Western Washington University
Woodring College of Education
Human Services Program
HSP-385 Applied Research Methods
4 Credits
Fall 2008
Instructor:
Laurie Winder
Email:
Laurie.Winder@wwu.edu
Telephone:
(425) 742-6722
Tradition class time:
September 29 – December 8th
Mondays 6:00 to 9:00pm
Traditional class place:
Broadway Education Center
Blackboard class time:
Weekly – cyberspace
Blackboard student portal:
http://mywestern.wwu.edu
Required Texts
American Psychological Association. (2001). Publication manual of the
American Psychological Association (5th edition). Washington, D.C.
American Psychological Association ISBN: 1-55798-791-2
Best, J. (2004). Damned lies and statistics: How numbers confuse public
issues. Berkeley, CA: University of California Press.
ISBN: 978-0-520-23830-5
Marlow, C. (2005). Research methods for generalist social work.
Brooks/Cole ISBN: 0-534-54159-3
Thomson:
Course/Catalog Description
An introduction to quantitative and qualitative research methods relevant to the
human services profession. Includes an overview of research designs, analysis
techniques, and methods of interpretation, dissemination, and application.
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NATIONAL STANDARDS IN RELATION TO COURSE OBJECTIVES/ASSIGNMENTS
Council for Standards in Human Service Education (CSHSE)
CSHSE Standard & Indicators
#15: The




Outcomes
Learning Activities
Assessment
curriculum shall provide knowledge and skills in information management.
Develop knowledge and skills in
relation to obtaining information.
Demonstrate knowledge of how to
observe systems.
Assess and critically review HS
relevant scholarly and professional
literature.
Describe and demonstrate
understanding of various
methodological approaches to
research.
Students will:
Demonstrate skills for
accessing and utilizing
information for the
purpose of research.
Demonstrate
understanding of
systems theory as it
relates to research.
Demonstrate
knowledge of
integrating scholarly
and professional
materials in a HS
research proposal.
Web readings
Assessment of Blackboard assignments
and homework
Read: Marlow chapters
3, 4, 5, 8, 10, 11, 12
Library Systems Evaluation
Library systems
Annotated Bibliography
Read: Best text
Weekly quiz
Blackboard/homework
exercises (e.g., journal
article critique,
development and
analysis of appropriate
methods for particular
research questions, etc.)
Research Proposal
Use of APA manual
Demonstrate
knowledge and
Use of library resources
understanding of
various methodological In class activities
approaches to research.
#19: The program shall transmit the major human service education values and attitudes to students in order to promote
understanding of human service ethics and their application in practice.
Students will:
Web readings
Assessment of Blackboard/homework
 Confidentiality of information.
Demonstrate
 Personal commitment to
knowledge of client
Read: Marlow chapters
Participation in classroom and
professional boundaries
confidentiality and
1, 2, 6, 7, 9, 13
Blackboard exercises
 Integration of ethical standards as
professional ethics.
outlined by NOHS and CSHSE
Read: Best text
Weekly quiz
Demonstrate
understanding of
Construct appropriate
Research proposal
professional boundaries informed consent form
as they relate to both
their endeavors as
Resolution of ethical
researchers and human
dilemmas
services practitioners.
Critical thinking
Demonstrate
exercises
knowledge of ethical
standards in their
In class and Blackboard
research proposal by
Exercises and activities
detailing ethical
practices in data
collection in their
proposed methods
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Course Objectives
By the end of the quarter students will be able to:
 Access, understand, and critically review scholarly research.
 Understand how to critically analyze and evaluate the assumptions,
structures, and methodologies of applied research.
 Identify the practical, political, and ethical considerations of conducting
research in the field of human services.
 Develop, write, and present a research proposal on a topic of interest in the
field of human services.
 Demonstrate ability to write professional papers utilizing APA formatting style.
Writing
HSP-385 Applied Research Methods is a writing proficiency course. Upperdivision writing proficiency courses emphasize research and writing above all
other aspects of the course. In writing proficiency courses, students learn the
writing style and conventions of their disciplines, as well as techniques for
integrating evidence into scholarly papers. For information on WWU’s writing
proficiency requirement please visit:
http://www.ac.wwu.edu/~stoutk/writingproficiency.htm
Writing Assistance: Brian Schuessler Brian.Schuessler@wwu.edu (206) 883-7451
WWU Writing Center: http://www.ac.wwu.edu/~writepro/
Methodology and Philosophy of Instructor
 Learning is most likely to occur in a compassionate, confidential, and safe
environment. Every effort will be made to promote such an atmosphere.
