Presented by
Mary Secret
Christopher J. Ward
Ananda Newmark
SWDE Conference
University of Indiana
Indianapolis, Indiana
April, 2015
Virginia Commonwealth University
SCHOOL OF SOCIAL WORK
VIRGINIA COMMONWEALTH UNIVERSITY
Foundations of Social Research SLWK 609-901
Spring, 2013 CABEL B-042
Day/Time: W 4-6:40
Dr. Mary Secret
Office Address: 212 Raleigh Building
Office Hours: by appointment
Office Telephone: 804-828-2379
email: mcsecret@vcu.edu
COURSE DESCRIPTION
3 credits. Prerequisites: none. Introduces the methods of social work research, including problem formulation,
research designs, measurement, data collection, and sampling. Focuses on the application of critical thinking skills
and research methods to clinical social work practice effectiveness research, the evaluation of social work programs
and services, and developing the knowledge base for social work practice.
LEARNING UNITS … ……
COURSE COMPETENCIES AND PRATICE BEHAVIORS (P.B.)…..
THOSE WERE THE
DAYS
REQUIRED TEXTS
Engel, R.J., & Schutt, R.K., (2013). The practice of research in social work (3rd Ed). Thousand Oaks, CA: Sage.
Corcoran, J. & Secret, M. (2013). Social Work Research Skills Workbook. New York: Oxford.
COURSE FORMAT
The in-class activities will include instructor summary and clarification of the chapter readings, inclass exercises and small group work. It is important that you read the required material prior to
coming to class because lectures will not reiterate this material. Rather, we will discuss this material
as a class and then you will work in small groups of 2 or 3 to discuss specific questions to clarify and
reinforce important research knowledge. You will also have some class time to work on your group
research proposal, one of the required assignments in this course.
Your out-of-class preparation will consist of the following major activities: 1) required reading for
the class session as noted on course topic outline below; 2) download and bring to class the class
power point; 3) work on your research proposal that is due at the end of the semester; 3) preparation
for in-class proposal team work; 4) study for exams.
Please be sure to access the Student Study Guide for available with the Engel and Schutt text in order
 Context
 Teaching Priorities
and Practices:
Making the Implicit
Explicit
 Class Activities
/Assignments
Conversion Overview
 Closer look at
Choices made
 A Conversion
Matrix
Context: The Course
SLWK 609 Foundations of Social Work Research Course Description
Introduces the methods of social work research, including problem formulation,
research designs, measurement, data collection and sampling. Focuses on the
application of critical thinking skills, diversity and research methods of clinical
social work practice effectiveness. Covers evaluation of social work programs
and services.
• First course in a sequence of 3 research
courses
• SW students typically ‘under-excited’ by
research courses
• Wide variation in prior exposure to
research terminology and methods
• 11th hour decision for this research
methods course .... (Lifestyle issue
(childcare)
• Have done HBSE online for years..
Have taught research
online for years..
• I can do this!!
• ? Will you do the Research in the SSW DE
program ??
• I’VE ALREADY DONE THIS COURSE HYBRID.. WILL BE EASY TO
MOVE IT TO FULL ONLINE…
•
• ?? Will you work with us to create an Open Access course
to incorporate teaching priorities of four different
disciplines -- Sociology, Public Administration, Education,
Social Work ???
• I’VE ALREADY DONE THIS COURSE HYBRID..
• WILL BE EASY TO MOVE IT TO FULL ONLINE…
Faculty Learning Community beginning in November, 2014 to
plan
Teaching Priorities and Practices
• Forced thinking about the most critical features
of this course that have to be present in any
format, face to face or online
• Recognized Teaching and learning as two
interwoven but DIFFERENT activities
• Course-specific teaching priorities and practices
AKA what an instructor does to facilitate student
learning.
These 5 teaching priorities.
Remained
the same
1.Need to help students identify
the essential
from the less
the
evolution…
essential content… try notthroughout
to get too lost in the
weeds!!
and strengths
were brought
forward of
to
2.Ability to assess learning
and weaknesses
other disciplines
students -- on-going colleagues
based on thein‘building
blocks’
nature of the course… yes, itin
is cumulative!!
the open access.
3.Need for interactive component for engaged learning…
try not to fall asleep!!
4.Need to guide/focus student learning at the application
level of course content via research proposal… yes, research can
be connected to practice!!!
5.Test for ‘walking knowledge’ …
yes, you need to remember what you learn!
FACE TO FACE
Introd
uctory
Com
ments
The in-class activities will
include instructor
summary and clarification
of the chapter readings, inclass exercises and small
group work.
HYBRID
Move through the
material by completing
various course activities
online while the
instructor guides your
progress:
We will discuss this
material as a class and

then you will work in small
groups of 2 or 3 to discuss 
specific questions to clarify
and reinforce important
research knowledge.
You will also have some
class time to work on your
group research proposal,
one of the required
assignments in this course
with regular video
screencasts
by responding to
and commenting on
your weekly
activities on a
regular basis (at
least weekly)
through various
Blackboard
interactive tools.
Full Online (Summer)
Connected Learning
The course uses an interdisciplinary
Your learning comes
format, offered through Sociology
from your completion of (SOCY 601), Education (EDUS 660),
the various online
Social Work (SLWK 609), and Public
course activities listed
Administration (PADM, CRJS, GVPA
below while the
623).
instructors guide your
progress
Collaborative discussions regarding
ethics, approval processes, and other

