3. Does the reviewer comment adequately on the research method used?
4. Does the reviewer comment adequately on the discussion?
5. Does the reviewer give an opinion as to the overall quality of the research, and support this
opinion with facts?
RESARCH METHODS G590 SYLLABUS, PAGE 8
Scoring Rubric for Final Review*
Description
Percentage
of Points
The project meets all the major and minor project requirements.
The project design and organization is clear, coherent,
and easy to follow. Much critical thought and analysis is evident.
Strong evidence is present of an understanding of research methodology.
The project topic is highly relevant and material to the learning needs
of counselors and therapists.
100
The project meets all the major project requirements, but may not
meet one minor requirement. The project design and organization is clear,
coherent, and easy to follow. Critical thought and analysis is evident. Some
evidence is present of an understanding of research methodology. The
project topic is relevant and material to the learning needs of counselors and
therapists.
89
The project substantially meets all of the major project requirements but
may not meet minor requirements. The project is designed well and organized
well. Some minimal critical thought and analysis is evident. Some, but not
significant evidence is present of an understanding of research methodology.
The project topic is somewhat relevant and material to the learning needs of
counselors and therapists.
79
The project meets most, but not all, of the major project requirements. The
project is not well designed and organized. Minimal critical thought and
analysis is evident. Little evidence of an understanding of research
methodology is present. The project topic is not in a significantly and
meaningful way relevant and material to the learning needs of counselors
and therapists.
69
The project does not in a substantial way meet most of the major project
requirements. A lack of intelligent design and organization is evident. No critical
thought and analysis is evident. No evidence of an understanding of research
methodology is present. The project topic is not relevant and material to the
learning needs of counselors and therapists.
59
90
80
70
60
0
(65 pts.)
*Note: This rubric closely follows the General Scoring Rubric for Counselor Education Program Written
Assignments. It has been modified to accommodate the specific demands of this assignment.
RESARCH METHODS G590 SYLLABUS, PAGE 9
Appendix D
Counselor Education Presentation Rubric
(Developed by School of Education)
0
3
6
Student has very
limited grasp of
information; cannot
answer questions
about subject.
Student has
superficial
understanding and is
able to answer only
rudimentary
questions, may fail to
elaborate.
Student understands
most information
and answers most
questions with
explanations and
some elaboration.
Student demonstrates
full knowledge (more
than required) and
answers class
questions with
explanations and
elaboration.
Student only repeats
source material, no
analysis, synthesis,
Critical Analysis/
evaluation, or
Application
application of the
material through
his/her perspective
Student provides
limited analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
Student provides
some analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
Student provides a
professional and
complex analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
1
2
Subject
Knowledge
0
9
3
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation due to
limited sequencing.
Visual Aids
Student uses
superfluous visual
aids or no visual
aids.
Student occasionally Student's visual aids Student's visual aids
uses visual aids that relate to the
explain and reinforce
offer limited support. presentation.
the presentation.
Mechanics
Student's
presentation has
Presentation has two
three or more
misspellings and/or
spelling and/or
grammatical errors.
grammatical errors.
Eye Contact
Student maintains
Student occasionally
Student makes no
eye contact most of
uses eye contact, but
eye contact and only
the time but
still reads mostly
reads from notes.
frequently returns to
from notes.
notes.
Student presents
information in
logical sequence
which audience can
follow.
Student presents
information in logical,
interesting sequence
which audience can
follow.
Presentation has no
Presentation has no
more than one
misspellings or
misspelling and/or
grammatical errors.
grammatical errors.
Student maintains eye
contact with audience,
with limited
dependence on notes.
Total
RESARCH METHODS G590 SYLLABUS, PAGE 10
Verbal
Techniques
Student mumbles,
incorrectly
pronounces terms,
or speaks too quietly
for audience in the
back of class to
hear.
Student's voice is
low. Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
.
Student uses a clear
voice and correct,
precise pronunciation
of terms so that all
audience members can
hear presentation.
TOTAL POINTS
Adopted: 4/08
Important Course Policies

This class is interactive and discussion-oriented in nature. Attendance is crucial. Students will be
allowed ONE excused absence. {Note: For an absence to be excused, students MUST contact the
professor prior to the beginning of the class meeting to be missed.} Each subsequent absence
will result in a 1/2 letter-grade reduction in the overall course grade. Four or more absences will
result in a failing grade and necessitate retaking the course.