Clear, honest, and open communication is essential to building a productive
and pleasant learning community. The sharing of ideas, questions, issues,
information, and resources is welcomed and encouraged.
 I am available to you. Please feel free to contact me with questions,
concerns, ideas, and insights.
 Each student is an adult learner and is viewed as capable, resourceful, and
responsible for being in charge of his or her learning.
 This instructor’s personal and professional philosophy is to encourage
participation, critical thinking, empowerment, and reflection.
 Blackboard (Bb) is used in HSP-385 as a means of providing support,
facilitating homework, and reinforcing learning.
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Student evaluation of the instructor and the course will occur near the end of
the quarter using WWU evaluation forms, procedures, and policies.
Assignments
Details of assignments and course requirements will be covered in class.
Note: Supplemental online readings will be required throughout the quarter.
All written assignments should be submitted via the Bb digital drop box
Participation:
 University policy requires that students invest between 12 and 16 hours per
week for a four-credit course. Students are expected to attend face-to-face
class meetings, to participate in Bb, and to submit all assignments on time.
 Bb assignments focus on the step-by-step process of constructing a research
proposal. By completing these assignments in Bb, students are better
prepared to think about and write upcoming proposal sections.
 If you are unable to attend our face-to-face class or to be on-line for a
significant period, it is your responsibility to contact me, access and read
missed (archived) Blackboard discussions, and complete all assignments
when due. Missing more than one traditional class meeting or one week of
Bb will affect your grade.
 Remember that there is no such thing as a ‘stupid question’ – student
questions are both welcomed and encouraged.
 Students are expected to contribute to class discussion, participate in class
activities, and work with peer-review partners.
Weekly Questions:
Weekly questions will be based on the week’s required readings (one pt. each).
Annotated Bibliography:
 Annotated bibliographies should be from two to four pages in length and
include a minimum of eight articles (four of which must be research
articles). An annotated bibliography is essentially a series of detailed
summaries of published articles, which provides a brief overview of some
representative current research on your research topic. All articles
annotated should be related to your research problem/question. Think of
your annotations as notes to yourself. What was the purpose of the
study? Who were the participants? What was measured and/or
examined? What were the findings of the study? Note the most salient
concepts from the article using your own words (do not copy the abstract
of the article). You will select six of the eight articles annotated to inform
your research proposal. Full reference for each article is an important
element of annotated bibliographies. References should include
author(s), date of publication, title, journal, volume, and page
numbers when appropriate.
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Throughout the quarter please utilize the WWU Library Services. Stefanie
Buck, our Extended Education Librarian is an excellent resource. Please visit
her website at: http://www.library.wwu.edu/ref/subjects/extended/
Blackboard (Bb) Participation:
 Bb participation is required during weeks 2, 3, 4, 5, 6, 7, 8, and 9.
 Bb assignments are designed to help students understand key concepts,
enable me to offer feedback throughout the week, and encourage discourse.
 Students are expected visit Blackboard a minimum of one time each week
(though more frequent visits are encouraged). Weekly contributions
should be posted no later than midnight on Saturday of each week in
order to receive full points. Please do not wait until the end of the week to
post your contributions. Early posting facilitates lively dialogue.
 New Blackboard forums will open by noon on Tuesday of each week.
 Blackboard discussion threads will be archived at the end of each week (by
noon each Tuesday). Students may read the archived discussions
throughout the quarter, but cannot post in archived discussion threads.
Please post only in the open and current discussion forums.
 Students are expected to read all contributions in their discussion group.
Papers:
 Review of literature: In the Review of Literature section of your research
proposal you will cite at least six journal articles. A minimum of four of your
six journal articles should be research articles. Make sure to include a
reference section that includes a reference for each article cited. The
literature you select should inform your proposed study. When you compare
and contrast perspectives presented in the literature strive to use previous
research to support the need for your study by identifying gaps in the data of
previous studies or citing recommendations for future research that aligns
with your proposed study. Reiterate your research question, and explain how
completing your research might support, refute, and/or contribute to scholarly
literature and/or the field of human services. This section should not be
less than three pages or more than five pages.