with regular video considerations of research design.
screencast a

by responding to
Using self-reflection in the form of
and commenting
regular blogs,
on your bi-weekly
activities on a
Students will co-learn with each
regular basis
other
through various
Blackboard
Open, connected, networked online
interactive tools.
course.
FACE TO FACE
HYBRID
In-Class
 instructor summary and
clarification of the chapter
readings,
In-Class
 Orientation to the course and
introduction to the required
online
 in-class exercises and small
group work for clarification
and knowledge
reinforcement.
Class
Structure
and
Activities
 class time to work on group
research
proposal/consultation from
instructor
 mid-term
:::::::::::::::::::::::::::::::::::::::::::::::
Out-of-class
 Required reading for the
class session
 Work on research proposal
 Preparation for in-class
proposal team work;
 take home final – hand
deliver to instructor
Full Online (Summer)
In-class
None
:::::::::::::::::::::::::::::::::::::::::::::::
On-line
Required reading text and
 mid-term administered in face
additional material.
to face class
::::::::::::::::::::::::::::::::::::::::::::::::::
Out-of-class
Required reading text and
additional material
Viewing video or screencast
posted in Blackboard
Completing the electronic
chapter quizzes as noted on
the course outline.
Responding to journal
assignments about the course
material posted in
Blackboard;
Completing group proposal
worksheets on the
Blackboard WIKI site
take home final – hand
delivered to instructor
Viewing video or screencast
posted in Blackboard
Completing the electronic
chapter quizzes as noted on
the course outline.
Responding to Journal
assignments about the course
material that will be posted in
Blackboard; instructor
interaction
Completing group proposal
worksheets on the Blackboard
WIKI site
Mid-term – online
RespondusLockDown Browser
–2hr time limited
take home final – online
Respondus LockDown Brower
-- 1 week
Connected Learning
In-Class
None
::::::::::::::::::::::::::::::::::::::::::
On-Line
Required reading text
and additional material.
Viewing video or
screencast posted in
Blackboard
Self-assessment quizzes
are online through
website.
Weekly Blog OPEN
ACCESS reflecting on the
concepts being studied
during the last week;
instructor AND student
interaction
Completing group
proposal worksheets on
the OPEN ACCESS –
Google Docs and Google
Hang-out
Mid-term – online
RespondusLockDown
Browser- 2h time limited
take home final – online
Respondus LockDown
Brower -- 1 week
FACE TO FACE
Assign
ments
HYBRID
Assignment
Percent of
Grade
CITI EXAM
5%
Mid-term – In Class
20
%
Research Proposal
35%

15% group grade;

10% individual grade

10% group grade for
class presentation;
Assignment
Grade
CITI EXAM
Mid-term – In Class
Percent of
%
Research Proposal
30%

15% group grade;

10% individual grade

5% group grade for class
presentation;
Final Exam Take Home 30%
Class Participation
10%
Final Exam – Take Home
Class Participation
5%
20
30%
15%
Full Online (Summer)
Connected Learning
Assignment
Percent of
Grade
CITI EXAM
5%
Mid-term
20%
Research Proposal
30%

20% group grade;

10% individual grade

5% group grade for class
presentation;
CITI =
Final Exam – Take Home 30%
Class Participation
15%
5%
Mid term =
20%
Research proposal =
35% (25% group grade; 10%
individual grade)
Final = 20%
Class participation

Blog = 10% (1 pt per weekly
blog)

Quizzes = 10% (1 pt per
weekly if 80%)
A Closer Look
1. Help students distinguish the essential
from the less essential content..
FROM in-class power points
TO >>> video screencasts/podcasts
+ can work from existing powerpoints
+ many available online
- Difficult to duplicate interactive nature of in-class
power points
- Need to adjust for time factor.. When in the course
the podcasts are issued (before or after reading online
journals)
2.Assess learning strengths and weaknesses
of students on on-going basis
FROM taking the temperature of the class via
in person discussion
>>> TO online journals re online quizzes and
exercises, blogs
+ Improvement in student learning because
students HAVE to read and do the quizzes.
+ ? Students do self-assessment by getting
perspective of self in relation to others in
terms of learning
FROM In-class exercises, pair share, all
class discussions,An issue of time, not
>>> Discussion Board
CLGs; some WIKI
technology
exercises, BLOGS..
- Tooooo labor intensive for instructor and
student in hybrid and full online
+
MORE MANAGEABLE IN OPEN ACCESS
4. Need to guide/focus student
learning to apply course content via
research proposal
FROM small-group work in class with
instructor consultation
TO >>> group WIKIs on Blackboard
and on website..
+ More transparent learning…
instructor
ability to read exactly what groups are doing
-
Harder for instructor to communicate what
Plan to use
is needed
Collaborate.. Webconferencing
5. Test for ‘walking knowledge’
FROM In class exam
TO >>> in-class exam .. Or online exam
RESPONDUSLOCK DOWN BROWSER
BIGGEST CHALLENGE TO DATE..
- Problematic in total online courses re
proctoring exams
- Always possibility of cheating and copying
exam
- returning and reviewing exam
+ only option to date
Putting it all together into a learning matrix