Please also note that coming to class late and leaving early are unprofessional and unacceptable.
Excessive display of these behaviors may be counted as absences at the discretion of the
instructor.

Cell phone use is restricted during class. This includes talking, texting, and working online.

You are responsible for your own learning in this course. You are expected to come to class each
week having read the assigned readings and prepared to discuss and ask questions. Not all the
material from the readings can be covered thoroughly during class time; you are expected to work
outside of class to ensure your comprehension of course material. The professor is available for
consultation and assistance by appointment to assist you.

Across the course of the semester, I will share stories and clinical vignettes drawn from my
experience. Unless the person(s) involved gave explicit permission to share details, not only are
such stories anonymous – they are disguised in such a way that the details are either obscured or
re-created in such a way that the individuals involved cannot be identified. If you hear a story and
think “that’s [fill in a name],” it’s not. Nevertheless, as counselors-in-training, the practice of
confidentiality is always good to remember. Stories shared in class should remain in class or be
shared at most with those in your program. At some point you will be holding information about
real people, and real people’s lives; and that will be even more difficult to retain in confidence.
RESARCH METHODS G590 SYLLABUS, PAGE 11
Additional Information
This course is covered on the comprehensive exam. Students are reminded to retain notes,
exams, and papers for exam preparation. See the graduate student orientation manual for further
details.
The IPFW Student Handbook and the Counselor Education Orientation Handbook describe
policies regarding to matters of attendance, plagiarism and grade appeal. Please familiarize
yourself with these policies.
Weather Cancellations- 481-5770 or 481-6050
If you have or acquire a disability and would like to find out what special services and
accommodations may be available to you, contact services for students with disabilities in Wu
118 & 218, voice/tty.
 As a professional counselor, much of your communication with other professionals will be in
writing. Students are encouraged to visit the Writing Center at Kettle G35 if the quality of their
writing in all assignments does not meet the standard expected of a graduate student. Students
may sign up for an appointment or walk-in for help (priority is given to those with appointments).
The Writing Center staff will not revise, edit, or proofread your papers for you, but will help you
learn how to better to do this on your own. You can get free help brainstorming, developing, and
organizing ideas, and learning how to revise and edit final drafts by visiting the Writing Center,
Kettler G35, open daily except Saturday.
 Issues related to student diversity will be addressed in each of the courses in the Counselor
Education Program. This means that differences in individuals and groups will be discussed. It is
our understanding that different contexts result in different world views. Counselors must always
be sensitive to the possible differences in perception and belief that exist outside of their own.
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and
willingness to continuously improve schools and related entities so that they become more effective with
their clients by:
·
·
Becoming more caring, humane, and functional citizens in a global, multicultural, democratic
society;
Improving the human condition by creating positive learning environments;
·
Becoming change agents by demonstrating reflective professional practice;
·
Solving client problems through clear, creative analyses;
·
Assessing client performance and creating and executing effective teaching, counseling, and
educational leadership by utilizing a variety of methodologies reflecting current related research;
·
Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy, and
RESARCH METHODS G590 SYLLABUS, PAGE 12
effectively communicating with all stakeholders.
IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our program:
1.
Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic
educational community as a model for the climate of community they hope to create. To do this, these
educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community
among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the
teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of
the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their
students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual
understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need
to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach
and of students. Consequently, the SOE should immerse educators in nurturing learning
communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal
growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site
campus activities and field-based experiences, students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess and
reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and inspire
students to do likewise. Educators are enriched by the convergence of knowledge, theory and practice as
RESARCH METHODS G590 SYLLABUS, PAGE 13
they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE
must provide opportunities for educators to develop as leaders in their procession and in their
communities.
* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.