 Introduction: In the Introduction section of your research proposal you will
include a statement of the problem (which identifies a problem, issue, or area
of inquiry) and describe the purpose of your proposed study. The introduction
also includes your research question, including an explanation of why it is
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important. This section should not be less than one page or more than
two pages.
 Methodology: In the Methods section of your research proposal you will
identify your research approach, present your research design, and then
describe your participants (and how you will solicit their participation),
instrument(s), methods of data collection, and data analysis procedures (i.e.,
statistical and/or interpretive). This section should not be less than one
page or more than two pages.
 Feasibility: In the Feasibility section you will examine the feasibility of your
research. What are the limitations? Are there any constraints? What biases
or assumptions might affect the outcome of your research (either yours or
those of the larger society)? What are the ethical considerations? What are
the social, political, and economic implications of your proposed research?
Who will benefit from the research? Who might be harmed by it? What
individuals, organizations, or institutions will be interested in your research?
This section should not be less than one page or more than two pages.
Appendices
 Consent Form: Your consent form should describe your proposed study to
prospective participants, and discuss issues of confidentiality, benefits, risks,
and the voluntary nature of the study. This appendix should include contact
information and signature lines (see sample on page 155 of Marlow).
Consent form should not be more than one page in length
 Instrument: A minimum of one instrument should be included in as an
appendix to your proposal. For example, if you are proposing an interview
study, your interview questions should be attached as an appendix. If you are
proposing a quantitative study that involves a testing instrument, attach either
a copy of the test or a description of the test.
Note: Completed proposal should not be more than 17 pages (maximum)
in length.
 Research Proposal: After you have written and revised all elements of your
proposal, construct the proposal in the following order:
1. Title page (page one)
2. Abstract (page two): the abstract should summarize your completed
proposal
3. Beginning with page three Introduction, Review of Literature,
Methods, and Feasibility sections
4. References: six scholarly articles (four of which are search articles)
cited in your review of literature
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5. Appendices: consent form, instrument(s), and any supplemental
materials
All written assignments should be saved as a Word document and submitted by
using the Blackboard Drop Box. When you submit assignments using the drop
box make sure to include your last name and assignment title in the subject
heading (e.g., Edwards – Introduction). All assignments must be saved and
submitted as either a Word or RTF document (Word preferred). Make sure to
save all completed work on your computer.
Presentations:
 You will present your proposal during the final two weeks of the quarter.
 Presentations will consist of summarizing your proposed research by
describing your research topic, why it is important, research participants,
instrument, and the methods of data collection and analysis, and feasibility.
 In addition, you are asked to share how you experienced the process of
writing a research proposal. Did you experience any unanticipated learning?
Do you feel more equipped to read and utilize research in the future? Will
you carry out your research proposal, and actually conduct the research for a
human services agency or organization? What did you find to be the most
significant or meaningful aspects of this learning experience? Did you feel
that any of the assignments laced usefulness or were ‘busy work’?
 Depending on class size, presentations will be approximately 10-15 minutes
(including time for questions). Be prepared to give and receive feedback.
Grading Criteria for Research Proposal
Written work and presentations will be evaluated based on the following criteria:
 Content: Information is accurate, thorough, and well documented.
Material is representative of the particular area of inquiry and presented in
a balanced fashion.
 Clarity: Ideas and knowledge is presented clearly and demonstrates
specific understandings of the key concepts and meanings of the authors
cited and your analysis of scholarly works.
 Creativity: It is appropriate to employ a presentation style that will
capture and hold the audience’s attention.
 Depth and Breadth: Develop each section of your research proposal
thoroughly by demonstrating you ability to focus (depth) and to step back
and view the larger picture (breadth).
 Skill: Organize your thoughts and writing resources. Appropriately use
APA conventions as well as correct grammar, syntax, and punctuation.
 Timeliness: Meet due dates for assignments.
 Specificity: The proposal reflects the requirements as outlined in the
syllabus and in the handouts provided in Bb.
Late assignments will be docked 10% for each day the assignment is late.
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Students are expected to produce their personal best in HSP-385. Those
who do not earn a C- or better will be required to retake the course.
I will provide feedback on the first draft of each section. Students are also
expected to work with peer-review partners. Please utilize the feedback
you receive as you revise your work. The final draft of your research
proposal should reflect your personal best (which in most cases requires
multiple revisions). This is a writing intensive course.
Assignment Points
Assignment
Annotated Bibliography
Introduction
Review of Literature
Methods Section
Feasibility
Consent Form
Instrument
Research Proposal
Presentation
Blackboard
Assignments
Weekly Questions
Class Participation
Points Possible
5
10
10
10
10
2
2
20
2
Weeks
2, 3, 4, 5, 6, 7, 8
2 points each week
Weeks 3, 4, 5, 6, and 7
1 point each week
10
Percentage of grade
5
10
10
10
10
2
2
20
2
14
5
10
Grading
Grading is not based on effort or improvement; it is based on the quality of
academic performance. Grading policies are described in the WWU catalog.
100% - 95% = A
94% - 90% = A89% - 87% = B+
86% - 84% = B
83% - 80% = B79% - 77% = C+
76% - 74% = C
73% - 70% = C69% - 60% = D
Below 59% = F
POLICIES
Academic Dishonesty Policy:
Western Washington University students are responsible for reading,
understanding, and upholding the standards of academic honesty as set forth in
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the WWU Academic Dishonesty Policy and Procedure (see Appendix D of the
University Bulletin) and WWU's Academic Honesty Policy at
http://www.acadweb.wwu.edu/senate/acc/accPlagiarism.htm.
Attendance Policy:
This course is process-oriented and depends on your thoughtful participation. As
a group, our aim is to model the human services ideal that all are responsible for
all. This ethos necessitates your personal commitment to the instructor and other
students. Therefore, please participate in discussions. If you are not able to
attend a class please notify the instructor prior to missing the class. Discussion
participation and class activities cannot be made up; however, it is your
responsibility to review all material and topics covered in and out of class and
complete all assignments when due. Please keep the instructor advised of your
situation. Students who miss more than two weeks of class will not pass the
class. For information regarding medical or hardship withdrawals, contact Allison
Hagin, our program coordinator at hs.everett@wwu.edu
Late Assignment Policy:
All assignments are due on the dates indicated in the syllabus. Late
assignments will receive a 10% deduction for each day they are late.
Written Work Policy:
All written work must be typed, double-spaced, and grammatically correct. The
instructor does not consider more than 3 grammar errors per page college-level
work and will grade accordingly. You are encouraged to proofread your work
and read it out loud before submitting. Poor writing skills and submission of work
that does not address assignment criteria will influence final grade. For
assistance with writing assignments contact WWU’s Writing Center at
http://www.acadweb.wwu.edu/writepro
Reasonable Accommodation Policy:
It is the policy of Western Washington University to provide reasonable
accommodations to the known physical, sensory, or mental limitations of
qualified individuals except where such accommodation would impose undue
hardship on the institution. To request accommodation, students must contact
WWU disability resources for Students at (360) 650-3844 or
www.wwu.edu/depts/drs/.
Corresponding by email:
All students should use mywestern accounts for official class email. You are
welcome to forward your WWU email to a personal account. However, please
make sure that the forwarding system works by sending yourself a test email.
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HSP-385 Weekly Schedule of Readings & Assignments
Week 1 – 9/29
Introductions and Course Overview
Week 2 – 10/6
Stefanie Buck – Accessing Scholarly Resources
Read before Bb:
Marlow – chapters 1, 2, & 3
Best – chapter 1
Homework:
Bb
Formulate research question
Visit: WWU Library Webpage
Collect Literature
Week 3 – 10/13
Read before class:
Marlow – chapters 4 & 13
Best – chapter 2
Homework: Bb
Collect Literature
Week 4 – 10/20
Read before class:
Marlow – chapters 5, 6, & 7
Best – chapter 3
Annotated Bibliography
Blackboard
Due 10/20:
Homework:
Week 5 – 10/27
Read before class:
Due 10/27:
Homework:
Week 6 – 11/3
Read before Bb:
Due 11/3:
Week 7 – 11/10
Read before class:
Due 11/10:
Homework:
Marlow – chapter 8
Best – chapter 4
Review of Literature
Blackboard
Marlow – chapters 9 & 10
Best – chapter 5
Introduction Section
Marlow – chapters 11 & 12
Best – chapters 6 & 7
Methods Section
Blackboard
Week 8 – 11/17
Reread before class: Marlow – chapter 13
Due 11/17:
Feasibility Section
Homework:
Blackboard
Week 9 – 11/24
Due 11/24: Proposals & Presentations – Group 1
Week 10 – 12/1
Due 12/1: Presentations – Group 2
Celebrate!
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